A study on the strategies for improving Work Life Balance among female teachers in higher education institutions

Abstract

Work Life Balance has emerged as a critical concern in the higher education sector, particularly among female teachers who often manage multiple professional, domestic, and social roles. This study examines the strategies for improving Work Life balance among female faculty members in higher education institutions. The research aims to identify key occupational stressors, institutional challenges, and personal constraints that affect their ability to balance professional responsibilities with personal life. Using a mixed-method approach, data were collected through structured questionnaire and semi-structured interview from female teachers across selected higher education institutions. The findings reveal that workload pressure, administrative responsibilities, research expectations, time management difficulties, and limited organizational support are major contributors to work life imbalance. The study further highlights the importance of flexible work arrangements, supportive leadership, family-friendly policies, mental health support systems, peer collaboration, and effective time management practices as critical strategies for improving balance. The research concludes that institutions play a pivotal role in fostering a supportive work environment and recommends the implementation of gender-sensitive policies, institutional wellness programs, and flexible academic structures to enhance job satisfaction, productivity, and overall well-being of female educators. This study contributes to policy formulation and institutional planning by providing practical, sustainable strategies for promoting Work Life Balance in higher education.