<![CDATA[Role conflict has emerged as a significant organisational challenge in teacher education institutions, influencing the professional well-being and interpersonal functioning of teacher trainers. The present study examined the nature and extent of role conflict among teacher trainers working in colleges affiliated with Chhatrapati Shahu Ji Maharaj University (CSJM University), Kanpur Nagar, Uttar Pradesh, India, and analysed its relationship with job satisfaction and socio-cultural connectivity. A quantitative, descriptive, and correlational research design was employed. The population consisted of 89 teacher trainers, and a census approach was adopted to include all respondents in the study. Data were collected through a structured questionnaire comprising a Role Conflict Scale adapted from Rizzo et al. (1970), a Job Satisfaction Scale adapted from the Minnesota Satisfaction Questionnaire, and a self-developed Socio-Cultural Connectivity Scale. Descriptive statistics, Pearson’s correlation, simple regression, independent samples t-test, and one-way ANOVA were used for data analysis. The findings revealed that teacher trainers experienced a moderate level of role conflict (M = 3.45, SD = 0.72). A significant negative relationship was found between role conflict and job satisfaction (r = -0.48, p < 0.05). Regression analysis showed that role conflict significantly and negatively predicted socio-cultural connectivity (Beta = -0.52, p < 0.05). Years of teaching experience significantly influenced role conflict, whereas gender did not show a significant effect. The study concludes that role conflict adversely affects both professional satisfaction and socio-cultural connectedness among teacher trainers. Strengthening institutional support, clarifying role expectations, and promoting collaborative and inclusive academic environments are recommended to reduce role conflict and enhance the effectiveness and sustainability of teacher education institutions.]]>
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