Emotional well-being of administrative staff of faculties in higher education institutions

Abstract

The emotional well-being of administrative staff in higher education institutions is crucial for their job performance and quality of life. A study conducted at the Escuela Superior Politécnica de Chimborazo (ESPOCH) examined the variables that affect this well-being, focusing on development opportunity, clear policies, and organizational support. The aim of the research was to identify and analyze these factors to better understand their influence on employees' mental health and job performance. Through Pearson correlation analysis, significant connections were found between various work variables and their impact on emotional well-being. A strong positive correlation was discovered between feedback and appreciation and recognition (r = 0.65, p < 0.01), suggesting that employees who receive positive feedback tend to feel more valued. In addition, a moderate correlation was observed between the perception of meaningful work and workload (r = 0.42, p < 0.05), indicating that a job perceived as meaningful is associated with a higher workload. Qualitative analysis revealed additional factors such as poor organization and workload management, poor communication, and lack of recognition, which negatively affect emotional well-being. Participants reported high levels of stress, tense behaviors, and limited ability to handle work demands. These findings underscore the need to implement effective strategies to manage stress and improve emotional well-being, creating a healthier and more productive work environment in higher education institutions.