Exploring Administrative Burden Encountered by Assistant Professors in Academic Institutions

Abstract

Teaching remains a vital pillar of societal advancement, guiding future generations and instilling crucial skills and values. The study aimed to identify, analyze, and understand the administrative obstacles that assistant professors encounter in academic institutions. Interpretative Phenomenological Analysis (IPA) is a qualitative research method used in the current study to understand the participants' lived experiences. The study was conducted on a sample of 9 participants selected through purposive sampling. The study revealed six master themes, twenty superordinate themes, and sixty-three subordinate themes. IPA showed six master themes reflecting factors of administrative burden experienced by assistant professors, including (i) Administrative as an Extra Responsibility, (ii) Administrative Responsibilities, (iii) Research-Related responsibilities, (iv) Benefits of Administrative Responsibilities, (v) Drawbacks of Immense Administrative Responsibilities, and (vi) Management of Administrative Burden. A mutual effort is necessary to ensure that university teachers can accomplish their academic roles without being overwhelmed by administrative demands, ultimately resulting in the advancement of higher education in the country.