A COMPARATIVE STUDY ON THE QUALITY OF WORK LIFE OF COLLEGE LECTURERS IN SELECTED DISTRICTS OF TELANGANA: EVIDENCE FROM HYDERABAD AND KARIMNAGAR

Abstract

The quality of work life of college lecturers has emerged as a critical issue in higher education, given its close link with teaching effectiveness, institutional stability, and academic sustainability. In a rapidly expanding higher education environment, understanding how lecturers experience their work across different regional contexts has become increasingly important. Despite this, empirical evidence on intraregional variations in Quality of Work Life (QWL) within Indian states remains limited. The present study addresses this gap by examining and comparing the Quality of Work Life of college lecturers in Hyderabad and Karimnagar districts of Telangana. The study adopts a descriptive and analytical research design and is based on primary data collected from 200 college lecturers through a structured questionnaire. The instrument measured key dimensions of QWL, including job satisfaction, work–life balance, compensation and benefits, career development opportunities, organizational support, and institutional climate. The data were analyzed using mean score analysis, independent sample t-tests, and multiple regression techniques to assess district-level differences and to identify the factors influencing overall Quality of Work Life. The findings reveal statistically significant differences in lecturers’ perceptions of Quality of Work Life between Hyderabad and Karimnagar districts (p < 0.01). Lecturers in Hyderabad reported relatively higher satisfaction levels, particularly in terms of career development opportunities, institutional climate, and organizational support, compared to their counterparts in Karimnagar. Regression results further indicate that career development and organizational support are the most significant predictors of overall Quality of Work Life across both districts. The study highlights the importance of regional and institutional contexts in shaping academic work experiences and underscores the need for region-specific faculty support policies. The findings offer valuable insights for higher education administrators and policymakers aiming to enhance faculty well-being and promote sustainable academic work environments in Telangana