Assam's IIT Guwahati study finds supportive workplace culture key to teacher well-being
Reported by Roopak Goswami
Guwahati: A recent study by Indian Institute of Technology (IIT) Guwahati has revealed that school teachers experience higher stress and lower job satisfaction when their workplace does not allow them to be their true selves.
The research was carried out by Abraham Cyril Issac and research scholar M.A. Jayasankar from the institute’s School of Business. Published in Qualitative Research in Organisations and Management, the study introduces a new framework called the Teacher Workplace Authenticity Impact Model (TWAIM).
The study highlights a clear contrast in teachers’ experiences. While they feel most comfortable and genuine when teaching students in classrooms, this feeling often fades in staffrooms and administrative areas where hierarchy and pressure are stronger.
According to Issac, authenticity plays a vital role in teaching. Teachers feel more engaged and alive in classrooms, but the lack of freedom in other workspaces can create stress and dissatisfaction.
The research is based on interviews with 30 higher secondary school teachers. The data was analysed using the Gioia method, which focuses on understanding real experiences instead of relying on fixed assumptions.
Findings show that teachers who can express themselves freely at work tend to feel more connected to their organisation, are more resilient, and have higher job satisfaction. On the other hand, strict hierarchies, workplace politics, and heavy performance pressure often limit this freedom—especially for new teachers, leading to emotional stress and disengagement.
The TWAIM framework points out that workplace culture plays a bigger role than policies or infrastructure in shaping teacher well-being, retention, and performance.
The study emphasised that meaningful change in education should focus on culture. Allowing teachers to be authentic can naturally improve their performance and overall satisfaction.
The researchers suggest that schools can improve teacher well-being by creating supportive environments, encouraging open leadership, and taking steps such as fair workload distribution, leadership training, and anti-bullying measures.
In the future, the team plans to test this framework further using a mix of research methods in different educational settings. If applied widely, it could help policymakers redesign school environments with a stronger focus on teacher well-being.
The study also reflects IIT Guwahati’s aim to promote an education system that values not only academic success but also the mental and emotional health of teachers.