| dc.description.abstract | The mental well-being of university
lecturers in Sri Lanka is a pressing issue, made worse
by their heavy workloads, demanding standards, and
having to handle several responsibilities. The goal of
this study is to determine how well institutional
support networks can benefit these lecturers who are
experiencing mental health problems. The study,
which used a mixed-methods approach, included
qualitative interviews and quantitative surveys with a
sample of 150 university teachers from different
universities in Sri Lanka. The study objectives were to
determine the current state of the lecturer's mental
health, identify institutional support networks, analyze
their efficacy, and offer evidence-based suggestions
for enhancement. The findings showed that most of the
lecturers have experience with mental health problems
such as stress, anxiety, and depression. The main
support networks that are available for them are work
life
balance policies, mental health awareness
programs, peer support networks, and counselling
services. Peer support groups and counselling services
were shown to be the most successful support
networks, considerably improving the mental health
outcomes of university instructors. However, the study
revealed that stigma and accessibility concerns pose
major obstacles to the use of these services. The study
reveals significant potential for improving the current
support systems, despite their relative effectiveness.
Increasing mental health awareness, creating peer
support networks, lessening stigma, and introducing
flexible work schedules are among the suggested
enhancements. These strategies aim to foster a welcoming and health-conscious
learning environment for instructors, thereby enhancing
learning outcomes and work satisfaction over time. | en_US |
