Theses
Date of Award
2026
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Counseling, Leadership, Literacy, and Special Education
First Advisor
Justine McGovern
Second Advisor
Dean D Libutti
Third Advisor
Elisabeth Kim
Abstract
This dissertation examines the intersection of job-related tension and workplace well-being among professional academic advisors through the lens of the Job Demands-Resources (JD-R) model. The purpose of the study is to address a gap in advising scholarship by exploring job demands and resources in advisors’ experiences in different advising models and institution types. A scoping literature review addresses advising as a profession, positive organizational psychology frameworks such as the PERMA model, and job-related tension concepts like role overload and ambiguity. Existing research indicates advisors have high job satisfaction despite job tension, and the JD-R theory is used to set a foundation for exploring these concepts.
A quantitative survey was conducted using two previously validated instruments: the Job-Related Tension Index (JRTI) and the Workplace PERMA-Profiler, as well as researcher-developed questions regarding satisfaction with advising resources on campus. It was distributed the survey to a nationwide sample through a NACADA listserv and on LinkedIn, which yielded 601 valid responses from advisors at different Carnegie-classified institution types and within different advising models. Data analysis included reliability testing, correlation, t-tests, and analysis of variance.
Key findings indicate a strong negative correlation between job tension and workplace well-being (p < .001), which supports the foundation of the JD-R framework that higher demands predict outcomes like burnout rather than disengagement. Advisors reported tension around advancement opportunities and workload, while well-being scores were the highest for the accomplishment and meaning areas of PERMA. No significant differences were found when comparing length of time in advising, institution type, or advising model, indicating that interventions to mitigate tension could be widely applied.
The study concludes that mitigating job demands and increasing resources, with steps such as clarifying the advising role and increasing opportunities for recognition and professional development, can foster well-being and reduce turnover for advisors. Implications for practice include using the JD-R framework to guide advising administrator strategies, and suggestions for action research at the institutional level. Further studies should introduce mixed methods, consider longitudinal samples, and intentionally expand respondent demographics to build understanding of advisor experiences.
Recommended Citation
Cruger, Cynthia, "“I love what I do, I just don't love where I do it,”: An Exploration of Job-Related Tension and Well-Being of Professional Academic Advisors" (2026). CUNY Academic Works.
https://academicworks.cuny.edu/le_etds/51
