CHALLENGES OF WORK-LIFE INTEGRATION AMONG ACADEMIC STAFF IN SCHOOLS

Abstract

This study explores the key dimensions influencing work-life balance among teachers, focusing on work-related factors, personal and family responsibilities, and psychological well-being. Using factor analysis, three distinct factors were identified with strong loading values, indicating clear construct validity. The results show that institutional support, manageable workloads, and scheduling flexibility are critical to professional balance, while family obligations and emotional well-being significantly affect personal life integration. Further, independent t-tests revealed statistically significant differences in work-life balance based on gender and family structure, with female teachers and those from joint families reporting better balance. The study concludes that a comprehensive approach—addressing organizational support, family dynamics, and mental health—is essential for enhancing teachers’ work-life balance. Implications for institutional policy and future research directions are also discussed.