Factors Impacting Work-Life Balance and Quality of Work Life among Teachers

Introduction: A number of circumstances can disrupt the work life balance, and achieving success depends not only on one’s ability to perform at a high level but also on one's ability to manage professional and personal obligations. This study aims to explore the factors that impact stress levels and work life balance of teachers working in government-aided and self-financing schools. Method: A total of 200 samples were selected, and a structured questionnaire was adopted to gather the primary data. The collected data was tested by statistical analysis using various tools, including Mann-Whitney U test, Kruskal-Wallis test, Chi-square, and ANOVA for interpretation. Results: The findings indicate that teachers in government-aided schools experience lower stress levels and evince higher contentment across various dimensions in quality of work life. However, the teachers in self-financing schools grapple with varying stress levels, ranging from lower to higher stress, reflecting dissatisfaction across all aspects of life. Conclusion: A collective implantation of strategies from teachers and institutions is required to maintain a healthy and harmonious work life balance in order to augment the quality of work life.