Keywords
Gender
Teaching experience
University teachers
Higher education
How to Cite
Accepted 2025-04-26
Published 2025-04-28
Abstract
The well-being of university teachers in China has become a growing concern amid intensifying job demands and institutional pressures. While previous studies have explored individual and organizational predictors of teacher well-being, limited attention has been paid to potential structural disparities, particularly those related to gender and teaching experience. This quantitative study investigates whether significant differences exist in the well-being levels of Chinese university teachers based on gender and years of teaching experience. A total of 400 university teachers from the Guangxi Zhuang Autonomous Region participated in a cross-sectional survey using a validated well-being scale. Independent sample t-tests and one-way ANOVA were employed to assess group differences. The results revealed statistically significant differences in well-being between male and female teachers, as well as across different teaching experience groups. These findings suggest that structural factors, such as gender roles and career stage, may contribute to unequal well-being outcomes among university teachers. The study highlights the need for more targeted support strategies that account for such disparities, and calls for a more equity-oriented approach in educational policy and faculty development programs.
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Copyright (c) 2025 Huifang Qi, Dr. Lee (Author)