Understanding How Workplace Dynamics Affect the Psychological Well-Being of University Teachers

Providing conducive working conditions is essential for fostering the personal and career growth of employees, ultimately ensuring their psychological well-being. This study aims to investigate the impact of workplace conditions on the psychological well-being of university teachers in Slovakia and to examine how factors from the Luxembourg Workplace Mobbing Scale (LWMS) function as moderators in this relationship. A questionnaire survey collected data from 687 respondents, and the analysis included reliability and moderation tests, with a one-way ANOVA confirming the model’s significance. The findings indicate that workplace conditions significantly affect the psychological well-being of university faculty, with LWMS factors—criticizing, ignoring, meaningless tasks, ridicule, and conflicts—moderating this relationship. A limitation of this research is the reliance on the LWMS, which comprehensively addresses bullying but encompasses only five factors. This study contributes to the understanding of workplace bullying and its impact in academic settings, offering implications for theory and practice in fostering healthier work environments in higher education.