Faculty burnout in Karnataka tied to paperwork, heavy duties: Survey | Bengaluru News
Bengaluru: Over half of college and university teaching faculty in Karnataka report experiencing burnout “sometimes” in their profession, primarily due to administrative and non-academic tasks, according to QS I-GAUGE’s Institution of Happiness survey.The Bengaluru-based independent education rating organisation conducted a nationwide survey of nearly 5.5 lakh participants, including students, faculty, alumni, and parents. In Karnataka, 5,792 faculty members, 58,670 students, and 8,075 alumni participated in the survey.
Causes of academic stressAccording to the survey data, 13% of faculty members experience work-related stress or burnout “very often”, while 53% experience it “sometimes”, and 34% report “never” feeling this way. Additionally, 60% of teaching faculty feel they have adequate time and resources to maintain a healthy work-life balance. According to 33% of teachers, the primary contributors to work-related stress are non-academic tasks, such as paperwork, compliance, reports, and accreditation-related work. Meanwhile, 27% of teachers cited a heavy workload and multiple responsibilities — including long teaching hours, grading, lesson planning, and co-curricular duties — as significant stressors.As many as 40% of faculty members suggested that reducing non-academic work and balancing teaching hours could improve their emotional well-being at work. Another 22% believe that stronger institutional support and professional development opportunities, such as training, mentoring, and skill enhancement, could also help.Over half (57%) of teaching faculty feel very comfortable discussing stress with college management. Additionally, at least three-fourths are satisfied with the level of academic freedom and the treatment of faculty members within the institutions. Some have called for transparent promotion processes, clear communication channels, and equitable treatment across departments.Student perspectives While 42% of students reported that their colleges had mental health resources and that they used these services, 43% indicated they did not utilise them despite easy accessibility.Around 66% of students feel their institution adequately prepared them for their current career, while 28% believe it did so only to some extent. They credited coursework, academic knowledge, and practical experience as the main contributors to their readiness, with 72% stating that internship opportunities were provided.Support for positive thinkingStudents feel that academic pressure is the primary source of their stress, but they believe that a respectful and supportive environment can significantly improve their mental health.“Just as in schools, it’s true that teachers feel stressed due to non-academic work. For instance, in higher education institutions, this stress often stems from accreditation work, which involves extensive paperwork that leaves teachers with little time for teaching and personal growth. With no free time, how are teachers supposed to read, think creatively, and develop as individuals?” asked Rajashekhar, president of Karnataka State Engineering College Faculty Association.“Teacher burnout and a sense of alienation from their work are very real concerns. It seems that those in leadership, including govt departments, are largely indifferent to the socio-emotional needs of educators, which contributes to this issue,” said Maya Menon, director of Teacher Foundation.GFXWhat 5,792 faculty members saidBurnout levels: 13% experience stress “very often”; 53% “sometimes”; 34% “never”.Top stressors: 33% blame non-academic tasks (paperwork, compliance); 27% cite heavy workload and long hours.Solutions suggested: 40% want reduced non-academic work; 22% seek better institutional support and training.Comfort & satisfaction: 57% feel comfortable discussing stress with management; 75% satisfied with academic freedom.
