The purpose of the study is to analyse the impact of web-based teaching on job satisfaction as well as burnout of faculty after the undeniable shift from traditional teaching to online teaching in the COVID-19 and related restrictions. The study also aims to explore the mediating role of faculty burnout in the relationship between online teaching and job satisfaction. The study is based on primary data collected through structured questionnaire from 359 respondents of Punjab (India) selected via snowball sampling method. For framing questionnaire, three validated scales were used in adapted form namely Online Faculty Satisfaction Survey (OFSS), Depression, Anxiety, Stress Scale (DASS-21), Brayfield & Rothe Job Satisfaction Survey (BRJSS). PLS-SEM has been used for analysing the complex relationships among various constructs. The findings revealed that lack of instructor student interaction and institutional support had significant impact on job satisfaction (negative impact) as well as faculty burnout (positive impact) whereas technological support was found to be insignificant. Faculty burnout was found to be meditating the relation between online teaching and job satisfaction. Faculty category was found to be non-moderating concluding thereby college and school teachers are not different in terms of constructs relationships. A humble attempt has been made to reflect upon the teaching pedagogies that can contribute to effective cognitive online learning environment.