Teaching effectiveness in the Global South’s digital shift: how work-family conflict and job insecurity shape faculty identity and performance
研究基于孟加拉国426名高校教师数据，发现工作家庭冲突降低教学有效性（尤其对女教师），而工作不安全感在公立大学中反而与教学有效性正相关，领导支持未能完全缓冲负面影响。
The rapid digitalisation of higher education has intensified academic work demands, particularly in resource-constrained contexts of the Global South, raising critical questions about how faculty sustain teaching effectiveness under growing occupational pressures. Drawing on the conservation of resources (COR) theory and stress appraisal theory, this study investigates how stressors (job insecurity and work-family conflict) shape faculty perceived online teaching effectiveness, with faculty identity disruption as a mediator and leadership support as a moderator across gender and institution types (private and public universities). Using survey data from 426 full-time faculty members engaged in online teaching in Bangladeshi universities, we tested our hypotheses. Results reveal that work-family conflict significantly reduces teaching effectiveness, particularly for female faculty. Contrary to core COR assumptions, job insecurity showed a positive association with teaching effectiveness among public university faculty. Leadership support was insufficient to fully buffer the negative impact of job insecurity on faculty identity disruption. By integrating stress, identity, and institutional context, this study advances research on digital academic work and faculty well-being in higher education, offering new insights into how academics in Global South contexts sustain teaching effectiveness while navigating competing demands in rapidly transforming university environments.