Abstract

Work-life balance has become an urgent global concern as educators at both secondary and postsecondary levels face increasing professional pressure rising administrative responsibilities emotional labour and changing pedagogical demands. The shift towards digital learning curriculum modernization continuous assessment cycles and heightened societal expectations has created a challenging work environment that directly impacts teachers well-being job satisfaction productivity and long-term career trajectories. This research paper examines the multidimensional nature of work-life balance among instructors in secondary and higher education institutions analyzing how workload intensity institutional culture technology integration student diversity parental expectations and policy mandates influence their personal lives mental health and professional attitudes. The study further explores differences in work-life balance issues between school-level and college-level instructors considering va