ORGANISATIONAL SUPPORT AND EMOTIONAL WELL-BEING AS DETERMINANTS OF TEACHER RESILIENCE AMONG ARTS AND SCIENCE COLLEGE FACULTY

Abstract

Teacher resilience has become an essential attribute in higher education as faculty members face increasing academic responsibilities, technological changes, and institutional expectations. The ability of teachers to cope with challenges and sustain professional commitment is strongly influenced by organisational support and emotional well-being. The present study examines the role of these factors in strengthening resilience among Arts and Science college teachers. Primary data were collected using a structured questionnaire from faculty members working in higher education institutions. The study employed statistical tools such as Exploratory Factor Analysis, Correlation Analysis, and descriptive statistics to examine the relationship between organisational support, emotional well-being, and teacher resilience. The findings indicate that institutional support mechanisms such as leadership encouragement, collaborative culture, and professional development opportunities significantly enhance teachers’ resilience. Emotional well-being also demonstrates a strong association with resilience, indicating that psychologically balanced teachers are more capable of managing work-related challenges and maintaining professional effectiveness. The study highlights the importance of creating supportive institutional environments that foster faculty well-being and professional growth. The results provide valuable insights for educational administrators and policymakers in designing strategies that strengthen teacher resilience and improve the overall quality of higher education.