Reconceptualizing Faculty Well-Being in the Post-Pandemic University

The Structural Role of Work Modality and Work–Life Balance

Bibliographic Data

ID22046208
AuthorsMiguel Angel Cancharí-Preciado (0000-0002-8873-8450, Universidad César Vallejo, corresponding author), Nathalí Pantigoso-Leython (0000-0002-3709-6689, National University of Education Enrique Guzmán y Valle), Gleny Jara-Llanos (National University of Education Enrique Guzmán y Valle), Félix José Colina-Ysea (0000-0002-6651-3509, Universidad Tecnológica del Perú), Félix Colina-Ysea (Universidad Tecnológica del Perú)
Year2026
Volume16
Issue5
Pages696
Publication date2026-04-28
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci16050696
OpenAlexW7159836780
LanguageEN
References cited38

The reorganization of academic work following the COVID-19 pandemic has intensified debate regarding the effects of work modality on faculty well-being, particularly in Latin American contexts characterized by structural inequalities and digital divides. This study examines the influence of work modality on the integrated well-being of university faculty in Peru. A quantitative, non-experimental explanatory design was employed with a sample of 448 faculty members from public and private universities. Occupational well-being and quality of life were assessed using validated instruments and subsequently integrated into a higher-order construct due to the absence of discriminant validity. Structural relationships were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with bootstrapping (5000 resamples). The results indicate that work modality significantly predicts integrated well-being (β = 0.823; p

Causal model · Structural equation modeling · Perfectionism, Procrastination, Anxiety Studies · Stress and Burnout Research · Work-Family Balance Challenges

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