Abstract

The rising concerns in the Higher Education sector necessitate a focus on the deteriorating well-being of faculty members. Despite their ongoing contributions to institutional functioning, student outcomes, research and innovation, their personal and professional well-being has been severely compromised in recent years. Toxic leadership patterns like micromanagement hamper their functional autonomy, academic motivation, job engagement and mental health. This conceptual review examines the impact of micromanagement on faculty members’ professional well-being through the lens of self-determination theory (SDT) and job demand-resource (JDR) models. Focusing on professional well-being, it reveals that micromanagement impacts faculty members' autonomy and academic freedom, induces cognitive and emotional strain, erodes trust, hampers collegial relationships, and negatively affects their job motivation and satisfaction. Self-determination theory reinforces this view by demonstrating how micromanagement leadership can negatively influence three faculty needs critical to their well-being: autonomy, belongingness, and competence. Additionally, the job demand-resource model positions toxic leadership, such as micromanagement, as a job demand rather than a resource, causing persistent stress and ill-being. The theoretical and literature synthesis advocates healthy leadership styles that foster faculty members' well-being and mental health. Moreover, the concept of micromanagement, which remains understudied primarily in higher education settings, has been emphasised, highlighting its rising prevalence and the need for action.