Work-Life Balance and Gender Differences: A Study of College and University Teachers From Karnataka

Abstract

Teaching responsibilities in today’s higher education sector are increasingly demanding. Apart from the focus on the quality of teaching-learning activities, teachers of today are evaluated for their active involvement in professional and societal growth. Women in academia shoulder equal responsibilities as of men, but in India, women play multiple roles in the non-work setting unlike men. The primary objective of this cross-sectional study was to find out the gender difference in Work-Life Balance (WLB) among teachers of higher education. Institutional Ethical Committee’s approval was obtained. Data was collected using the WLB questionnaire, from 127 male and 136 female faculties employed on a tenure basis in the Public Universities in Karnataka. The multiple regression analysis indicated an association of better WLB with the upper age group, male gender, and faculties of science discipline. Strategies at the organizational level and initiatives at the personal level are essential to address the issues of WLB.

Application of Fuzzy Analytic Hierarchy Process in the Quality Monitoring and Evaluation of College Teachers and the Construction of Index System

“…e quality inspection of college teachers is an important part of the construction of college teachers. In order to quantitatively analyze the problems existing in college teachers, different indicators are used to analyze them [17,18]. e first-level indicators mainly include: professional ethics, professional quality, research tasks, research summary, and research environment [19,20].…”

Empowering leadership and job satisfaction of academic staff in Palestinian universities: Implications of leader-member exchange and trust in leader

“…The results that support the conclusions and discussions of this study show that empowering leaders can explicitly improve job satisfaction of employees in an academic setting. Due to high extent of competitiveness in this sector ( Muijs and Harris, 2003 ; Bouwmeester et al, 2021 ; Mayya et al, 2021 ), leaders’ role become more vital in maintaining an environment, where teachers can develop their professional skills while being satisfied of work settings and communications and interactions with their supervisors. With a focus on LMX and SET, empowered teachers are more likely to have their job satisfaction improved.…”

The Impacts of Work-Life Balance on the Emotional Exhaustion and Well-Being of College Teachers in China

“…Nevertheless, previous studies on gender differences in WLB, EE, and WB have been inconsistent. For example, Vithanage and Arachchige found that female teachers scored slightly higher on WLB than male teachers [ 41 ], while other studies showed that male teachers had better WLB than female teachers [ 40 ]. Some studies found that female college teachers had higher WB scores than male teachers [ 44 , 45 ], while other studies found that college teachers’ perceptions of WB showed no significant gender difference [ 46 ].…”

“…Moreover, research on gender differences in WLB, WB, and EE among college teachers is inconsistent. Some studies have found that male teachers had stronger perceptions of WLB than female teachers [ 38 , 39 , 40 ], while other studies found that male teachers’ perceptions of WLB were weaker than those of female teachers [ 41 ], and yet others found no gender difference [ 42 , 43 ]. Similarly, some studies have shown that women have stronger perceptions of WB than men [ 44 , 45 ], but another study found no gender difference [ 46 ].…”

“…Likewise, the results of differences in school type (public vs. private) are also inconsistent. For example, studies have suggested that public and private college teachers have no significant difference in their perceptions of WLB [ 38 , 40 ]. However, some studies have suggested that teachers in private colleges work in poorer working conditions, have fewer opportunities for mid-career studies, research and training, and even feel less respect from students; therefore, they may have weaker perceptions of WLB than teachers in public colleges [ 45 ].…”