Gender-Wise Analysis Of Academic Autonomy And Job Satisfaction Among College Teachers In Kanniyakumari District

Abstract

Academic autonomy and job satisfaction are crucial factors influencing the effectiveness, motivation, and professional commitment of college teachers. In recent years, increasing administrative control and changing governance structures in higher education have raised concerns regarding the extent of academic freedom available to faculty members. The present study examines academic autonomy and job satisfaction among college teachers in Kanniyakumari District, with special reference to gender-wise differences. The study is based on primary data collected from 110 college teachers selected using a simple random sampling technique. A structured questionnaire was used to measure academic autonomy and job satisfaction on a five-point Likert scale. Descriptive statistics, independent samples t-test, and Pearson’s correlation analysis were employed for data analysis. The findings reveal that college teachers experience a moderately high level of academic autonomy and a moderate level of job satisfaction. Gender-wise analysis indicates a significant difference in academic autonomy, with male teachers perceiving higher autonomy than female teachers, while no significant gender difference is observed in overall job satisfaction. Correlation analysis shows a strong and positive relationship between academic autonomy and job satisfaction, indicating that greater academic freedom leads to higher satisfaction levels among teachers. The study concludes that strengthening academic autonomy through gender-sensitive and participative institutional policies can enhance job satisfaction and improve the overall quality of higher education.