A Narrative Inquiry into the Work-Family Balance Experiences of Male Elementary School Teachers

Purpose: The purpose of this study was to explore and deeply understand the meaning embedded in the work-family balance experiences of married male elementary school teachers in their 30s with children. Focusing on key life events such as marriage, childbirth, and career transitions, the study aimed to examine the meanings of work-family balance, role conflict, and identity formation within their life narratives. Methods: To this end, two married male elementary school teachers in their 30s were selected as research participants, and a narrative inquiry methodology was applied, including the researcher’s own autobiographical narrative. Based on in-depth interviews and the researcher’s experiences, the study constructed intermediate texts using the three-dimensional narrative inquiry framework of temporality, spatiality, and sociality, and then restructured the research texts from an educational perspective. Results: In the “telling” phase of narrative inquiry, themes such as “guilt, confusion, and choice,” “myself as a teacher and father: seeking harmony between two lives,” “growing responsibility toward the family,” and “myself in the balance between work and family” were identified. In the “retelling” phase, a narrative flow emerged, illustrating the participants’ continuous efforts to flexibly adjust the boundaries between work and family while pursuing their lives as teachers, spouses, and parents. Conclusion: The work-family balance experiences of male elementary school teachers are not merely about role division but represent a process of negotiation and growth among identity, relationships, and social expectations. By examining their lives from personal, practical, and social perspectives, this study provides meaningful implications for creating a gender-equitable school culture and establishing institutional support systems.