EXAMINING THE IMPACT OF WORK STRESS ON THE WORK PERFORMANCE OF FACULTY MEMBERS IN GUANGDONG’S HIGHER EDUCATION INSTITUTIONS

Abstract

This study fills in important gaps in the research by looking into the complicated connections between job stress, subjective well-being, and work success among higher education teachers in Guangdong Province. In today's fast-paced and competitive workplaces (Sonnentag & Frese, 2013), job stress is a common and rising problem that affects workers in many fields. The Job Demand-Control Model is used to look at how job stress affects performance, how emotional well-being plays a role in this relationship, and how work settings in schools work. A lot of numeric data from a faculty group and a lot of statistical analysis, such as correlation, regression, and mediation modeling, are used in this mixed-methods study. This method looks at both direct and indirect relationships between variables in great detail. Job worry hurts both job performance and subjective well-being, but job performance is helped by subjective well-being. The study adds to theory, research, and real-world situations. It focuses on emotional well-being as a moving mediator to give a fuller picture of how stress affects performance. It adds to local knowledge by giving real-world information about higher education in Guangdong. This study shows how important it is for personal happiness and professional success to work together. It calls for big changes in academic settings to help faculty members grow in all areas of their lives. The results have big effects on higher education around the world and require more focus on environmentally friendly and people-centered ways of running institutions. This thesis basically lays the groundwork for more study that will help us understand these dynamics better in a wider range of academic settings. This will make sure that the well-being of faculty and the success of the school are not at odds with each other but are deeply connected.