QUALITY OF LIFE AND SUBJECTIVE WELL-BEING IN HIGHER EDUCATION TEACHERS: AN INTEGRATIVE LITERATURE REVIEW

Abstract

Higher Education Institutions (HEIs) require teachers to be qualified in their field of activity, with fundamental understanding and professional experience in their universe of mediation with knowledge. The varied demands stem from the responsibilities related to teaching, research, and extension. Teaching work can be understood from the constant exposure to challenging conditions of a psychosocial nature, which can lead to a process of destabilization in the organic, existential, and identity spheres, impacting the quality of life and subjective well-being of these professionals. This study aims to analyze data on the quality of life and subjective well-being of teachers who work in Higher Education Institutions. To this end, an integrative literature review was used, which analyzed the academic publications available in the Electronic Library Online (SciELO); journal platform of the Coordination for the Improvement of Higher Education - CAPES; Education Resources Information Center (Eric); Latin American and Caribbean Literature in Health Sciences (VHL-LILACS). The time cut was delimited in a period of 10 years (2014 -2024). The results revealed the identification of low levels of satisfaction, subjective well-being, and quality of life related to work and teaching practice. The evidence indicated the urgent need for further investigation into the factors that affect the quality of life and well-being of teachers in higher education, in addition to highlighting the importance of implementing actions aimed at promoting the health of these professionals, which would result in improvements in quality of life and well-being. And consequently, in the improvement of the educational process, in teaching-learning and the entire educational scenario.