Work-Life Balance and Organisational Commitment Among College Teachers in Kerala

Abstract

 The success of higher educational institutions largely depends on the commitment and effectiveness of their teaching faculty. In recent years, increasing professional responsibilities, administrative duties, research expectations and personal obligations have intensified the need for work-life balance among college teachers. The present study examines the influence of work-life balance on organisational commitment among college teachers in Kerala. The study is grounded in Social Exchange Theory, Spillover Theory and the Three-Component Model of Organisational Commitment. A descriptive research design was adopted and primary data were collected from 200 college teachers using a structured questionnaire. Statistical tools such as Percentage Analysis, Mean Score Analysis, Chi-Square Goodness-of-Fit Test and Multiple Regression Analysis were employed for data analysis. The findings indicate that a majority of the respondents experienced moderate to high levels of work-life balance and organisational commitment. Multiple regression analysis revealed that work-life balance significantly influences organisational commitment (R² = 0.610, F = 60.68, p<0.001), with the five dimensions of work-life balance explaining 61.0 per cent of the variation in organisational commitment. Among the dimensions, Family Support emerged as the strongest predictor (β = 0.381), followed by Time Management (β = 0.248), Work Flexibility (β = 0.176), Stress Management (β = 0.142) and Personal Well-being (β = 0.119), all of which were found to be statistically significant. The results suggest that teachers who successfully balance their professional and personal responsibilities exhibit stronger attachment, loyalty and dedication toward their institutions. The study emphasizes the need for higher educational institutions to implement supportive work-life balance policies to enhance employee commitment and institutional effectiveness.