Teacher satisfaction and well-being: Insights from higher education institutions

Abstract

We already know that leaders play a significant role in the academic success of students, as well as their happiness and well-being. Recent studies have suggested a 12% performance increase when investments are made in initiatives that enhance teachers' happiness. However, dedicated literature on GCC higher education faculty satisfaction and psychological well-being remains limited. This systematic review addresses that gap and provides a synthesis of empirical evidence regarding the factors influencing teacher satisfaction, happiness, and overall well-being at GCC universities. The review emphasizes that ensuring career satisfaction is not solely a personal responsibility but also an institutional strategic imperative, which can impact institutional sustainability, retention, and educational innovation positively or negatively. A systematic search following PRISMA methodology across four databases (2013–2023) identified six relevant studies (n = 1508). Methodological quality was assessed using the Quality Assessment Tool for Studies with Diverse Designs (QATSDD), with six studies rated as medium quality and one as high quality. While compensation and collegial support were consistently regarded as core contributors to satisfaction, the lack of standardization in study focus and quality limited the robustness of definitive regional conclusions. The search methodology favored studies utilizing quantitative measures of satisfaction, burnout, and emotional well-being, with data primarily from Saudi Arabia and the United Arab Emirates, covering a range of faculty demographics from English language instructors to early-career academics.