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This paper delves into the work-life balance experiences of women teachers in Patna, Bihar, aiming to provide valuable insights into the challenges they face and potential strategies for improvement. Utilizing a mixed-methods approach, the study examines the perceptions and experiences of female educators regarding workload, support systems, family responsibilities, and organizational policies. Quantitative data, gathered through surveys, and qualitative data, obtained via interviews, are analyzed to offer a comprehensive understanding of the work-life dynamics in this context. The findings highlight the significance of work-life balance policies and interventions in educational institutions to support female teachers' well-being and professional satisfaction. The implications of the study's findings for practice and policy are discussed, along with recommendations for fostering a more supportive work environment that promotes work-life balance among women teachers in Patna, Bihar.
Sahay et al. (Tue,) studied this question.