Author(s): C Ashok Kumar and M Saratha

Abstract: The purpose of this study is to investigate the interconnectedness between home and professional environments of teaching faculty in India. It examines how personal life factors such as family support, home responsibilities, and work–life balance affect professional productivity, job satisfaction, teaching effectiveness, and psychological well-being. A quantitative survey approach is applied in this study, with equal representation of 150 teaching faculty drawn from schools (n=50), colleges (n=50), and universities (n=50). Quantitative data would ideally be collected through standardized questionnaires measuring job satisfaction, work–life balance, stress levels, and home support. Descriptive statistics, correlations, and regression analyses would be employed. Findings indicate that faculty members who report higher home support and stronger work–life balance tend to demonstrate higher job satisfaction, greater teaching effectiveness, and lower stress levels. Stress emerged as a significant negative predictor, while family support was a strong positive predictor. Variations across institutional types were also anticipated, with university faculty excelling in research productivity, school faculty reporting stronger family involvement, and college faculty reflecting intermediate patterns. Institutions should design family-friendly policies, promote flexible work arrangements, provide counselling services, and create mentorship systems to support faculty well-being. Policy interventions are particularly needed in India, where cultural expectations, extended family roles, and institutional demands shape faculty experiences.

Pages: 206-210 | Views: 76 | Downloads: 16

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