Introduction. In recent years there has been an increased focus on well-being and health in academic environments. Academic organizations have become increasingly demanding due to major changes in tasks, professional roles, and their social image. These pressures are associated with high job demands, such as increased workload, competitive funding, and performance indicators, which often have a negative impact on mental health and general well-being. Full professors often face role-specific challenges, including increased administrative responsibilities, expectations for substantial funding, and pressures to maintain a high level of research output. On the other hand, researchers may find it more difficult to access both material and non-material resources, such as funding, recognition, and career opportunities, which are essential for their motivation.
Purpose. Drawing on the literature and using the Job Demands-Resources model as a theoretical framework, the aim is to identify whether there are role differences within academia regarding job demands, resources, and work outcomes.
Method. Data were collected through a survey administered to a sample of 608 academics, including researchers (N=194), associate professors (N=220), and full professors (N=194).
Results. Results revealed that differences in academic roles have a significant impact on overall well-being, with varying levels of perceived demands, resources, and work outcomes. Full professors tend to report greater access to resources (such as autonomy, support from colleagues and students), higher levels of engagement and satisfaction. In contrast, associate professors face more difficult working conditions, including higher demands (such as higher workload and more conflictual relationships) and lower levels of perceived equity and support, leading to higher burnout.
Conclusion. Researchers, on the other hand, have more limited resources, which may negatively affect their job satisfaction and overall well-being. Although the study presents some limitations, the results highlight significant differences in the perception of quality of life within academia, depending on the academic role.