Professional Quality of Life and Teaching Fatigue of National University College of Nursing Professors

Abstract

eaching is often described as a demanding line of work, and perhaps this is because educators are rarely confined to a single role. On any given day,
they may find themselves guiding, organizing, observing, advising, and supporting students, while also stepping into positions such as leadership, mentorship, and
resource coordination. It seems fair to say that educators are also expected to grow alongside their students, acting as catalysts for change within classrooms and
school communities (Cohen, Manion, & Morrison, 1996; Harrison & Killion, 2007). Within this complex professional landscape, educators develop personal
impressions about how their work affects them overall. This broader sense of well-being at work—often discussed as one’s professional life experience—appears
to be shaped by a mix of rewarding moments and ongoing pressures. In other words, the emotional and psychological impact of teaching may include both uplifting
experiences and draining ones, all of which contribute to how educators view their careers. On the more encouraging side, many teachers report a sense of
fulfillment that comes from feeling effective in their roles. There is, arguably, a unique satisfaction in helping learners grow, collaborating with supportive
colleagues, and knowing one’s efforts contribute to a larger social purpose. These positive feelings may arise from small daily successes or from the belief that
one’s work holds meaning beyond the classroom. At the same time, it is hard to ignore that the same profession can also take a toll. The ongoing demands, layered
responsibilities, and emotional investment required of educators may lead to exhaustion or strain. Taken together, these contrasting experiences—both energizing
and taxing—appear to shape how educators ultimately perceive the quality of their professional lives. lthough teaching is sometimes casually labeled as a relatively
“easy” line of work, research suggests a far more complex and demanding reality. In fact, Johnson et al. (2005) observed that educators report stress levels
comparable to those experienced by nurses, paramedics, law enforcement officers, and social service professionals. It seems that as the true scope of responsibilities
becomes clearer, the strain associated with the role tends to intensify rather than diminish. ore recently, attention has turned to the evolving expectations placed on
educators, particularly in fields such as nursing education. A growing body of work points to the educator functioning as a learning role model—an identity that
arguably requires continuous motivation to refresh knowledge and refine professional skills (Nuryani, 2022). However, this expanded role does not always come
with clarity. Issues related to unclear expectations, conflicting responsibilities, and uncertainty about professional identity appear to complicate the educator’s
ability to fully inhabit the role (Nuryani, 2022). Similar concerns about role ambiguity have been echoed in earlier studies by Alghamdi (2019) and Sayer (2013).