EXPLORING THE WORK-LIFE BALANCE OF FACULTY THROUGH OCCUPATIONAL STRESS AND STRESS COPING STRATEGIES

This study explores the impact of occupational stress on the work-life balance of faculty members in autonomous institutions, focusing on its effects on personal and family life, as well as the stress-coping strategies employed. We collected data from 384 faculty members in Hyderabad City using a quantitative approach and a structured questionnaire. Descriptive statistics revealed that occupational stress significantly affects faculty members, with high mean scores indicating challenges such as limited family time, emotional exhaustion, and neglect of personal interests. Problem-focused coping strategies, such as seeking social support and gathering information, were predominantly used, while relaxation techniques like meditation and yoga were moderately adopted. Avoidance strategies were less favoured. Inferential statistics, including ANOVA and t-tests, highlighted that age and gender significantly influence both the experience of occupational stress and the choice of coping mechanisms. Reliability analysis confirmed the internal consistency of the measurement scales, with Cronbach’s alpha values of 0.900 and 0.729 for occupational stress and coping strategies, respectively. The findings underscore the need for tailored interventions and institutional support systems that consider demographic differences to effectively address occupational stress and enhance the well-being of faculty members. This study contributes to the growing body of knowledge on occupational stress and provides practical recommendations for fostering a healthier work-life balance in academic settings. KEYWORDS: Occupational Stress, Work-Life Balance, Stress Coping Strategies, Faculty Well-Being, Academic Workload, Institutional Support, Relaxation Techniques.