An Empirical Study on Quiet Quitting and Its Influence on Teachers in Educational Institutions

  • Authors

    • Dr. S Chandrasekar Professor, Department of Management Studies, EGS Pillay Engineering College, Nagapattinam, India. Author
    • E. Ebenezer MBA Student, Department of Management Studies, EGS pillay Engineering College, Nagapattinam, India. Author

    DOI:

    https://doi.org/10.67228/30713498/IJCFDE-V9I2P104

    Published 04-09-2026

  • Quiet Quitting, Teacher Engagement, Teacher Motivation, Work-Life Balance, Burnout, Educational Institutions

    Issue

    Vol. 9 No. 2 (2026)

    Section

    Articles

    How to Cite

    S, C., & E, E. (2026). An Empirical Study on Quiet Quitting and Its Influence on Teachers in Educational Institutions. International Journal of Commerce, Finance and Digital Economy, 9(2), 21-27. https://doi.org/10.67228/30713498/IJCFDE-V9I2P104

  • Abstract

    Quiet quitting has emerged as a growing workplace phenomenon in which employees perform only the responsibilities specified in their job descriptions and avoid taking on additional tasks. In the education sector, this behavior may negatively affect teacher engagement, productivity, and institutional effectiveness. The present study examines the influence of quiet quitting among teachers and identifies the major factors contributing to this behavior. Primary data were collected from 150 teachers through a structured questionnaire. Statistical tools such as Percentage Analysis, Chi-Square Test, Correlation Analysis, and One-Way ANOVA were used for data analysis. The findings reveal that excessive workload, lack of appreciation, poor work-life balance, limited career growth opportunities, and inadequate administrative support significantly contribute to quiet quitting behavior among teachers. The study concludes that supportive leadership, recognition systems, professional development opportunities, and improved work-life balance can reduce quiet quitting tendencies and improve teacher engagement and performance.

  • References

    [1] Bazargan, A., Bygrave, C., Saini, D. S., & Eze, S. (2025). Job dissatisfaction and quiet quitting in organizations. Journal of Organizational Behavior, 18(2), 112–126.

    [2] Chandrasekar, S. (2024). A study on impact of job satisfaction on productivity in food industry. Journal of the Maharaja Sayajirao University of Baroda, 58(1, Part IV), 435–441.

    [3] Chandrasekar, S., & Natarajan, R. (2021). Statistical interpretations on stress management in KISCOL industry of Nagapattinam district. Journal of Computational and Theoretical Nanoscience, 18(3), 620–626.

    [4] Lewandowska, H. (2025). Quiet quitting among Polish teachers: Causes and implications. Educational Studies Review, 14(1), 45–58.

    [5] Patel, P. C., Guedes, M. J., Bachrach, D. G., & Cho, Y. (2025). Development of a multidimensional quiet quitting scale. Human Resource Management Review, 35(1), 101–118.

    [6] Sharma, R. K., & Menon, P. (2025). Workplace stress and quiet quitting among academicians. International Journal of Educational Management, 29(3), 201–215.

    [7] Thompson, J. D., & Allen, R. (2025). Antecedents and outcomes of quiet quitting behavior in organizations. Journal of Management Studies, 42(4), 322–339.

    [8] Tsemach, S., & Barth, A. (2025). Authentic leadership, organizational commitment, burnout, and quiet quitting among teachers. Educational Leadership Journal, 20(2), 88–104.

    [9] Vanessa, B. S., Gonzales, M., & Team. (2026). Institutional support and teacher confidence in AI adoption. International Journal of Educational Technology, 11(1), 55–69.

    [10] Wróblewska, M., & Kowalska, A. (2025). Occupational stress, burnout, and change fatigue as predictors of quiet quitting among teachers. Teaching and Teacher Education, 132, 104321.

  • Downloads

Similar Articles

11-20 of 39

You may also start an advanced similarity search for this article.