Exploring the relationship between psychosocial factors, work engagement, and mental health: a structural equation modeling analysis among faculty in Saudi Arabia | BMC Public Health

Psychosocial risks at work are components of work design as well as the social, organizational, and managerial settings of work that have the potential to inflict psychological or physical damage [1]. Among the most difficult concerns in occupational safety and health are work-related stress and psychosocial risks, which have a considerable influence on the health of people, organizations, and national economies [2].

Workplace psychosocial risks are serious threats to workers’ emotional and physical well-being. These dangers could lead to numerous health issues and work-related mishaps [3]. Low job satisfaction, health problems, accidents at work, stress at work, and burnout are all associated with psychosocial risks [1]. Depression and anxiety are more common, and there is a correlation between work-related stress and a decline in social contact and concentration on the job, as well as an increase in physical pain and cardiovascular problems. Anxiety at work is associated with several psychosocial risks [4,5,6,7].

The Job Demands-Resources (JD-R) Model provides a comprehensive framework for comprehending the connection between work characteristics and the well-being of employees. Lack of job management, organization, and social environments can lead to stress, despair, and other psychological, physiological, and social consequences. Psychosocial risks encompass several factors, such as organizational culture, workplace function, stress levels, work pace, and work relationships, that can impact performance and well-being in the workplace [8]. A person’s emotional control, adaptability, and a healthy mind-body relationship are aspects that contribute to mental well-being, a constantly changing internal state of balance essential for maximizing their abilities in line with societal standards [9].

The JD-R model suggests that occupational demands, like an intense workload or emotional stress, can deplete an employee’s energy reserves. Over time, this could lead to health problems like burnout. Employees demonstrate higher levels of engagement and commitment to their work when they have more freedom, receive constructive feedback, and receive social support from their employers. A study conducted further supports this notion, suggesting that employees who are aware of the resources available to them in their profession are more willing to invest additional time and effort in their work [10, 11]. This highlights the importance of providing employees with the necessary tools and support to thrive in their roles.

Studies estimate that 17.6% of the working population experiences mental health challenges annually, impacting work capacity and performance [12]. With the third Sustainable Development Goal (SDG) focusing on global health and well-being, the role of education, particularly the psychosocial health of educators, becomes paramount [13]. An emotional, cognitive, and psychological construct that refers to a good and satisfying mental state associated with work, engagement is an emotional, cognitive, and psychological construct that is founded on three dimensions: vigor, devotion, and absorption [3].

In this context, job engagement, characterized by vitality, commitment, and absorption, emerges as a positive mental condition associated with work [14]. However, the teaching profession, known for its high occupational stress, often leaves educators feeling overwhelmed and stressed [15, 16]. University lecturers, in addition to teaching and advising, contend with administrative tasks, research, family responsibilities, and social commitments, contributing to elevated stress levels [17]. High job engagement is correlated with lower psychosocial hazards and burnout, highlighting the significance of addressing mental health concerns for optimal job performance [18].

Despite the existing research on workplace stress, psychosocial risks, and mental health, there is a notable gap in understanding these issues, specifically among faculty members in Saudi Arabia. This study aims to fill this gap by exploring the relationship between work engagement, psychosocial risks, and mental health among faculty members in Saudi Arabia, ultimately contributing essential insights for the development of effective strategies to enhance the well-being and engagement of academic staff. The main purpose of the present study was to examine the complex relationships between psychosocial factors, work engagement, and mental health within the faculty in Saudi Arabia using structural equation modeling.

The aim is to examine the complex relationships between psychosocial factors, work engagement, and mental health within the faculty in Saudi Arabia using structural equation modelling.