Model SCARF and teacher engagement in mitigating management paradoxes in higher education

The purpose of this article is to examine the impact of satisfying the five basic psychosocial needs defined in the SCARF model (Status, Certainty, Autonomy, Relatedness, Fairness) on the level of engagement of academic teachers in both teaching and research work.Additionally, the aim is to indicate how taking these needs into account can help mitigate key management paradoxes in higher education.Design/methodology/approach: The study was conducted among 416 academic teachers from Polish universities.A proprietary questionnaire based on the SCARF model and the UWES scale for measuring work engagement were used.Data were analyzed using descriptive statistics methods, regression analysis, and thematic analysis of open-ended responses.The main research questions concern the relationship between the fulfillment of SCARF needs and the level of academic teachers' engagement, as well as their ability to cope with management paradoxes.Three hypotheses were formulated, the key one stating that satisfying SCARF needs positively influences engagement and facilitates balancing conflicting institutional expectations.Findings: All five SCARF needs showed a statistically significant relationship with the level of engagement (p < 0.05), with the greatest impact observed for the needs of Relatedness and Status.Meeting these needs fosters higher engagement in both teaching and research activities among academic teachers.The qualitative analysis confirmed the quantitative findings, revealing real-life examples of how these mechanisms operate. Practical implications:The results indicate that considering SCARF needs not only supports the individual motivation of academic teachers but also contributes to creating a more balanced work environment.Employing an approach that addresses the psychological needs of academic staff in management may provide an effective solution to management challenges in higher education, leading to increased organizational effectiveness and job satisfaction among teachers.Originality/value: The article offers a new perspective in research on higher education management by combining the SCARF model with an analysis of organizational paradoxes.The findings have theoretical significance, highlighting the importance of psychosocial needs in academic work, as well as practical value by providing guidance for university leaders on building a supportive work environment and mitigating organizational tensions.