Jamunarani H. S.

Work-life balance is crucial for the well-being and job satisfaction of female teachers in higher educational institutions. Female faculty members face unique challenges in managing academic and personal responsibilities. This study aims to explore the antecedents and outcomes of work-life balance among female faculty in higher educational institutions in India. A quantitative study was conducted using a questionnaire method via SMART-PLS software. The study surveyed 1,384 women teaching at universities, first-grade colleges, and business schools, with respondents aged between 25 and 65 years, up to 20 years of teaching experience, and holding qualifications of either a master’s (71.63%) or a Ph.D. degree (28.37%). These findings illustrate that the supervisor support (β = 0.366) and high-commitment work system (β = 0.308) positively impact work-life balance. The impact of organizational strategies is insignificant. There is a significant mediation impact of work-life balance (β = 0.120) between supervisor support and job satisfaction. In contrast, it is insignificant for work-life balance mediation between organizational strategies and job satisfaction. In addition, work-life balance highly affects work productivity (β = 0.730), employee propensity to work from home (β = 0.471), and job satisfaction (0.327). The study highlights the need for educational institutions to actively support supervisory practices and a high-commitment work system to address the specific needs of female employees.