A recent nationwide survey has shed light on the significant emotional toll faced by teaching professionals in Karnataka's higher education institutions. The QS I-GAUGE's Institution of Happiness survey found that a majority of college and university faculty in the state report experiencing burnout, with administrative burdens being a primary culprit.
Survey Reveals Widespread Faculty Stress
The Bengaluru-based independent education rating organisation gathered responses from nearly 5.5 lakh participants across India, including students, faculty, alumni, and parents. In Karnataka alone, the survey included 5,792 faculty members, 58,670 students, and 8,075 alumni, providing a substantial dataset on the state of well-being in academia.
The findings are stark: 13% of faculty members experience work-related stress or burnout "very often," while a significant 53% face it "sometimes." Only 34% reported "never" feeling this way. While 60% of teachers feel they have adequate resources for a work-life balance, a substantial portion is clearly struggling under professional pressure.
Root Causes and Proposed Solutions
When asked to identify the main sources of their stress, faculty pointed clearly to non-academic duties. 33% of teachers cited paperwork, compliance reports, and accreditation-related work as the primary contributors. Another 27% blamed a heavy core workload encompassing long teaching hours, grading, lesson planning, and co-curricular responsibilities.
The proposed solutions from the faculty themselves are telling. 40% believe reducing non-academic work and balancing teaching hours would greatly improve their emotional well-being. Furthermore, 22% suggested that stronger institutional support through professional development, training, and mentoring could alleviate the strain.
Faculty Sentiment and Student Perspectives
On a positive note, 57% of teaching faculty feel comfortable discussing stress with college management, indicating potential avenues for intervention. Additionally, at least three-fourths expressed satisfaction with their academic freedom and institutional treatment. However, calls remain for more transparent promotion processes and equitable treatment across departments.
The student perspective, also captured in the survey, adds another dimension. While 42% of students used available mental health resources, 43% did not, despite finding them accessible. A promising 66% of students felt their institution adequately prepared them for their careers, crediting coursework and practical experience, with 72% acknowledging the provision of internship opportunities.
Expert Commentary on Systemic Issues
Education experts echo the survey's concerns, highlighting systemic problems. Rajashekhar, president of the Karnataka State Engineering College Faculty Association, questioned how teachers can grow creatively when consumed by accreditation paperwork. "With no free time, how are teachers supposed to read, think creatively, and develop as individuals?" he asked.
Maya Menon, director of The Teacher Foundation, pointed to a deeper issue of indifference. "Teacher burnout and a sense of alienation from their work are very real concerns. It seems that those in leadership, including government departments, are largely indifferent to the socio-emotional needs of educators," she stated. Both perspectives underscore the need for a structural reevaluation of faculty roles and support systems within Karnataka's higher education framework.
