Teacher wellbeing and teaching excellence in higher education. Exploring the interplay through the lens of the PERMA framework.

Autor/inn/en	Golab, Anna; u.a.
Titel	Teacher wellbeing and teaching excellence in higher education. Exploring the interplay through the lens of the PERMA framework.
Quelle	In: Higher education quarterly, 79 (2025) 1, Art. 12563, 14 S.Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0263-9769; 0951-5224; 1468-2273
DOI	10.1111/hequ.12563
Schlagwörter	Lehre; Gesundheitszustand; Wettbewerb; Hochschule; Studentenschaft
Abstract	Recognising the pivotal role of teacher wellbeing in fostering teaching excellence, this paper explores the intricate relationships in the context of higher education. Employing an abductive, qualitative methodology and expanding the use of the PERMA framework to in the realm of higher education, this paper investigates the associations between teachers' perceptions of excellence to five elements of wellbeing: positive emotions (P), engagement (E), relationships (R), meaning (M) and accomplishment (A). Drawing insights from a case study of an Australian business school, the findings of this paper reveal dynamic interactions among these elements. Contextual variations give rise to virtuous or vicious cycles, allowing for the facilitation or degradation of both teacher wellbeing and teaching excellence. This underscores the interplay between the dimensions of teaching quality and wellbeing of educators in higher education, shedding light on the potential cyclical influences that can either bolster or undermine the symbiotic relationship between teacher wellbeing and excellence. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2026/3