A Study on Workplace Autonomy and Its Influence on Teaching Effectiveness among College Faculty in Kanyakumari District

The present study examines the influence of workplace autonomy on teaching effectiveness among college faculty in Kanyakumari District. Workplace autonomy refers to the degree of freedom and independence faculty members experience in instructional planning, curriculum design, classroom management, assessment practices, and participation in academic decision-making. In higher education institutions, autonomy is considered a vital factor that enhances professional motivation, instructional innovation, and teaching quality. The primary objective of the study is to analyse the relationship between workplace autonomy and teaching effectiveness, examine differences based on demographic variables, and evaluate the extent to which autonomy contributes to faculty performance. Primary data were collected from 130 college teachers using a structured questionnaire based on a five-point Likert scale. Statistical tools such as descriptive statistics, Chi-square test, t-test, ANOVA, correlation, and regression analysis were used for data analysis. The findings reveal a significant and positive relationship between workplace autonomy and teaching effectiveness. Faculty members who reported higher autonomy demonstrated better instructional planning, student engagement, classroom management, and assessment practices. Differences in teaching effectiveness were observed across experience and designation, while gender differences were minimal. The study concludes that enhancing workplace autonomy is essential for improving teaching effectiveness, faculty motivation, and institutional academic quality.