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Work–Life Balance and Psychological Well-Being of Educators: An Empirical Perspective on Teaching Effectiveness and Academic Sustainability
Fr. Dr. M.J. Thomas, Principal & HOD – Psychology PG Department of Psychology ST PAULS COLLEGE, Bengaluru
Pages: 1-7 | First Published: 05 Aug 2025
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Abstract

Work–life balance and psychological well-being have become critical concerns in the education sector, particularly in the context of increasing academic workload, administrative responsibilities, and digitalisation of teaching practices. Educators play a pivotal role in ensuring teaching quality and institutional sustainability; however, persistent work-related stress and role imbalance can adversely affect their mental health and professional effectiveness. This empirical study examines the relationship between work–life balance and psychological well-being of educators and analyses their influence on teaching effectiveness and academic sustainability in Indian educational institutions. The study adopts a descriptive and analytical research design and utilises both primary and secondary data. Primary data were collected from 210 school and college educators through a structured questionnaire, while secondary data were sourced from UGC CARE–listed journals, academic books, and educational research reports. Descriptive statistics, independent samples t-test, and Pearson correlation analysis were employed for data analysis. The findings indicate a strong positive association between work–life balance and psychological well-being. Educators with better work–life balance reported higher teaching effectiveness, job satisfaction, and long-term commitment to the profession. The study emphasises the need for institution-level interventions and policy reforms aimed at promoting educator well-being as a foundation for sustainable academic excellence.

Keywords: Work–life balance, psychological well-being, educators, teaching effectiveness, academic sustainability, India.

References

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