1Masters of Business Administration (MBA), Management Science and Engineering (MSE), School of Management (SOM), Huazhong University of Science and Technology (HUST), Hubei, Wuhan, P.R. China.
2Department of Food Technology and Engineering, Faculty of Nutrition and Food Science, Patuakhali Science and Technology University, Dumki, Patuakhali - 8602, Bangladesh.
3NayTechs, Barishal-8200, Bangladesh.
This study set out to investigate the relationship between organizational factors and work life balance issues of teachers working in educational institutions. The study developed a model of work life balance and employing structural equation modelling (SEM) as the primary statistical technique to analyze the relationship among the constructs. Models were tested with path analysis using AMOS 23.0. To test specific relationships between organizational factors and work life balance, regression weights were examined (significance level was set at p<.05). Result showed that the most significant predictors were; work overload (t=3.882), organizational support (t=3.256), and co-worker support (t=2.128). There is a direct positive relationship among organizational support, co-worker support, and workload with work life balance indicating that as organizational support, and the co-worker support increases, so also the work life conflict decreases. The present research hypothesized that gender differences proved to be a significant predictor of WLB, results supported the hypothesis. Women have a higher levels of work life conflict than men (p-value; 0.004** < 0.05). In addition, the study contributes to the knowledge of WLB studies by identifying and assessing the impact of organizational factors that lead to WLB of teachers. Finally, human resource management professionals, management consultants, and policy makers may also use these results to level out the issues of WLB of teachers.
Bangladeshi Teachers’, Organizational Factors’, Structural Equation Modeling (SEM), And Work Life Balance (WLB)
