Faculty learned helplessness in Indian private higher education: a conceptual framework linking institutional pressure, mental health and social inclusion

Purpose This paper aims to develop a conceptual framework explaining how institutional pressure in Indian private higher education may contribute to faculty learned helplessness, emotional exhaustion, silence and disengagement. It positions faculty mental health as an important but often overlooked dimension of social inclusion in higher education. Design/methodology/approach This paper adopts a conceptual research approach. Drawing on learned helplessness, job demands and resources and social inclusion perspectives, it explains how ranking pressure, placement expectations, admission targets, administrative overload and reduced autonomy may shape faculty well-being in private higher education institutions. Findings This paper proposes that excessive institutional pressure may reduce faculty autonomy and increase emotional exhaustion. Prolonged emotional exhaustion may contribute to learned helplessness, which may further result in faculty silence, disengagement and weakening of academic quality. This paper argues that sustainable institutional excellence requires recognition of faculty voice, dignity, autonomy and psychological safety. Originality/value This paper contributes by shifting attention from institutional performance indicators to the psychological experiences of faculty members who are expected to deliver those outcomes. It extends the discussion of social inclusion by including faculty mental health and workplace dignity within higher education.