Emotional well-being and organizational performance in the faculty of accounting of a public university in Lima

This study examined the influence of emotional well-being on organizational performance in a selected academic unit within a public university in Lima, Peru. The topic is relevant because emotional well-being has increasingly been recognized as a strategic factor in higher education institutions, where academic demands, administrative pressures, and organizational challenges may affect staff performance, institutional functioning, and the quality of educational services. Despite growing interest in this relationship, empirical evidence from public university settings remains limited, particularly in the Peruvian context, where structural and organizational constraints may shape teachers’ emotional experiences differently. A quantitative approach was adopted, with an applied, nonexperimental, cross-sectional, and explanatory design. The study included the entire teaching staff of the selected academic unit within a public university in Lima (N = 60), using a census design. Data were collected through a structured questionnaire with five-point Likert-type response options. Reliability analysis showed high internal consistency for the instrument. Descriptive findings indicated that 45% of participants strongly agreed with statements related to emotional well-being, 25% were indifferent, and 30% strongly disagreed. Regarding organizational performance, 50% strongly agreed, 20% were indifferent, and 30% strongly disagreed. Inferential analysis showed a statistically significant relationship between emotional well-being and organizational performance (p < 0.05). The Nagelkerke pseudo-R² value was 0.883, suggesting a substantial association between the variables within the analyzed sample. These findings are consistent with the hypothesis that emotional well-being is positively associated with organizational performance in the studied academic context. It was concluded that strengthening emotional support, stress management, interpersonal relationships, and workplace recognition may contribute to improved academic productivity, organizational commitment, and institutional climate in public higher education institutions.