SONIA SINGLA,PROF. (DR.) TULIKA SAXENA
DOI: https://doi.org/This study investigates the impact of demographic and socio-economic factors on work–life balance (WLB) among female teachers employed in higher-education institutions in Uttar Pradesh, India. Drawing on a mixed-method approach—quantitative survey analysis complemented by qualitative interviews—the research examines how age, marital status, number of dependents, educational attainment, household income, and spousal/extended-family support shape the perceived and experienced balance between professional responsibilities and personal life. Using validated WLB scales and appropriate statistical techniques (descriptive statistics, t-tests, ANOVA, and multiple regression), the paper tests hypothesized relationships between selected demographic / socio-economic predictors and WLB outcomes (role conflict, job satisfaction, psychological strain). Initial findings indicate that family caregiving responsibilities and number of dependents are consistently associated with higher work-family conflict and lower WLB scores, while higher household income and strong household support are associated with better WLB. Age and teaching experience moderate some associations, with mid-career faculty reporting distinct pressures compared to early- and late-career cohorts. The study situates results within the broader Indian higher-education context and discusses implications for institutional policy (flexible working arrangements, childcare and eldercare support, supervisor training) and future research (longitudinal tracking, larger stratified samples across Uttar Pradesh). Recommendations are offered for administrators and policymakers to design evidence-based, gender-sensitive interventions that improve faculty well-being and retention.
