WORK STRESS IN COLLEGE TEACHERS OF MANIPUR: ROLES OF EFFORT–REWARD IMBALANCE AND INSTITUTIONAL CLIMATE

Abstract

This paper takes a fresh look at how college teachers in Imphal experience job satisfaction and work stress, focusing specifically on their work environment and the Effort-Reward Imbalance (ERI) construct. Using survey responses from 400 teachers (N = 400), the results show that most faculty members report low surface-level stress. However, there is a clear mismatch between the hard work they put in (such as managing heavy workloads, meeting deadlines, and juggling multiple roles) and the rewards they feel they receive, such as basic recognition, a say in decisions, and real support from their administration. The workplace culture plays a major role in driving this stress, especially in how openly decisions are made and how well colleagues get along. Ultimately, the research shows that even though these teachers seem to be coping just fine day to day, there is a hidden layer of built-in stress deeply rooted in the college system itself.