Workplace Autonomy And Its Influence On Teaching Effectiveness Among College Faculty

Abstract

The present study examines the influence of workplace autonomy on job satisfaction among college teachers in Kanniyakumari District. Workplace autonomy, which includes freedom in instructional methods, participation in academic decision-making, curriculum planning, and flexibility in work-related activities, is increasingly recognized as a crucial factor in enhancing teachers’ motivation and professional satisfaction. The study aims to analyse the relationship between workplace autonomy and job satisfaction, to identify differences in satisfaction levels across demographic groups, and to evaluate the impact of autonomy on teaching effectiveness. Primary data were collected from 120 college teachers using a structured questionnaire based on a five-point Likert scale. Statistical tools such as descriptive statistics, Chi-square test, t-test, ANOVA, correlation, and regression analysis were employed to analyse the data. The findings reveal that higher levels of perceived autonomy significantly improve job satisfaction, motivation, and commitment among college teachers. The results also indicate significant differences in job satisfaction based on experience and academic designation, while gender differences were found to be minimal. The study concludes that enhancing workplace autonomy is essential for creating a supportive academic environment, improving teaching effectiveness, and promoting long-term job satisfaction among college faculty.