From Classroom to Screen: Impact of Teaching Modes on Work-Life Balance and Job Satisfaction of Married Female Secondary School Teachers in Kolkata

The aim of the present study was to compare the job satisfaction levels and work-life balance of married female secondary school teachers in Kolkata who have experience teaching in both online and traditional modes, using a pre-post design. Using snowball sampling, 30 married female teachers in early adulthood, with children, employed in private secondary schools in Kolkata, were selected. Each participant provided data twice—once based on their experience with online teaching, and once after returning to traditional classroom teaching—with a six-month gap between data collection points. The Dixit Job Satisfaction Scale (DJSS) and a modified version of Hayman’s (2005) Work-Life Balance Questionnaire were used. A semi-structured interview was also conducted to explore contextual influences and teaching mode preferences. Descriptive statistics revealed that Teachers scored higher on job satisfaction and its sub-domains in the traditional mode of teaching. Participants scored lower on the domain of personal life enhancement and higher on domains of work interference with personal life and personal life interference with work in online mode, indicating lower levels of work-life balance. Dependent t-tests showed significant differences in both job satisfaction and work-life balance between the two modes. Findings from the interviews highlighted increased eye strain, technical and logistical Challenges screen fatigue, and emotional disconnection in the online mode, though it reduced physical strain. Teachers also reported concerns about job security and reduced student engagement in online teaching mode. Overall, most participants preferred the traditional mode due to its enhanced pedagogical effectiveness, richer student interaction, stronger emotional connection, and greater job satisfaction.Keywords: Job satisfaction, Work-life balance, Online teaching, Traditional teaching, Female teachers, Secondary education