Impact of NEP 2020, UGC Regulations, Academic Autonomy, and Performance Pressure on Stress and Burnout in India
DOI:
https://doi.org/10.29070/jynh6s14Keywords:
Faculty Mental Health, Academic Stress, Burnout, Emotional Exhaustion, Psychological Well-being, Workplace Stress, Higher Education, Higher Education India, Indian Universities, Academic Institutions, University Faculty, Teaching Professionals, NEP 2020, National Education Policy India, UGC Regulations, Academic Performance Indicators (API), Performance Appraisal Systems, Publish or Perish, Research Pressure, Workload Stress, Work-Life Balance, Job Satisfaction, Organizational Justice, Procedural Justice, Distributive Justice, Institutional Governance, Governance Structures, Administrative Control, Centralized Decision-Making, Power Dynamics, Academic Leadership, Self-Determination Theory, Autonomy, Faculty Autonomy, Intrinsic Motivation, Organizational Behavior, Employee Well-being, Human Resource Management in Education, HR Analytics, Performance Management Systems, Digitalization in Education, Online Teaching Stress, Virtual Work Environment, Audit Culture, Accountability in Education, Policy Implementation Gap, Institutional Culture, Faculty Engagement, Employee Burnout in AcademiaAbstract
Faculty mental health has emerged as a critical concern in higher education, yet remains underexplored in policy-driven institutional contexts. This study examines the impact of structural and regulatory factors—including the National Education Policy (NEP 2020), University Grants Commission (UGC) regulations, academic autonomy, governance control, and performance pressure—on faculty stress and burnout in Indian higher education institutions.
Using a descriptive and analytical research design, primary data were collected from 150 faculty members across universities and colleges in India through a structured questionnaire based on a five-point Likert scale. The study integrates theoretical perspectives from Self-Determination Theory and Organizational Justice to analyze the relationship between institutional factors and psychological well-being.
Findings reveal that low academic autonomy, high governance control, and increased Academic Performance Indicator (API) pressure significantly contribute to elevated levels of stress and burnout among faculty. Correlation and regression analyses indicate that autonomy negatively predicts stress, while performance pressure and administrative control positively influence burnout and psychological strain. Organizational justice emerges as a critical mediating factor in shaping faculty perceptions and well-being.
The study highlights a structural paradox wherein NEP 2020 promotes autonomy and flexibility, while existing regulatory and institutional practices emphasize compliance, accountability, and performance metrics. This misalignment creates a high-pressure academic environment characterized by reduced agency, increased workload stress, and diminished well-being.
By bridging the gap between policy frameworks and organizational behavior theories, this research contributes to the growing discourse on faculty mental health and offers practical implications for governance reforms, performance appraisal systems, and institutional policy alignment. The findings underscore the need for autonomy-supportive, transparent, and equitable academic environments to mitigate burnout and enhance faculty well-being in higher education.
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