TY - JOUR
AU1 - Si, Jinghui
AB -  Connecting teachers’ professional well-being and managerialism, this study explored how teachers experience their professional well-being in navigating challenging working conditions. Supported by the well-being theory, document analyses were carried out and open-ended questionnaires and semi-structured interviews were conducted with teachers at Chinese HEIs. The findings portray a landscape of tensions, conflicts, and challenges, where teachers’ professional well-being is dramatically confronted and even systematically overlooked. In a managerial culture in favor of performance and competence, teachers’ engagement, their perception towards the meaning of education, and their understanding of self-actualization were consistently informed, controlled, and rewarded against a reducible list of skills and outcomes. In this way, the meaning of being a teacher is narrowly focused but broadly standardized. The findings deepen understandings of teachers’ professional well-being, enable more critical examinations of managerialism in higher education, and allow promotion of teachers’ professional well-being for sustainable development.
TI - Higher educationteachers’ professional well-being in the rise of managerialism: insights from China
JF - Higher Education
DO - 10.1007/s10734-023-01056-2
DA - 2024-04-01
UR - https://www.deepdyve.com/lp/springer-journals/higher-educationteachers-professional-well-being-in-the-rise-of-8VhonPn2Og
SP - 1121
EP - 1138
VL - 87
IS - 4
DP - DeepDyve
ER -