Quiet Ego and Wellbeing Among Higher Education Faculty: Insights from the Post-COVID Educational Landscape

Abstract

 The COVID-19 pandemic caused enormous disruptions in all spheres of life, particularly the education sector. In India, where the impact was significant, higher education institutions were compelled to shift to online teaching virtually overnight. This abrupt transformation presented various obstacles, particularly for teachers, who had to adjust to new technologies and approaches while working with limited resources. While much study has been conducted on the impact of this change on students, the well-being of teachers in higher education has received less attention. This study seeks to fill this gap by investigating the well-being of higher education teachers before and following the pandemic.

This research examines how the concept of the quiet ego, a trait of personality associated with eudaimonic well-being, can help teachers cope with rising pressures and uncertainties. The quiet ego, defined as a compassionate self-identity seeking balanced growth, has the potential to play a significant role in increasing faculty well-being. This study aims to better understand the relationship between the quiet ego and teacher well-being by conducting a thorough assessment of secondary data and accessible literature, as well as to provide practical solutions for developing wellbeing among teachers in the current academic climate.