WORK-LIFE BALANCE OF FEMALE SCHOOL TEACHERS DELIVERING ONLINE CURRICULUM IN BANDGAON BLOCK DURING COVID-19: AN EMPIRICAL STUDY

Abstract

This empirical study investigates the work-life balance of female school teachers in Bandgaon Block who were responsible for delivering online curriculum during the COVID-19 pandemic. The abrupt shift to online education posed significant challenges for educators, particularly in managing professional responsibilities alongside personal and family commitments. Through a mixed-methods approach, this research gathers quantitative data via surveys and qualitative insights through interviews to assess the impact of online teaching on the work-life balance of these female teachers. Key findings reveal that while online education provided flexibility, it also led to increased work-related stress, longer working hours, and difficulties in separating professional and personal life. The study highlights the coping strategies employed by teachers to navigate these challenges, including time management techniques and the use of digital tools. Additionally, the research emphasizes the need for institutional support, such as training and mental health resources, to help female educators achieve a more sustainable work-life balance. The findings contribute to the ongoing discourse on the challenges faced by female teachers in the digital education landscape and offer recommendations for policymakers and educational institutions to enhance support systems for educators in similar contexts.