Author – Ritesh Ranjan: Teacher well-being has become one of the most important conversations in education today. While discussions around schools often focus on student performance, curriculum quality, technology, infrastructure and examination outcomes, the emotional and professional life of teachers is equally important. A new study from the Indian Institute of Technology Guwahati has brought attention to a powerful but often ignored factor in school environments: teacher authenticity.
The study, conducted by Dr. Abraham Cyril Issac from the School of Business at IIT Guwahati along with research scholar M.A. Jayasankar, explores how teachers’ ability to be their true selves at work affects job satisfaction, stress, resilience and overall school well-being. The findings suggest that teachers who feel free to express themselves honestly in their workplace experience greater satisfaction and emotional strength. On the other hand, pressure, hierarchy, criticism and workplace politics can force teachers to hide their real identity, increasing stress and reducing their connection with the organisation.
Published in Qualitative Research in Organizations and Management, the study is especially relevant in the Indian school context, where hierarchical systems and authority-driven workplace cultures often influence how teachers interact with colleagues, senior staff and management.
What Is Teacher Authenticity?
Teacher authenticity refers to the extent to which teachers feel comfortable being genuine in their professional environment. It means being able to express one’s thoughts, emotions, values and teaching personality without fear of judgment, criticism or punishment.
In simple terms, an authentic teacher does not feel the need to constantly pretend, suppress opinions or behave differently just to survive workplace politics. Such teachers are more likely to feel emotionally connected to their work, build meaningful relationships with students and colleagues, and stay committed to their profession.
The IIT Guwahati study found that many teachers experience authenticity most strongly inside the classroom. While teaching students, they often feel confident, purposeful and emotionally engaged. However, the same teachers may feel restricted outside the classroom, especially when dealing with senior colleagues, institutional rules or administrative pressure.
This difference creates a serious emotional gap. A teacher may feel alive and meaningful while teaching, but stressed and guarded in the corridors, staff rooms or formal meetings.
Authenticity Inside and Outside the Classroom
One of the most striking insights from the study is the contrast between teachers’ classroom identity and workplace identity. In classrooms, teachers often feel they can be creative, expressive and connected to their purpose. They can use their teaching style, interact with students and experience a sense of professional fulfilment.
However, outside the classroom, teachers may face criticism, comparison, pressure from management, workload stress or internal politics. In such situations, they may avoid expressing their real opinions or emotions. This can lead to emotional exhaustion over time.
Dr. Abraham Cyril Issac captured this contrast powerfully by saying, “In classrooms, authenticity breathes life into teaching; in corridors, its absence suffocates it.”
This statement highlights the emotional reality of many educators. Teaching itself may be fulfilling, but the larger work environment can either support or damage a teacher’s well-being.
How IIT Guwahati Conducted the Study
The IIT Guwahati researchers collected insights from 30 higher secondary school teachers. Instead of using only fixed survey questions, they asked teachers to share their experiences through open-ended essay questionnaires. This allowed participants to describe their workplace realities in their own words.
The researchers then used the Gioia method, a structured qualitative research approach, to identify themes and patterns from the responses. This method helped them understand the lived experiences of teachers rather than starting with fixed assumptions.
Based on the analysis, the team developed the Teacher Workplace Authenticity Impact Model, also known as TWAIM. This model explains how authenticity affects teachers’ professional life, emotional stability, workplace relationships and organisational attachment.
According to the study, teachers who experienced higher authenticity showed stronger resilience, better emotional balance and greater ability to manage criticism and heavy workloads.
Why Teacher Authenticity Matters
Teacher authenticity is not just about personal comfort. It directly affects the quality of the school environment. When teachers feel emotionally safe and respected, they are more likely to stay motivated, build stronger relationships and perform better in their roles.
A teacher who is constantly under pressure or forced to suppress their identity may eventually become disengaged. This can affect classroom creativity, communication with students and long-term commitment to the profession.
In contrast, authentic teachers are more likely to bring energy, honesty and emotional presence into their classrooms. Students benefit from teachers who are confident, stable and connected to their work.
This is why teacher well-being should not be treated as a secondary issue. A healthy school culture supports both teachers and students.
Role of Leadership and School Culture
The study highlights that leadership plays a major role in shaping teacher authenticity. Schools with supportive leaders, fair systems and respectful peer relationships are more likely to create authentic work environments.
On the other hand, schools that operate through fear, hierarchy, pressure or internal politics can damage trust. Early-career teachers may be especially vulnerable in such environments because they are still building confidence and professional identity.
Supportive leadership does not only mean giving instructions or managing results. It also means listening to teachers, respecting their individuality, encouraging honest communication and ensuring fair workload distribution.
Dr. Issac suggested that one of the most powerful reforms in education may not be structural, but cultural. When teachers are allowed to be real, performance can improve naturally.
Impact on Job Satisfaction and Resilience
The study found a strong connection between authenticity and job satisfaction. Teachers who feel genuine at work are more likely to feel attached to their institution and committed to their profession. They also show greater resilience when facing challenges such as workload pressure, criticism or emotional stress.
Resilience is especially important in teaching because educators regularly deal with academic expectations, student needs, parental concerns and administrative demands. Without emotional support, this pressure can lead to burnout.
Authenticity acts as a protective factor. When teachers do not have to hide their identity or constantly manage workplace politics, they can use their emotional energy more productively.
Practical Suggestions from the Study
The IIT Guwahati study also points toward practical steps that schools and policymakers can take to improve teacher well-being. These include leadership training, fair workload distribution, stronger peer support systems and clear anti-bullying policies.
Leadership training can help principals, coordinators and administrators understand the emotional needs of teachers. Fair workload distribution can reduce unnecessary stress and resentment. Anti-bullying policies can protect teachers from hostile workplace behaviour. Peer support can help teachers feel less isolated and more connected.
These measures can create a more humane school environment where teachers feel respected, supported and valued.
Why This Study Is Important for Indian Education
The Indian education system often places high expectations on teachers while giving limited attention to their emotional well-being. Teachers are expected to deliver academic results, manage classrooms, support students and handle administrative work. However, their own workplace experiences are not always discussed openly.
The IIT Guwahati study adds an important perspective by showing that teacher authenticity is not a luxury. It is a workplace need.
If schools want better student outcomes, they must also focus on the people who make learning possible. Teacher well-being should be part of school improvement plans, policy discussions and institutional leadership practices.
Future Scope of the Research
The IIT Guwahati team now plans to further validate the Teacher Workplace Authenticity Impact Model through a mixed-method research design. This means future research may combine both qualitative and quantitative approaches to test the model across different school settings.
If validated across wider contexts, TWAIM could become a useful framework for policymakers, school leaders and education researchers. It may help institutions understand how workplace culture affects teacher satisfaction, retention and performance.
Conclusion
The IIT Guwahati study brings an important message to the education sector: teachers need more than salaries, training and infrastructure to thrive. They also need emotionally safe workplaces where they can be themselves.
When teachers feel authentic, they are more satisfied, resilient and connected to their profession. When they are forced to suppress their identity due to hierarchy, pressure or workplace politics, stress increases and well-being declines.
For schools, the lesson is clear. Building a better education system requires not only better classrooms and policies, but also better workplace cultures. A school that supports teacher authenticity is more likely to create motivated educators, happier students and a healthier learning environment.
FAQs
1. What is teacher authenticity?
Teacher authenticity means a teacher’s ability to be genuine, honest and emotionally comfortable in the workplace. It includes expressing one’s real values, teaching style and professional identity without fear of criticism or workplace pressure.
2. What did the IIT Guwahati study find?
The IIT Guwahati study found that teachers who feel authentic at work experience higher job satisfaction, stronger resilience and better emotional well-being. It also found that pressure, hierarchy and workplace politics can increase stress among teachers.
3. Who conducted the IIT Guwahati study on teacher authenticity?
The study was conducted by Dr. Abraham Cyril Issac from the School of Business at IIT Guwahati along with research scholar M.A. Jayasankar.
4. Why is teacher authenticity important in schools?
Teacher authenticity is important because it affects motivation, classroom engagement, emotional stability and job satisfaction. Teachers who feel supported and genuine at work are more likely to perform better and remain committed to their profession.
5. How can schools improve teacher well-being?
Schools can improve teacher well-being through supportive leadership, fair workload distribution, anti-bullying policies, open communication and stronger peer support systems.