Lecturers' Academic Performance During War and Crisis Situations: Resilience, Motivation, Self-Efficacy and Mental Wellbeing

Abstract

The aim of the research was to explore the relationships among four psychological factors including mental resilience, self-efficacy, motivation, and mental wellbeing and professional performance of academic lecturers in war-time. The study adopted a quantitative methodology using closed-ended questionnaires filled by a sample of Israeli academic lecturers in higher education. Strong correlations between each of the factors and academic performance were established. The variables were also found to be interlinked and regularly assisted in maintaining the lecturers' abilities irrespective of emergency circumstances and stress. Analysis revealed that three of the principal variables (mental well-being, self-efficacy, and motivation) accounted for approximately 70% of the variance in professional performance collectively. The respondents also expressed preference for a mix of work environment (face-to-face and virtual), which was significantly and positively associated with the variables. This finding strengthens the connection between organizational support and coping abilities of lecturers during times of war and crises. The study findings are reflected in the necessity for investments in lecturers' internal resources development, not only as a response to crisis management but also as part of a strategy for ensuring professional performance and teaching quality.