A STUDY ON IMPACT OF WORK LIFE BALANCE AMONG WOMEN TEACHERS IN ARTS AND SCIENCE COLLEGES

Abstract

The abstract explored the impact of Work-Life Balance (WLB) on women teachers, delving into the intricate interplay between their professional roles and personal lives. As women increasingly contribute to the teaching profession, understanding the implications of WLB becomes paramount for both individual well-being and educational institutions. The study investigated how the quest for balance evolves over the course of a woman teacher's career, particularly considering the variable of years of experience. Drawing on qualitative and quantitative data, the abstract analyses the challenges and opportunities associated with achieving WLB in the context of teaching. It examines the multifaceted responsibilities women teachers navigate, encompassing classroom duties, administrative tasks, and family commitments. The findings illuminate the pivotal role of supportive work environments in fostering WLB, emphasizing the need for institutional policies that acknowledge and accommodate the diverse needs of women educators. Furthermore, the abstract underscores the potential implications of WLB on job satisfaction, mental health, and the retention of experienced women teachers. By exploring these dynamics, this research contributes valuable insights to the ongoing discourse on the professional well-being of women in the teaching profession and informs strategies to enhance their overall quality of life.