A Study of Work-Life Balance of Teaching Employees with Special Reference to Private Universities in NCR Districts in Uttar Pradesh

Abstract

 Work-life balance is a major issue within higher education, where teaching staff have to balance academic, administrative, research and student support duties with their personal and family commitments. The growth of digital teaching, the permanent communication of the institution, the pressure of the expectations of performance and the responsibilities related to the research have increased the need to understand the factors of the work-life balance of the teachers. The present study was focused on the determining factors of work-life balance of teaching employees of private universities of the National Capital Region districts of Uttar Pradesh. The study examined workload, digital fatigue, mental health-related factors, and gender bias and their associations with work-life balance, job satisfaction, burnout, and mental wellbeing. The empirical analysis was conducted on the basis of 468 responses. Descriptive statistics, Cronbach’s alpha, Pearson correlation analysis and multiple linear regression were used to test the relationships proposed. The four-item scales had good internal consistency (Cronbach’s alpha between 0.821 and 0.894). The mean scores of the four determinants indicated that workload was the highest (M = 3.443, SD = 0.783), followed by digital fatigue (M = 3.261, SD = 0.785) and mental health-related factors (M = 3.214, SD = 0.784). The regression model for work-life balance was statistically significant, F(4, 463) = 26.858, p < 0.001; it explained 18.8% of the observed variance. In the multivariable model, statistically significant associations with work-life balance were found for workload, digital fatigue and mental health-related factors . Gender bias was not statistically significant at the 5% level. The models for job satisfaction, burnout and mental well-being were also statistically significant. Burnout showed the highest explained variance among these three outcomes at 30.6%. Findings suggest that workload, technology-related fatigue, and mental health-related experiences are important areas for institutional attention. The research provides empirical evidence for the enhancement of workload distribution, digital communication practices, employee support systems and institutional policies for work-life balance in private higher education.