Contract Faculty in Telangana Universities: Disparities in Recognition, Workload and Professional Development
Keywords:
identity, sign, literary semiotics, Trauma, posttraumatic stress disorder, Professional development, Contract Faculty, Recognition Disparities, Job Security, Teaching Load.Abstract
This study investigates the disparities in recognition, benefits, teaching load, job security, and professional development opportunities experienced by contract faculty in Telangana universities. Despite their critical role in sustaining higher education, contract faculty often face systemic challenges not encountered by their tenure-track counterparts. The objective is to evaluate these inequities and propose actionable recommendations for fostering a more equitable and supportive academic environment. Using a descriptive survey design, data were collected from 211 contract faculty members across nine universities in Telangana, spanning disciplines such as Sciences, Social Sciences, Humanities & Arts, and Engineering. A semi-structured questionnaire incorporating a five-point Likert scale was administered via Google Forms. Statistical analysis was conducted using SPSS, employing descriptive statistics, one- way ANOVA, and homogeneity tests to assess disparities. Findings reveal that 100% of respondents reported receiving no Dearness Allowance, House Rent Allowance, or medical benefits. Additionally, 30.3% lacked leave benefits and only 21.8% had access to professional development opportunities. The mean score for recognition-related perceptions was 2.92 (SD=1.690), indicating low institutional acknowledgment. Teaching loads were reported as equal or higher than those of regular faculty, with 65 respondents indicating a “very high” workload. This study offers region-specific insights into the lived realities of contract faculty in Telangana, contributing to the discourse on academic equity in Indian higher education. The recommendations-enhancing recognition practices, ensuring equitable benefits, balancing workloads, improving job security and expanding professional development access- align with broader institutional reforms and aim to improve job satisfaction, retention, and the overall quality of education.
References
R. Baldwin, A. Others (1981) Expanding Faculty Options: Career Development Projects at Colleges and Universities.
B. R. Barnett, L. Bradley (2007) The impact of organisational support for career development on career satisfaction. 12(7), 617-636. https://doi.org/10.1108/13620430710834396
David Baume, Celia Popovic (2016) Supporting part-time teachers and contract faculty. 1. https://doi.org/10.4324/9781315720890-15
E. Brandford, T. Wang, C. Nguyen, C. E. Rassbach (2022) Sense of Belonging and Professional Identity Among Combined Pediatrics - Anesthesiology Residents. 22(7), 1246-1253. https://doi.org/10.1016/J.ACAP.2022.05.017
L. A. Cohen (2013) The "other" professors: job insecurity, health and coping strategies among contractual university teachers. http://research.library.mun.ca/id/eprint/10318
M. Darvishmotevali, F. Ali (2020) Job insecurity, subjective well-being and job performance: The moderating role of psychological capital. 87, 102462. https://doi.org/10.1016/J.IJHM.2020.102462
C. Day, B. Elliot, A. Kingston (2005) Reform, standards and teacher identity: Challenges of sustaining commitment. 21(5), 563-577. https://doi.org/10.1016/J.TATE.2005.03.001
A. Duffy (2019) A delicate balance: how postsecondary education dance faculty in the United States perceive themselves negotiating responsibilities expected for tenure. 20(1), 73-84. https://doi.org/10.1080/14647893.2018.1523382
B. Fahnert (2015) Teaching matters-academic professional development in the early 21st century. 362(20). https://doi.org/10.1093/FEMSLE/FNV156
A. Gallas, A. Shah (2024) Challenging the fixed-term contract: the difficulties and prospects of organising Germanys academic precariat. https://doi.org/10.4337/9781803926865.00019
M. Harris, K. Holley (2016) Universities as Anchor Institutions: Economic and Social Potential for Urban Development. 393-439. https://doi.org/10.1007/978-3-319-26829-3_8
O. K. T. Kilag, I. A. Bariquit, C. G. Glipa, R. A. R. A. Ignacio, G. U. Alvez, R. T. Guilot, J. M. Sasan (2023) Implication of Individual Plan for Professional Development (IPPD) on Teachers' Professional Development and Career Advancement. 4(1), 12-18. https://doi.org/10.11594/BAERJ.04.01.02
E. Klainot-Hess (2020) TEACHING ON CONTRACT: JOB SATISFACTION AMONG NON-TENURE-TRACK FACULTY. 34, 59-82. https://doi.org/10.1108/S0277-283320200000034007
J. Levin, M. Quinn (2003) Missed Opportunities: How We Keep High-Quality Teachers out of Urban Classrooms. 2.
E. A. Locke, G. P. Latham (1990) Work Motivation and Satisfaction: Light at the End of the Tunnel. 1(4), 240-246. https://doi.org/10.1111/J.1467-9280.1990.TB00207.X
S. R. A. H. Qazi Abdul Subhan (2023) Impact of Work Life Balance, Workload and Supervisory Support on Teachers' Job Performance in Private Institutions of Islamabad. 2(1). https://ojs.aiou.edu.pk/index.php/jelm/article/view/160
S. Rashid, Q. A. Subhan, M. Imran (2022) Impact of Work Life Balance, Workload and Supervisory Support on Teachers' Job Performance with Mediating Role of Stress: A Case of Private Institutions of Islamabad, Pakistan. 3(1), 21-34. https://ijbms.org/index.php/ijbms/article/view/116
G. Rhoades, S. Slaughter (1997) Academic Capitalism, Managed Professionals and Supply-Side Higher Education. 51, 9. https://doi.org/10.2307/466645
W. Rössler (2012) Stress, burnout, and job dissatisfaction in mental health workers. 262(2 SUPPL.), 65-69. https://doi.org/10.1007/S00406-012-0353-4
Z. Sabagh, N. C. Hall, A. Saroyan (2018) Antecedents, correlates and consequences of faculty burnout. 60(2), 131-156. https://doi.org/10.1080/00131881.2018.1461573
B. C. Sanyal, M. Martin (2008) The complex roles of universities in the period of globalization. 3-17. https://upcommons.upc.edu/handle/2099/8111
K. A. Schenkewitz (2019) Short-term commitment, long-term impact: Reflections on teaching as contingent faculty. 22(4), 310-314. https://doi.org/10.1111/TETH.12511
C. Smith, M. Gillespie (2023) Research on Professional Development and Teacher Change: Implications for Adult Basic Education. 7, 205-244. https://doi.org/10.4324/9781003417996-7
J. Smithson, S. Lewis (2000) Is job insecurity changing the psychological contract?. 29(6), 680-702. https://doi.org/10.1108/00483480010296465
F. Van Droogenbroeck, B. Spruyt, C. Vanroelen (2014) Burnout among senior teachers: Investigating the role of workload and interpersonal relationships at work. 43, 99-109. https://doi.org/10.1016/J.TATE.2014.07.005
C. Varma (2017) Importance of Employee Motivation & Job Satisfaction For Organizational Performance. 6. https://papers.ssrn.com/abstract=3073813
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Authors and Global Journals Private Limited
This work is licensed under a Creative Commons Attribution 4.0 International License.
