TYPOLOGIES OF WORK CONNECTIVITY BEHAVIOR AFTER HOURS AMONG UNIVERSITY TEACHERS: A CLUSTER ANALYSIS APPROACH

Abstract

The rapid integration of digital technologies has significantly impacted work connectivity behaviour after hours (WCB-AH), particularly among university teachers who navigate complex professional responsibilities. This study investigates the typologies of WCB-AH using a cluster analysis approach to identify distinct behavioural patterns and their implications for teachers’ well-being, work-life balance, and productivity. The motivation for this research lies in addressing the challenges posed by blurred boundaries between work and personal life, especially for educators who face flexible yet demanding workloads. The main objective is to categorize teachers’ after-hours connectivity behaviours into meaningful typologies to understand their varied effects on stress, recovery, and teaching outcomes. Employing cluster analysis as the primary methodology, the study classified behaviours into three distinct typologies: Always-On Workers, Balanced Responders, and Disconnectors. The analysis integrated variables such as frequency, duration, and psychological strain, alongside theoretical frameworks like Boundary Theory and the Conservation of Resources (COR) Theory. The findings reveal that Always-On Workers exhibit high stress and emotional exhaustion due to constant connectivity, Balanced Responders maintain moderate boundaries to manage stress effectively, and Disconnectors prioritize personal boundaries but may face professional isolation. The conclusion emphasizes the need for tailored interventions, highlighting the value of cluster analysis in understanding complex behaviours. Policy recommendations include implementing organizational guidelines to limit after-hours connectivity for Always-On Workers and fostering inclusive communication strategies to support Disconnectors, ensuring equitable professional engagement while safeguarding well-being.