“ECONOMIC STRAIN, JOB STRESS, AND LIFE SATISFACTION AMONG PHYSIOTHERAPY FACULTY MEMBERS IN HYDERABAD: THE MEDIATING ROLE OF EMOTIONAL BURNOUT AND GENDER DIFFERENCES”

Abstract

Background:

Academic physiotherapy faculty in India experience increasing professional demands alongside relatively low salary structures and rising living costs. These factors may contribute to occupational stress, emotional burnout, and reduced life satisfaction, with potential gender-based differences.

Objective:

To examine the relationship between job stress and life satisfaction among physiotherapy faculty members in Hyderabad and to evaluate the mediating role of emotional burnout, with specific attention to gender differences.

Methods:

An analytical cross-sectional study was conducted among 100 physiotherapy faculty members from multiple institutions in Hyderabad. Data were collected using standardized questionnaires assessing perceived job stress, emotional burnout, and life satisfaction. Gender-wise comparisons were performed using independent samples t-tests. Mediation analysis was conducted to assess the indirect effect of job stress on life satisfaction through emotional burnout.

Results:

Job stress was a significant positive predictor of emotional burnout (β = 0.62, p < 0.001). Emotional burnout was a significant negative predictor of life satisfaction (β = −0.58, p < 0.001). Job stress also demonstrated a significant direct negative effect on life satisfaction (β = −0.44, p < 0.001). Mediation analysis indicated partial mediation, with the indirect effect remaining statistically significant. Female faculty members reported significantly higher job stress and emotional burnout, and lower life satisfaction, compared to male faculty members.

Conclusion:

Economic strain contributes substantially to occupational stress and reduced psychological well-being among physiotherapy faculty members. Emotional burnout partially mediates the relationship between job stress and life satisfaction, with stronger effects observed among female faculty. Institutional and policy-level interventions are required to improve faculty well-being and retention.