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International Journal of Mechanical Engineering and Technology (IJMET)

Volume 9, Issue 1, January 2018, pp. 705–717 Article ID: IJMET_09_01_077

Available online at http://www.iaeme.com/IJMET/issues.asp?JType=IJMET&VType=9&IType=1

ISSN Print: 0976-6340 and ISSN Online: 0976-6359

© IAEME Publication Scopus Indexed

RELATIONSHIP BETWEEN BURNOUT AND

JOB SATISFACTION AMONG THE TEACHERS

IN ENGINEERING INSTITUTES

Joshua Roy J

Research Scholar, Karpagam Academy of Higher Education, Coimbatore

Dr. Ashok Kumar M

Director-School of Management Studies,

Karpagam Academy of Higher Education, Coimbatore

ABSTRACT

A teacher has an important role in nurturing and developing students’ potential

and help to build a future. However, a teacher today has an array of things to do

apart from learning new things, keeping abreast with the changes around and acquire

new age skills to cater to the demand. These demanding factors have raised concerns

over the competence, well-being and their sense of satisfaction of being a teacher.

This study investigates the relationship between the burn-out and job-satisfaction

levels of teachers in engineering institutes. Data is collected from 131 full-time

teachers at various engineering colleges present in major cities of Tamil Nadu, India.

The KMO and Bartlett’s test is done to check the adequacy of the data used in the

analysis of the data collected. The collected data is analyzed through the factor

analysis and mean score analysis to understand the levels of commitment among the

teachers in various engineering institutes in Tamil Nadu. Recommendations are made

based on the population data collected and analyzed, to improve the commitment

levels of the teachers.

Keywords: Burnout, Teaching, Satisfaction and Workload

Cite this Article: Joshua Roy J and Dr. Ashok Kumar M, Relationship between

Burnout and Job Satisfaction among the Teachers in Engineering Institutes,

International Journal of Mechanical Engineering and Technology 9(1), 2018.

pp. 705–717.

http://www.iaeme.com/IJMET/issues.asp?JType=IJMET&VType=9&IType=1

1. INTRODUCTION

Burnout due to stress is something that is visible to all of us. In regular day to day life, we

come across numerous circumstances, some of them go about as a cause of motivation for us

and some causes challenges. It is the human instinct to confront the difficulties strikingly or to

escape from them. In the recent couple of years, the rate at which the teachers are getting

Relationship between Burnout and Job Satisfaction among the Teachers in Engineering Institutes


burnt out has gained a considerable amount of attention. In his research,reviews ofthe teacher

stress and burnout. Kyriacou(1987) talked about the wide occurrence and concerns of stress in

the teaching profession in developed and developing countries as widespread as the United

States, Great Britain, Canada, Israel, and New Zealand. Increasing numbers of research

articles, wide array of books, number of newspaper articles, has led to an assortment of

approaches and a wide variety of thoughts resulting in negligible consensus amongst the

researchers. As a result, teaching has become one among the high-pressure occupation

amongst the traditional occupation.

2. LITERATURE REVIEW

Burnout is a condition of emotional exhaustion, depersonalization and a feeling of low

individual achievement that leads to decline in the effectiveness at work. It is a drawn out

reaction to constant job related stressors and can be considered as a type of job stress.

Burnout, a term initially coined by Freudenberger in 1974, characterized burnout as a

condition of exhaustion and void of physical and mental power, a condition of being

exhausted and he presumed that young social workers who were employed in handling

substance abuse projects could get into depression in due course of a few years Freudenberger

(1974). The widely used definition was given by Maslach (1993) as “a psychological

syndrome of emotional exhaustion, depersonalization, and reduced personal accomplishment

that can occur among individuals who work with other people in some capacity”. As indicated

by Maslach and Jackson (1981), there are three components to burnout: emotional exhaustion,

depersonalization and reduced personal accomplishment. Emotional exhaustion is the feeling

of fatigue and absence of interest or eagerness for work. Depersonalization is the emotional

distancing from direct care clients that result in a callous and uncaring attitude toward others.

Reduced personal accomplishment is the sense that nothing of value is being done at work by

the person. Reduced professional efficacy correlates more strongly with the other two

symptoms among burned-out than non-burned-out individuals (Mäkikangas et al, 2011).

Burnout is an important problem in the working life because it has an influence on the

organizational commitment,work performance, turnover, job satisfaction, service quality and

stress related health problems. In general, burnout decreases performance, job satisfaction,

work-place commitment and quality of service, and surges absenteeism, low self-esteem, and

job turnover (Maslach& Jackson, 1984; Nowack et al., 1985; Schwab et al., 1986; Rocca &

Kostanski, 2001; Ing-Chung et al., 2003; Marchiori & Henkin, 2004; Uskun et al., 2005Piko,

2006). Emotional exhaustion and depersonalization, the two main dimensions and are strongly

associated with burnout (Bianchi et al, 2015).

Job satisfaction though defined in many ways based on contexts, agrees to the fact that it

is a multidimensional concept. A Locke (1976) state, job satisfaction is an emotional state as a

result of an individual‟s job experience”. Spector (1985) defines job satisfaction as „„an

emotional affective response to a job or specific characteristic of a job‟‟. Wagner &

Hollenbeck (1992) stated that job satisfaction is a gratifying feeling that results from the

insight that one‟s job satisfies or allows for the satisfaction of one‟s important values derived

from their job. To sum up, job satisfaction is employees like or dislike towards their work and

the extent to which their expectations concerning work have been fulfilled. Researchers have

categorized job satisfaction into two types: general satisfaction and specific satisfaction.

General satisfaction is the overall satisfaction, has been defined as an overall appraisal of a

person‟s perception of his or her job. Specific satisfaction has been defined as an appraisal of

various aspects of the job. Examples of these aspects include working conditions, monetary

benefits, and relationships with co-workers and superiors, policies, and the nature of the job

itself (Castillo and Cano, 2004; Petty et al., 2005).Almost all psychosocial factors were

Joshua Roy J and Dr. Ashok Kumar M


incrementally and more negatively reported through the insurrection spirit level of burnout,

and so there were dissatisfaction with, sleep problems and lack of personal recovery (Inger

Arvidsson et al, 2016).

Statement of the Problem

Teachers occupy an important role in the process of educating an individual and a nation. A

teacher is the only source and a dependable media through which the process of knowledge

transfer can happen seamlessly. For such a process to happen naturally without any

hindrances, the teacher should be at their best in terms of their mental and physical health. A

known fact that mental health bears a significant importance in the efficiency and satisfaction

levels of an individual, Teachers do not fall an exception to these. The pace at which the

education system is changing, has only created the circumstance that has increased the stress

levels of the teachers but has not reduced any.

Objectives of the study

The aim of this study is

1. To explore the levels of burnout and job satisfaction among the faculty members.

2. To investigate the impact of burnout on job satisfaction among the faculty members.

3. To provide suggestion for decreasing the level of burnout and increasing in the level

of job satisfaction among the faculty members.

3. METHODOLOGY

Random sampling technique was used for the selection of the sample for the study.

Standardized questionnaire by Maslach and Schwab for burnout and were used for the study.

Limitations of the Study

Teacher burnout is a national issue and could take years to get appropriate results, hence,

study is limited to the faculty members in Engineering Colleges in Coimbatore, Erode and

Salem District of Tamil Nadu only. Time period to respond was limited to 12 weeks. Due to

the nature of the study and the questions there might be a personal bias by the respondent,

who may assume that data can be shared with the higher authorities.

4. RESULTS AND DISCUSSION

Table 1 KMO and Bartlett‟s Test

Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .745

Bartlett's Test of Sphericity Approx. Chi-Square 4.673E3

Sig. .000

The KMO test measures the adequacy of the sample. This KMO is an index used to

examine the appropriateness of the Factor Analysis. From the above table, the sampling

adequacy is .745, which indicates factor analysis is appropriate.



Table 1 Level of Opinion With Respect To “Burnout”

Factors Never

A few Once a A few

times a

month

Once a

week

Few

Every

day times a

year or

less

month

or less

times a

week

# % # % # % # % # % # % # %

Emotional Exhaustion

(F1)

I feel emotionally drained

from my work 16 12.2 44 33.6 21 16 31 23.7 10 7.6 9 6.9 0 0

I feel used up at the end

of the workday 12 9.2 21 16 30 22.9 25 19.1 13 9.9 22 16.8 8 6.1

I feel fatigued when I get

up in the morning and

have to face another day

on the job

39 29.8 20 15.3 17 13 21 16 14 10.7 10 7.6 10 7.6

Working with people all

day is really a strain on me 48 36.6 38 29 11 8.4 14 10.7 14 10.7 3 2.3 3 2.3

I feel burned out from my

work. 41 31.3 33 25.2 18 13.7 20 15.3 12 9.2 4 3.1 3 2.3

I feel frustrated by my job 44 33.6 35 36.7 17 13 20 15.3 7 5.3 5 3.8 3 2.3

I feel I‟m working too

hard on my job. 38 29 33 25.2 13 9.9 21 16 11 8.4 9 6.9 6 4.6

Working with people

directly puts too much

stress on me.

45 34.4 27 20.6 16 12.2 12 9.2 16 12.2 5 3.8 10 7.6

I feel like I‟m at the end of

my rope. 63 48.1 23 17.6 13 9.9 15 11.5 4 3.1 7 5.3 6 4.6

Involvement(F2)

I feel similar to my

students in many ways 19 14.5 33 25.2 25 19.1 16 12.2 7 5.3 13 9.9 18 13.7

I feel personally involved

with my recipients‟

problem

14 10.7 28 21.4 20 15.3 19 14.5 20 15.3 14 10.7 16 12.2

I feel uncomfortable about

the way I have treated

some students

37 28.2 18 13.7 34 26 26 19.8 3 2.3 2 1.5 11 8.4

Personal

Accomplishment(F3)

I can easily understand

how my students feel

about things.

2 1.5 6 4.6 12 9.2 18 13.7 13 9.9 20 15.3 60 45.8

I deal very effectively with

the problems of my

students.

3 2.3 6 4.6 4 3.1 20 15.3 16 12.2 38 29 44 33.6

I feel I‟m positively

influencing other people‟s

lives through my work.

2 1.5 12 9.2 8 6.1 13 9.9 15 11.5 33 25.2 48 36.6

I feel very energetic. 0 0 5 3.8 9 6.9 10 7.6 20 15.3 25 19.1 62 47.3



I can easily create a

relaxed atmosphere with

my students

0 0 6 4.6 12 9.2 4 3.1 14 10.7 24 18.3 71 54.2

I feel exhilarated after

working closely with my

students

6 4.6 5 3.8 13 9.9 22 16.8 19 14.5 25 19.1 41 31.3

I have accomplished

many worthwhile things in

this job.

0 0 6 4.6 12 9.2 22 16.8 14 10.7 42 32.1 35 26.7

In my work, I deal with

emotional problems very

calmly.

4 3.1 11 8.4 10 7.6 17 13 13 9.9 14 18.3 52 39.7

Deperonalization(F4)

I feel I treat some students

as if they were impersonal

objects

70 53.4 28 21.4 8 6.1 0 0 18 13.7 3 2.3 4 3.1

I‟ve become more callous

toward people since I took

this job.

62 47.3 23 17.6 17 13 19 14.5 5 3.8 2 1.5 3 2.3

I worry that this job is

hardening me emotionally 69 52.7 32 24.4 10 7.6 2 1.5 2 1.5 0 0 5 3.8

I don‟t really care what

happens to some students. 85 64.9 21 16 7 5.3 11 8.4 5 3.8 2 1.5 0 0

I feel recipient blame me

for some of their problems 64 48.9 36 27.5 10 7.6 10 7.6 7 5.3 2 1.5 2 1.5

Source: Data Collected using a scaled questionnaire

# - number of respondents, % - percentage of respondents

From the above table it is clear that teachers are burnt-out to the extent where they feel the

students blame the teachers (48.6%) for their poor academic performances which leads the

teachers not to care about what happens to the students in the due course of time. Both these

issues have bearing on each-other, due to the fact that the students are dependent on the

subject matter of the teacher and the teacher has the moral responsibility of educating the

students who are dependent on them.

Table 2 Level of Opinion With Respect To “Job Satisfaction”

Factors Very

Dissatisfied

Dissatisfied

Neutral

Satisfied

Very

Satisfied

# % # % # % # % # %

Being able to keep busy all

the time 0 0 1 8 17 13 69 52.7 44 33.6

The chance to work alone on

the job 0 0 5 3.8 34 26 66 50.4 26 19.8

The chance to do different

things from time to time 0 0 3 2.3 43 32.8 57 43.5 28 21.4

The chance to be somebody

in the community 2 1.5 6 4.6 40 30.5 61 46.6 22 16.8

The way my boss handles

his/her workers 1 8 6 4.6 34 26 64 48.9 26 19.8



The way my job provides for

steady employment 0 0 1 8 26 19.8 69 52.7 35 36.7

The chance to do things for

other people 0 0 1 8 18 13.7 73 55.7 39 29.8

The chance to tell people

what to do 2 1.5 0 0 32 24.4 64 48.9 33 25.2

The chance to do something

that makes use of my abilities 0 0 1 8 24 18.3 70 53.4 36 27.5

The way company policies

are put into practice 3 2.3 5 3.8 42 32.1 57 43.5 24 18.3

My pay and the amount of

work I do 3 2.3 1 8 41 31.3 53 40.5 33 25.2

The chances for advancement

on this job 1 8 3 2.3 40 30.5 66 50.5 20 15.3

The freedom to use my own

judgment 3 2.3 16 12.2 49 37.4 49 37.4 14 10.7

The chance to try my own

methods of doing the job 4 3.1 9 6.9 48 36.6 58 44.3 12 9.2

The working conditions 0 0 8 6.1 31 23.7 65 49.6 27 20.6

The way my coworkers get

along with each other 0 0 12 9.2 32 24.4 64 48.9 23 17.6

The praise I get for doing a

good job 5 3.8 9 6.9 40 30.5 54 41.2 23 17.6

The feeling of

accomplishment I get from

the job

2 1.5 5 3.8 37 28.2 59 45 28 21.4

The levels in the table indicate that, the faculty feel highly satisfied with the security of

the job which provides the opportunity to help the other(students) in ways that are possible for

them to help them with. A sense of being somebody in the society and the endless

possibilities they get to try new things keep the faculty satisfied with their jobs.

Table 3 Descriptive Mean of Burnout

Factors * Mean

Emotional Exhaustion F1 .9771

Involvement F2 2.4580

Personal Accomplishment F3 4.5846

Depersonalization F4 1.8779

*- from Table 1

From the above table, the mean value of Emotional Exhaustion (.9771) is the minimum

value of than the other sub scales of burnout and Depersonalization (1.8779) is the second

minimum mean compared to other sub scales. Thus the faculty members are more burned out

due to Emotional Exhaustion factors.



Table 4 Mean score of Burnout

FACTORS MEAN RANK

I feel emotionally drained from my work. 2.0153 13

I feel used up at the end of the workday. 2.7939 16

I feel fatigued when I get up in the morning and have to face another day on the

job. 2.1603 14

Working with people all day is really a strain on me 0.9847 2

I feel burned out from my work. 1.0382 3

I feel frustrated by my job. 0.7481 1

I feel I‟m working too hard on my job. 1.8855 11

Working with people directly puts too much stress on me. 1.8626 10

I feel like I‟m at the end of my rope. 1.3817 6

I feel similar to my recipient in many ways 2.5344 15

I feel personally involved with my recipients‟ problem 2.8321 17

I feel uncomfortable about the way I have treated some recipient 1.9237 12

I can easily understand how my students feel about things. 4.5496 23

I deal very effectively with the problems of my students. 4.5191 22

I feel I‟m positively influencing other people‟s lives through my work. 4.4275 21

I feel very energetic 4.8092 24

I can easily create a relaxed atmosphere with my students 4.916 25

I feel exhilarated after working closely with my students 4.1527 18

I have accomplished many worthwhile things in this job. 4.3664 20

In my work, I deal with emotional problems very calmly. 4.3206 19

I feel I treat some students as if they were impersonal object 1.0458 4

I‟ve become more callous toward people since I took this job. 1.2366 5

I worry that this job is hardening me emotionally 1.458 7

I don‟t really care what happens to some students. 1.5267 8

I feel recipient blame me for some of their problems 1.6412 9

The analyses show that the primary source of burn-out is the fact that the kind of work

they do frustrates the faculty and as a result they tend to treat the students as impersonal

objects which has made them emotionally harder.

Table 5 Mean score of job satisfaction

FACTORS MEAN RANK

Being able to keep busy all the time 4.1908 17

The chance to work alone on the job 3.8626 12

The chance to do different things from time to time 3.8397 9

The chance to be somebody in the community 3.7252 5

The way my boss handles his/her workers 3.8244 8

The way my job provides for steady employment 3.9618 14

The chance to do things for other people 4.0763 16

The chance to tell people what to do 3.7176 4

The chance to do something that makes use of my abilities 3.8550 11

The way policies are put into practice 3.7481 6

My pay and the amount of work I do 3.4198 1



The chances for advancement on this job 3.4962 2

The freedom to use my own judgment 3.8473 10

The chance to try my own methods of doing the job 4.0534 15

The working conditions 3.6183 3

The way my co-workers get along with each other 3.8092 7

The praise I get for doing a good job 4.1908 17

The feeling of accomplishment I get from the job 3.8626 12

The mean scores of burn out clearly indicate a mismatch in the compensation and the

amount of work they do when compared to others. Possibilities for career advancement,

working conditions, policies and the way in which the colleagues get along with each other

has an impact on their level of job satisfaction.

Table 6 Total Variance Explained

Total Variance Explained

Component

Initial Eigenvalues Extraction Sums of Squared Loadings

Total % of

Variance Cumulative % Total

% of

Variance Cumulative %

1 10.645 24.756 24.756 10.645 24.756 24.756

2 5.531 12.862 37.618 5.531 12.862 37.618

3 4.774 11.102 48.720 4.774 11.102 48.720

4 2.837 6.598 55.319 2.837 6.598 55.319

5 1.976 4.594 59.913 1.976 4.594 59.913

6 1.497 3.481 63.394 1.497 3.481 63.394

7 1.414 3.288 66.682 1.414 3.288 66.682

8 1.262 2.935 69.617 1.262 2.935 69.617

9 1.159 2.696 72.313 1.159 2.696 72.313

10 1.059 2.463 74.776 1.059 2.463 74.776

11 .969 2.254 77.030

12 .904 2.102 79.133

13 .800 1.860 80.992

14 .750 1.745 82.738

15 .647 1.505 84.242

16 .596 1.385 85.628

17 .568 1.320 86.948

18 .520 1.209 88.157

19 .488 1.136 89.293

20 .466 1.083 90.375

21 .412 .959 91.335

22 .379 .880 92.215

23 .365 .850 93.065

24 .327 .760 93.824

25 .295 .685 94.510

26 .272 .633 95.143



27 .259 .603 95.746

28 .217 .504 96.250

29 .201 .468 96.718

30 .189 .439 97.156

31 .164 .382 97.538

32 .149 .346 97.884

33 .139 .324 98.208

34 .130 .303 98.511

35 .116 .269 98.780

36 .103 .239 99.019

37 .097 .226 99.245

38 .078 .182 99.427

39 .073 .169 99.596

40 .056 .131 99.727

41 .046 .108 99.835

42 .038 .089 99.924

43 .033 .076 100.000

8 values were extracted. The above table shows the important representation of the factor

analysis as it defined by the percentage of variance by each component. Since only those

components where Eigenvalues are more than 1 is considered. Thus 8 components are

extracted through the principal component analysis

From the above figure four components has been extracted through Screen plot.



Table 7 Extracted Factors

Factors Initial Extraction

I feel frustrated by my job.(B) 1.000 .812

The chance to work alone on the job. (JS) 1.000 .586

The freedom to use my own judgment. (JS) 1.000 .716

I feel I treat some students as if they were impersonal object (B) 1.000 .755

I cannot understand how my students feel about things.(B) 1.000 .766

The way my co-workers get along with each other. (JS) 1.000 .538

I feel used up at the end of the workday (B) 1.000 .713

The chance to tell people what to do. (JS) 1.000 .594

The above table shows the communalities defined for each parameter based on the

extracted factor. Therefore the communalities initial value should be 1 and the minimum

acceptable value is 0.5. It is observed from the above table that all parameter are well defined

by the extracted factor.

5. MEAN SCORE ANALYSIS FOR BURNOUT AND JOB

SATISFACTION

The mean score analysis for burnout indicates that the respondents who are ranked first they

feel frustrated by their job (.7481) followed by working with people all day strains them

(.9847), they feel burned out from their work (1.0382)

The mean score analysis for job satisfaction indicates that the respondents who are ranked

first is their pay and theamount of work they do (3.4198) followed by the chances for

advancement on this job (3.4962), working conditions (3.6183), the chance to tell people what

to do (3.7176)

Burnout vs Job Satisfaction

Correlation is used to find the relationship between Burnout and Job satisfaction. The factors

that are positively correlated are “they cannot understand how their students feel about

things”. Hence there is a relationship between job satisfaction and few factors of burnout.

Other factors which are negatively correlated are “they feel frustrated by their job”, “they feel

that they treat some students as if they were impersonal object”,” they feel used up at the end

of the workday”. Hence there is no relationship between job satisfaction and the sub scales of

burnout.

Table 8 Job Satisfaction Vs Burnout

Factors Pearson Correlation Result

I feel frustrated by my job. -.316 Negative correlation

I feel I treat some students as if they

were impersonal object -.056 Negative correlation

I cannot understand how my students

feel about things .112 Positive correlation

I feel used up at the end of the workday -.255 Negative correlation

From the above table it is clear that the correlating between Job satisfaction and few factor

of burnout (they understand how students feel about things) is `positively correlated which

means there is a relation between the above factor and the factors like they feel frustrated by

their job, they feel that they treat some students as if they were impersonal object, they feel



used up at the end of the workday are negatively correlated and there no relationship between

the two scales.

Correlating between job satisfaction and the sub scales of burnout, “personal

accomplishment” scale is positively correlated. Hence there is a relation between the Job

satisfaction and Burnout scales. Other factors like emotional exhaustion, depersonalization,

and involvement are negatively correlated. Hence there is no relation between Job satisfaction

and Burnout scales.

6. FINDINGS

Opinion regarding Job satisfaction

33.6% of the respondents feel emotionally drained from their jobs a few times a year

or less and 22.9% of the respondents feel that they are used up at the end of the day.

31.3% of the respondents feel burnt out from their work and 33.6 % of the respondents

feel frustrated by their job.

48.1% of the respondents feel that they are at the end of rope and 25.2% of the

respondents feel similar to the recipient in many ways in once a month or less.

21.4% of the respondents feel personally involved with their recipients‟ problem once

a month or less and 28.2% of the respondents feel uncomfortable about the way they

have treated some recipient a few times a year or less .

45.8% of the respondents feel that they can easily understand how their students feel

about things every day and 33.6% of the respondents feel they are positively

influencing other people‟s lives through work every day.

47.3% of the respondents feel very energetic every day at work and 54.2% of the

respondents easily create a relaxed atmosphere with their students every day.

Opinion regarding Burnout

33.6% of the respondents feels emotionally drained from their job a few times a year

or less and 22.9% of the respondents feel used up at the end of the day.

31.3% of the respondents feel burned out from their work and 33.6 % of the

respondents feel frustrated by their job.

48.1% of the respondents feel that they are at the end of rope and 25.2% of the

respondents feel similar to the recipient in many ways in once a month or less.

21.4% of the respondents feel personally involved with their recipients‟ problem once

a month or less and 28.2% of the respondents feel uncomfortable about the way they

have treated some recipient a few times a year or less.

45.8% of the respondents feel that they can easily understand how their students feel

about things every day and 33.6% of the respondents feel that they are positively

influencing other people‟s lives through work every day.

7. SUGGESTIONS

Faculty members are experiencing burnout (frustrated with their job) due to several

responsibilities given to them in their work place. So the work should be equally distributed

among the faculty members. Students and faculty member‟s relationship should be developed

by regular mentoring and continuous interaction. The progress can be monitored by senior

faculty members. Junior faculty members can be trained as to how to handle heterogeneous



group of students and guide them through their stay at college. Different and specific

rewards/recognitions which could enhance faculty development in reducing burnout.

Suggestions for future research

Future research, determining the associations of burnout with other variables such as

leadership, engagement, emotional etc., can be carried out. Extension of the present study

may include a larger sample size, including different types of educational institutes (nursing,

differently abled, medical) and a more demographically diverse sample.

8. CONCLUSION

Job Satisfaction is necessary for higher dedication and commitment of teachers towards their

responsibilities at their work place. Achieving a higher levels of job satisfaction from the

teachers requires simple strategies to be adopted by the respective managements and the head

of institutions. The teachers should be presented a variety of significant tasks since

monotonous and routine work often leads to job dissatisfaction. Greater autonomy increases

the satisfaction levels of the faculty members and there-by increasing their sense of

responsibility, whereas lack of satisfaction results in teachers disowning their responsibilities.

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