Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/321138 
Year of Publication: 
2024
Citation: 
[Journal:] Administrative Sciences [ISSN:] 2076-3387 [Volume:] 14 [Issue:] 12 [Article No.:] 336 [Year:] 2024 [Pages:] 1-25
Publisher: 
MDPI, Basel
Abstract: 
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.
Subjects: 
LWMS
working conditions
psychological well-being
moderation
mobbing
VisegradGroup
universities
institutes of higher education
Slovak Republic
Persistent Identifier of the first edition: 
Creative Commons License: 
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Document Type: 
Article
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