HomeAbstract of 9th-icfssAn Investigation into the Well-being of Nontenured Instructors in a Foundation University’s Preparatory School: Exploring the Correlation Between Well-being and Employment Conditions

An Investigation into the Well-being of Nontenured Instructors in a Foundation University’s Preparatory School: Exploring the Correlation Between Well-being and Employment Conditions

  • Nov 4, 2025
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Abstract Book of the 9th International Conference on Future of Social Sciences

Year: 2025

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An Investigation into the Well-being of Nontenured Instructors in a Foundation University’s Preparatory School: Exploring the Correlation Between Well-being and Employment Conditions

BUKET KARA

ABSTRACT:

Teacher well-being has gained increasing attention in educational research,
particularly as it relates to the institutional context in which teachers work. This study
investigates the institutional well-being of English language instructors employed at the
preparatory program of a foundation university in Türkiye. Adopting a sequential explanatory
mixed-methods design, the research consists of two phases: an initial quantitative phase
utilizing the 31-item Workplace Well-Being Questionnaire (WWQ), followed by a qualitative
phase involving semi-structured focus group interviews. A total of 28 out of 36 instructors
participated in the survey, offering insights into various dimensions of workplace well-being,
including autonomy, support, recognition, and workload. The findings show that although
teachers enjoy teaching and find it meaningful, their well-being is affected by problems in the
institution. These include job insecurity, not being involved in decisions, a lack of
appreciation, and difficulty maintaining work–life balance. The interviews helped to explain
how these challenges influence teachers’ motivation and emotional health in their daily work.
This research shows that teacher well-being depends not only on emotional factors, but also
on the systems and policies in the institution. For better teacher well-being, schools should
provide job stability, involve teachers in decisions, and create a more supportive work culture.
The study adds to the growing research on teacher well-being and offers suggestions for
improving working conditions in language teaching environments.

Keywords: Teacher Well-Being; Institutional Well-Being; English Language Teachers; Mixed- Methods Research; Workplace Support and Recognition