Workaholism, Emotional Dysregulation, Aggressive Behavior, and Employee Well-Being in University Teachers

Abstract

Teaching is a vocation that needs continuous dedication, emotional balance, and psychological stability that is often put to the test due to excessive workload and institutional pressures. The present study examines the complex connection between workaholism, emotional dysregulation, aggressive behavior, and employee well-being among the university educators in Punjab, Pakistan. It is aimed to understand how work commitment has an impact on the feelings of teachers, their behaviors, and the state of their mental health. A convenient sampling method was used to choose 415 (M=1.674, SD=.4690) educators of different universities within Punjab. The variables were measured using standardized scales, the Dutch Workaholism Scale (DUWAS) measured workaholic tendencies, the Buss-Perry Aggression Questionnaire (BPAQ) measured aggression, and the General Health Questionnaire-10 (GHQ-10) measured well-being of employees. These results revealed that workaholism was strongly positively related to emotional dysregulation and aggressive behavior and weakly related to employee well-being, which was negatively correlated. Teachers who were more workaholic had more chances to be emotionally unstable and irritated, leading to poor psychological health and life satisfaction. Also, emotional dysregulation was the mediating variable between workaholism and aggression, indicating the emotional cost of the excessive work engagement. These results highlight the urgency of organizational awareness, the ability to manage the workload, and emotional support programs in order to achieve a healthier academic environment. The research will be of great significance to occupational health psychology, with some recommendations to universities to increase productivity and psychological strength of educators.