Published Paper Details:

This study explores the complex interplay of organizational, personal, societal, and technological factors influencing the work-life balance (WLB) of women faculty in rural higher education institutions (HEIs) in Konaseema district, Andhra Pradesh, India. Through purposive sampling, qualitative research was conducted using data gathered from 10 semi-structured interviews with women faculty in these institutions. Institutional challenges such as excessive workloads, rigid policies, lack of flexible work arrangements, and insufficient institutional support contribute significantly to job-related stress, consistent with the Spillover Theory. Additionally, gender and caste biases restrict leadership opportunities and contribute to pay disparities, further intensifying WLB struggles. Role overload, where women juggle professional and domestic responsibilities, exacerbates these challenges, reflecting Role Theory. Societal norms rooted in patriarchal structures reinforce traditional gender roles, limiting career progression for women. Furthermore, while digitalization of education offers benefits, it has blurred the boundaries between work and home, leading to increased stress and emotional fatigue, in alignment with Ecological Systems Theory. To address these challenges, gender-sensitive policies, equitable career opportunities, flexible work arrangements, and mentorship programs are essential. Additionally, fostering a cultural shift toward shared domestic responsibilities and recognizing women's professional contributions are crucial for achieving sustainable WLB and long-term career growth in rural HEIs.