Faculty social support needs amid crisis: A case study from Lebanese higher education

Funding Sponsor

American University in Cairo

Author's Department

International & Comparative Education Department

Third Author's Department

International & Comparative Education Department

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https://doi.org/10.1057/s41599-025-06003-3

All Authors

Ibrahim M. Karkouti Thomas De Vere Wolsey Teklu Abate Bekele

Document Type

Research Article

Publication Title

Humanities and Social Sciences Communications

Publication Date

12-1-2025

doi

10.1057/s41599-025-06003-3

Abstract

Combined with mindful leadership practices, social support has the potential to enhance job performance, alleviate stress, sustain quality relationships, decrease employee turnover, effect change, and transform workplace culture. Using House’s social support framework and McNamara’s leadership model, this phenomenological case study explored faculty perceptions of the social support they need to persist and continue to teach amid political instability, economic crisis, and social turmoil. Ten fulltime professors were interviewed at a private university in Beirut, the capital of Lebanon, a war-torn country striving to restore institutional stability and effectiveness. Findings from this study highlight the importance of effective communication, collegiality, mentoring, and transparency in times of uncertainty and change. Contingency budgeting and informed spending were also perceived among the social support factors that mitigate faculty economic hardship during protracted crises and conflicts. Considering the derived findings, the article offers several recommendations for policy and practice.

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