Impact Of Workload and Role Expectations On Faculty Performance in Higher Education Institutions In Erode District: An Empirical Study

Abstract

Faculty members in higher education institutions face increasing demands across multiple roles including teaching, research, and administrative responsibilities. The expansion of higher education in Erode District has intensified these demands, potentially affecting faculty performance and well-being.This study empirically examines the impact of workload distribution and role expectations on faculty performance indicators in higher education institutions within Erode District, Tamil Nadu.

 A cross-sectional survey design was employed with 120 faculty members from ten higher education institutions selected through stratified random sampling. Data were collected using structured questionnaires measuring workload components, role clarity, and performance indicators. Statistical analyses included descriptive statistics, correlation analysis, and multiple regression modeling. Faculty reported mean weekly hours of 18.5 (teaching), 8.3 (research), and 6.7 (administrative duties). Teaching load negatively correlated with student evaluation scores (r = -0.32, p < 0.01), while research hours positively correlated with publication output (r = 0.45, p < 0.001). Role clarity emerged as a significant predictor of performance across all domains (β = 0.37-0.42, p < 0.001). Balanced workload allocation and clear role definitions are critical for optimal faculty performance. Institutions should implement workload monitoring systems and provide administrative support to enhance faculty effectiveness and well-being.