Post-Pandemic Challenges in Maintaining Work-Life Balance Among School Teachers: Evidence from Kerala, India

The work-life balance issues that Kerala, India's school teachers, confront in the wake of the pandemic'snew normal are examined in this empirical, quantitative research. Using a descriptive-correlational approach, the study was grounded in the Role Strain Theory and directed by a positivist research paradigm. 116 respondents were chosen from a sample of instructors working in digital and hybrid learning contexts using a purposive selection approach. A systematic questionnaire with Likert-scale questions covering four important variables—co-worker contributions, flexible scheduling, digital work modes, and work-from-home practices—was used to gather data. Using SPSS, statistical analysis was carried out using multiple regression, ANOVA, Pearson correlation, and descriptive statistics. There is no strong statistical signal to support the idea that the variables significantly enhance or discourage work-life balance among female primary school teachers during the post-pandemic period; nonetheless, there were minor tendencies in the replies regarding work spillover and colleague support. According to these results, institutional and policy-level interventions are still crucial even if teachers are negotiating post-pandemic problems with differing degrees of success. In order to better assist educators in preserving a healthy work-life balance, the study recommends gender-sensitive regulations, context-specific tactics, and longitudinal research.