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This paper investigated the intrinsic and extrinsic sources of academic well-being among university teachers at one university in Qatar, to understand how different factors influence their well-being within academia.

Drawing on systems theory, this study employs Q methodology research. Data were collected and analyzed using 35 statements (Q-items) related to academic well-being. Twenty-one university teachers participated in the study, providing a range of perspectives on the factors that influenced their academic well-being.

The analysis revealed two distinct perspectives among the participants concerning the sources of academic well-being. Factor 1 (F-1) emphasized workplace conditions as the primary source of well-being, whereas Factor 2 (F-2) highlighted individual conditions. Additionally, a significant portion of participants did not align strongly with either factor, indicating diverse and individualized sources of well-being that suggest a complex interplay of various elements affecting academic well-being.

The study’s sample size is limited to twenty-one university teachers at a single institution, which may affect the generalizability of the findings. Future research should consider a larger, more diverse sample to explore the universality of the findings across different academic contexts.

The implications for university teachers, researchers, leaders and policymakers include a better understanding of the sources that contribute to academic well-being and the need for adopting systems thinking in addressing these sources.

This study employs a unique application of Q methodology within a systems theory framework to explore the sources of academic well-being among university teachers. Unlike previous research that has primarily focused on anxiety, stress and burnout, this study provides a holistic perspective by capturing the complex interplay between organizational structures and individual identities.