Main Article Content
Abstract
Higher education shapes the character and career of not only individuals, but it also impacts the shape and status of society, nation and even universe through its concomitant tools like knowledge collection, knowledge dissemination and knowledge creation. Though physical infrastructure does play a significant part in the emergence of higher education institutions (HEIs) to a position of eminence, role of teachers forming part of its system may be described as its engine which ignites it to surge towards its cherished destination. Constituting the core of the learning process conducted in HEIs, teachers’ morale assumes significance if HEIs have to traverse towards their goals assuring desirable national as well as global quality parameters to the community. Besides, policy support reflecting in the form of decent pay structure, labs, libraries, and smart class rooms, the most vital factor, which motivates teachers to discharge their duties with greater passion and commitment, is their morale. If diligence is properly recognized in the form of promotion to higher grade in service, morale of teachers is bound to leap upwards. Unfortunately, however, the scenario in the state of Jharkhand (India) manifests utter neglect on this front as even after almost decades of service, teachers find themselves languishing on lower grades not commensurate with their experience and erudition. Low morale of teachers impacts HEIs operational in this state on several parameters of quality assessment. Morale lifting of teachers assumes significance if the institution hopes to carve its appreciable niche in the academic domain.