A study conducted at Indian Institute of Technology Guwahati has examined how workplace leadership and institutional practices affect the emotional well-being and job satisfaction of school teachers, finding that limited scope for self-expression at work contributes to stress and dissatisfaction.
The research was carried out by Abraham Cyril Issac, Assistant Professor at the institute’s School of Business, along with research scholar M.A. Jayasankar. The findings have been published in the Qualitative Research in Organizations and Management journal and centre on the concept of “workplace authenticity”, defined as the extent to which teachers feel able to express their true selves in professional settings. The study notes that this issue is particularly relevant in India, where hierarchical structures often influence workplace environments.
According to the research, teachers tend to feel more authentic when interacting with students, but may suppress aspects of their identity in the presence of senior colleagues or under institutional pressure. This imbalance, the study states, is associated with reduced job satisfaction and increased emotional strain.
Highlighting the findings, Abraham Cyril Issac said, “In classrooms, authenticity breathes life into teaching; in corridors, its absence suffocates it.”
For the study, the research team analysed responses from 30 higher secondary school teachers using open-ended essay questionnaires. The data was examined through the Gioia method, a structured qualitative approach that enabled the identification of key themes through iterative analysis while limiting reliance on pre-existing assumptions.
Based on this analysis, the researchers developed the Teacher Workplace Authenticity Impact Model (TWAIM), which outlines how workplace authenticity shapes teachers’ professional experiences. The model indicates that teachers reporting higher levels of authenticity also demonstrate stronger organisational connection and greater resilience to challenges such as heavy workloads and criticism. In contrast, workplace environments influenced by organisational politics and pressure were found to undermine authenticity, particularly among early-career teachers.
Discussing the practical implications of the findings, Abraham Cyril Issac said, “The most powerful reform in education isn’t structural—it’s cultural: let teachers be real, and performance will follow”.
The study concludes that schools that promote authentic leadership and supportive peer environments can improve teacher well-being. It also suggests that measures such as leadership training, equitable workload distribution and anti-bullying policies could contribute to improved workplace culture and practices.
The research team plans to further validate the TWAIM framework using an advanced mixed-method research design. Once tested across different contexts, the model could inform policymakers in efforts to improve workplace conditions in educational institutions, with the aim of enhancing teacher retention and effectiveness.
The study aligns with IIT Guwahati’s stated focus on promoting a holistic education ecosystem, addressing both academic outcomes and the well-being of educators and learners.
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