Emotional Exhaustion, Depersonalization, and Personal Accomplishment: Mapping Job Satisfaction in the Indian Higher Education Sector

Abstract

The emotional well-being of educators is central to the vitality and effectiveness of higher education institutions. This paper investigates the relationships among emotional exhaustion, depersonalization, personal triumph, and job satisfaction among employees in the Indian higher education sector. A total of 326 academic and administrative staff members were randomly selected from various universities and colleges across India. The Maslach Burnout Inventory has been utilized to assess levels of emotional exhaustion, depersonalization, and personal triumph, while job satisfaction was measured using a standardized scale. Findings indicate that emotional exhaustion had the highest mean, followed by depersonalization and personal triumph. Both emotional exhaustion and depersonalization showed significant negative correlations with job satisfaction, suggesting that higher levels of burnout are associated with lower satisfaction at work. Personal triumph demonstrated a significant positive relationship with job satisfaction, highlighting the value of personal accomplishment in academic roles. Regression analysis confirmed the interconnectedness of these variables within the Indian higher education context. These insights underscore the importance of addressing burnout and fostering personal achievement to enhance job satisfaction and well-being among higher education professionals in India.