An Analysis of Barriers of Engagement Among University-Level Teachers

This study aims to identify and rank barriers to teachers’ engagement based on their severity. Both exploratory sequential research designs have been used in this study. A sample of 222 teachers from four state universities of Odisha, India, has been selected. In the first phase of data collection, two open-ended questions were incorporated to identify organisational barriers and personal barriers. This study has identified eleven organisational barriers and eight personal barriers to teachers’ engagement. Among the eleven organisational barriers, ‘reward and recognition’ is the most significant barrier, whereas ‘higher authority attitude’ and ‘external environmental intervention’ are the two least significant barriers. Among the identified personal barriers, ‘unsupportive colleague’ is the most affecting, while ‘academic interest’ and ‘commitment’ are the least affecting barriers to teachers’ engagement. The results of this study will provide a plethora of knowledge while making decisions on engaging teachers at the university level.