JOB SATISFACTION DYNAMICS IN THE WAKE OF NATIONAL EDUCATION POLICY, 2020: AN EXAMINATION THROUGH TWO-FACTOR AND SITUATIONAL OCCURRENCES THEORIES

Abstract

The growth trajectory of higher education in India is intimately linked to the nation's overall development. Presently, higher education plays a pivotal role as the backbone of the country, and the issue of job satisfaction within educational institutions has emerged as a prominent and evolving topic. Ensuring job satisfaction among lecturers in higher education is deemed crucial for economic growth. However, the landscape has undergone significant changes with the introduction of the National Education Policy (NEP) in 2020, impacting the working environment and workload of lecturers, particularly through the incorporation of interdisciplinary subjects across various departments.

Lecturers today are not only engaged in academic responsibilities but also find themselves involved in administrative and research-related tasks. This transformation has introduced a complex scenario where job satisfaction is influenced by diverse factors, including research paper publications, seminar participation, and organizational duties. This paper sheds light on these factors, examining how they affect job satisfaction in the post-NEP-2020 era and their consequent impact on employee performance. The exploration is presented with specific reference to Herzberg's Two-Factor Theory.

The study emphasizes that satisfied teachers exert a positive influence on students, while dissatisfied teachers may negatively impact student outcomes. By focusing on the job satisfaction of teachers in Indian universities, this research seeks to contribute valuable insights into the evolving dynamics of higher education in the country.

Key words; Higher Education, Gross Enrolment, Multidisciplinary, NEP-2020, Deemed University, and Autonomous.