Differentiated Adaptive Leadership–Motivation Model for Higher Education Teachers’ Well-being

Abstract

In China’s managerialist higher education context, academics’ well-being is affected by salary disparities, excessive non-teaching tasks, and research-biased evaluation. This qualitative case study explores how leadership support sustains motivation and well-being across career stages. Semi-structured interviews were conducted with 21 academics, seven per career stage. Findings show that novice academics need competence support through instructional leadership; mid-career academics need relatedness through transformational leadership and professional learning communities; and senior teachers need autonomy, distributed leadership, and trust. The Differentiated Adaptive Leadership–Motivation Model highlights career-stage-adapted leadership for sustainable teacher well-being and for sustainability in higher education.

Keywords: Educational Leadership; Teacher Well-being; Higher Education Sustainability; Differentiated Adaptive Leadership–Motivation Model