Page 2658
www.rsisinternational.org
INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue VI, June 2026
Work Interference with Family and Family Interference with Work
Among College Teachers
Dr. A. Anandhiprabha
Assistant Professor, Department of Commerce – Banking and Insurance NGM College, Pollachi,
Tamilnadu.
DOI: https://doi.org/10.51583/IJLTEMAS.2026.150600196
Received: 06 July 2026; Accepted: 11 July 2026; Published: 21 July 2026
ABSTRACT
The teaching profession demands significant time, emotional involvement, and professional commitment, which
often create conflicts between work and family responsibilities. This study examines Work Interference with
Family (WIF) and Family Interference with Work (FIW) among college teachers. The study aims to understand
the extent to which professional responsibilities affect family life and how family responsibilities influence work
performance. Data were collected from 340 college teachers through a structured questionnaire using convenient
sampling techniques. The findings reveal that heavy workload, administrative responsibilities, extended working
hours, and family obligations significantly contribute to work-family conflicts. The study highlights the
importance of flexible work policies, stress management practices, and institutional support systems to improve
work-life balance among college teachers.
Keywords: Work Interference with Family, Family Interference with Work, College Teachers, Work-Life
Balance, Occupational Stress
INTRODUCTION
Work-life balance has become an important issue in the modern educational environment. College teachers are
expected to perform multiple responsibilities such as teaching, research, student mentoring, administrative
duties, curriculum development, examination work, and academic development activities. These professional
commitments often create pressure that affects their family life. Similarly, family responsibilities such as
childcare, elder care, household management, and personal obligations may interfere with work performance
and productivity. Work Interference with Family (WIF) occurs when work-related demands negatively affect
family responsibilities and relationships. Family Interference with Work (FIW) occurs when family-related
responsibilities impact work performance and professional commitments. Both forms of interference can lead to
stress, dissatisfaction, reduced productivity, emotional exhaustion, and poor mental well-being among teachers.
In recent years, increased workload, technological demands, online teaching responsibilities, accreditation work,
publication requirements, and changing family structures have intensified work-family conflicts among college
teachers. The pressure to maintain academic excellence while balancing family responsibilities has become a
major challenge in the teaching profession. Teachers play a vital role in shaping students and society, and
therefore their mental well-being and work-life balance are essential for maintaining quality education. When
teachers experience continuous work-family conflict, it may affect their classroom effectiveness, research
productivity, decision-making ability, and interpersonal relationships. Supportive institutional policies, flexible
work schedules, stress management practices, and family support systems can help reduce work-family conflicts.
Understanding the nature of these conflicts is essential for improving employee well-being, organizational
effectiveness, and job satisfaction among college teachers. Therefore, this study focuses on analyzing the level
of work interference with family and family interference with work experienced by college teachers and
identifying the factors contributing to these conflicts.
Page 2659
www.rsisinternational.org
INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue VI, June 2026
REVIEW OF LITERATURE
Sharma, P. & Kaur, R. (2025) examined work-family conflict among higher education faculty members in
India. The study found that excessive workload and lack of flexible work arrangements significantly affected
teachers’ family relationships and psychological well-being.
Rao, S. & Mehta, V. (2024) analyzed the impact of family responsibilities on work performance among women
college teachers. The study revealed that childcare responsibilities and household duties reduced concentration
and increased stress at the workplace.
Joseph, A. & Thomas, L. (2023) investigated the relationship between occupational stress and work-life balance
among college professors. The findings showed that teachers experiencing higher work-family conflict reported
lower job satisfaction and increased burnout.
Kumar, R. & Devi, S. (2023) explored the influence of institutional support on work-family balance among
academic staff. The research emphasized that supportive management, flexible schedules, and counseling
services helped reduce work interference with family.
Nair, P. & George, M. (2022) studied family interference with work among university teachers in South India.
The study highlighted that family commitments and emotional stress often affected classroom performance and
research productivity.
Statement of the Problem
College teachers face increasing professional demands due to teaching responsibilities, administrative work,
research activities, evaluation duties, and technological advancements in education. These responsibilities often
consume substantial time and energy, resulting in work interference with family life. At the same time, family
commitments such as childcare, household responsibilities, and personal obligations may interfere with teachers’
professional performance. Continuous imbalance between work and family roles can lead to stress, burnout,
reduced job satisfaction, and poor personal well-being. Although work-life balance has gained attention in recent
years, there is limited research focusing specifically on work interference with family and family interference
with work among college teachers. Therefore, this study attempts to examine the extent of work-family conflict
experienced by college teachers and identify the major contributing factors.
Objectives of the Study
1. To study the socio-economic profile of college teachers.
2. To examine the level of work interference with family and family interference with work among
college teachers.
3. To identify the factors contributing to work-family conflict among college teachers.
Scope of the Study
The study focuses on college teachers working in arts and science colleges and examines the extent to which
work responsibilities interfere with family life and family responsibilities interfere with professional
commitments. The study covers various aspects such as workload, administrative duties, teaching
responsibilities, family obligations, stress levels, and work-life balance among teachers. The research also
analyzes the socio-economic profile of college teachers and identifies the major factors contributing to work-
family conflict. The findings of the study are useful for educational institutions, policymakers, and researchers
in understanding the challenges faced by teachers in balancing professional and personal life. Further, the study
provides suggestions to improve work-life balance through supportive institutional policies, flexible working
arrangements, counseling services, and stress management practices. The study is limited to college teachers and
may not represent employees working in other professions.
Page 2660
www.rsisinternational.org
INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue VI, June 2026
RESEARCH METHODOLOGY
The study adopted a descriptive research design to analyze work interference with family and family interference
with work among college teachers. Primary data were collected from 340 college teachers using a structured
questionnaire. Convenience sampling technique was used for selecting the respondents. The questionnaire
included questions related to socio-economic profile, work-related stress, family responsibilities, and work-life
balance issues. The collected data were analyzed using percentage analysis, mean scores, and descriptive
statistics.
RESULTS OF THE STUDY
Table 1: Socio-Economic Profile of College Teachers
Variables
Respondents
Percentage
Gender
Male
142
41.8
Female
198
58.2
Age
Below 30 years
74
21.8
31–40 years
108
31.8
41–50 years
96
28.2
Above 50 years
62
18.2
Marital Status
Married
248
72.9
Unmarried
92
27.1
Educational Qualification
Postgraduate
138
40.6
M.Phil.
102
30.0
Ph.D.
100
29.4
Type of Family
Nuclear Family
214
62.9
Joint Family
126
37.1
Experience
Below 5 years
84
24.7
5–10 years
122
35.9
Above 10 years
134
39.4
Table 1 shows that the majority of respondents are female and married college teachers belonging mainly to the
age group of 31–40 years. Most respondents possess postgraduate qualifications and belong to nuclear families.
A considerable number of teachers have more than 10 years of teaching experience, indicating that experienced
teachers with both professional and family responsibilities form a major part of the study.
Page 2661
www.rsisinternational.org
INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue VI, June 2026
Table 2: Work Interference with Family among College Teachers
Statements
Neutral
Disagree
Total
Work pressure reduces family time
68 (20.0%)
58 (17.1%)
340
Long working hours affect family relationships
54 (15.9%)
60 (17.6%)
340
Administrative work increases stress at home
76 (22.4%)
66 (19.4%)
340
Work responsibilities create mental exhaustion
50 (14.7%)
48 (14.1%)
340
Table 2 indicates that work responsibilities significantly interfere with family life among college teachers. Most
respondents agreed that work pressure, long working hours, administrative duties, and continuous workload
reduce family time and create stress and mental exhaustion at home.
Table 3: Family Interference with Work among College Teachers
Statements
Neutral
Disagree
Total
Family responsibilities affect concentration at work
74 (21.8%)
80 (23.5%)
340
Childcare responsibilities affect work performance
66 (19.4%)
72 (21.2%)
340
Family stress affects classroom effectiveness
70 (20.6%)
76 (22.3%)
340
Household responsibilities create work stress
58 (17.1%)
72 (21.1%)
340
Table 3 reveals that family responsibilities such as childcare, household duties, and family stress interfere with
the professional performance of college teachers. A majority of respondents reported that family-related
responsibilities affect their concentration, classroom effectiveness, and overall work efficiency.
Chi-Square Analysis
Null Hypothesis (H0): There is no significant relationship between gender and work interference with family
among college teachers.
Alternative Hypothesis (H1): There is a significant relationship between gender and work interference with
family among college teachers.
Table 4: Chi-Square Analysis between Gender and Work Interference with Family
Gender
High Work Interference
Moderate Work Interference
Low Work Interference
Total
Male
54
48
40
142
Female
102
58
38
198
Total
156
106
78
340
Calculated Chi-Square Value = 8.42 Table Value at 5% level of significance = 5.99
Degrees of Freedom = 2
Table 4 shows that the calculated Chi-Square value is greater than the table value at the 5 percent level of
significance. Hence, the null hypothesis is rejected, indicating a significant relationship between gender and
work interference with family among college teachers. Female teachers experience comparatively higher work-
family conflict due to multiple professional and family responsibilities.
Page 2662
www.rsisinternational.org
INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue VI, June 2026
Table 6
Weighted Average Rank Analysis on Family Related Factors Affecting Work Performance
Factors
Weighted Score
Weighted Average
Rank
Family Stress
1452
4.27
I
Childcare Responsibilities
1396
4.11
II
Household Responsibilities
1324
3.89
III
Elder Care Responsibilities
1218
3.58
IV
Family Health Issues
1146
3.37
V
Table 6 indicates that family stress is the most important factor affecting work performance among college
teachers, followed by childcare and household responsibilities. Elder care responsibilities and family health
issues also contribute to work-family conflict, though to a comparatively lower extent.
Table 7 Garrett Rank Analysis on Work Related Problems Affecting Family Life
Problems
Garrett Mean Score
Rank
Long Working Hours
68.42
I
Excessive Administrative Duties
64.85
II
Work Pressure and Deadlines
61.74
III
Online Teaching Responsibilities
58.96
IV
Frequent Meetings and Academic Activities
55.63
V
Table 7 reveals that long working hours are the major work-related problem affecting family life among college
teachers, followed by excessive administrative duties and work pressure. Online teaching responsibilities and
frequent academic activities also increase stress and reduce family time.
Findings of the Study
1. The majority of respondents are female and married college teachers.
2. Most teachers experience work interference with family due to long working hours and
administrative workload.
3. Family responsibilities such as childcare and household duties negatively affect work
concentration and performance.
4. Work-family conflict contributes to stress, mental exhaustion, and reduced work-life balance.
5. Teachers from nuclear families experience comparatively higher work-family conflict.
Suggestions
1. Educational institutions should introduce flexible work schedules and reduced administrative
burden.
2. Counseling and stress management programs should be organized for teachers.
3. Institutions should provide supportive policies for teachers with family responsibilities.
4. Teachers should be encouraged to maintain healthy work-life balance practices.
5. Family support and shared household responsibilities can help reduce family interference with
work.
Page 2663
www.rsisinternational.org
INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue VI, June 2026
CONCLUSION
Work interference with family and family interference with work are major challenges faced by college teachers
in the modern educational environment. The study reveals that professional workload, administrative
responsibilities, and family commitments significantly affect teachers’ personal and professional well-being.
Balancing work and family roles has become increasingly difficult due to growing expectations in both domains.
The findings highlight the importance of institutional support, flexible work policies, and stress management
strategies to improve work-life balance among college teachers. Addressing these issues can enhance teacher
satisfaction, productivity, and overall quality of life.
ACKNOWLEDGEMENT
The author sincerely acknowledges and expresses gratitude to the Management of NGM College, Pollachi, Tamil
Nadu, for their generous financial assistance through the SEED Money support for this research work.
REFERENCES
1. Adams, R. A., & George, L. M. (2022). Work-life balance and occupational stress among college
teachers. International Journal of Educational Research, 14(2), 45–58.
2. Greenhaus, J. H., & Beutell, N. J. (1985). Sources of conflict between work and family roles.
Academy of Management Review, 10(1), 76–88.
3. Joseph, A., & Thomas, L. (2023). Occupational stress and work-life balance among college
professors. Journal of Educational Psychology, 12(3), 45–58.
4. Kumar, R., & Devi, S. (2023). Institutional support and work-family balance among academic
staff. International Journal of Higher Education Studies, 10(2), 61–74.
5. Matthews, R. A., Wayne, J. H., & Ford, M. T. (2014). A work-family conflict perspective on
teacher stress. Journal of Vocational Behavior, 85(3), 261–271.
6. Nair, P., & George, M. (2022). Family interference with work among university teachers in South
India. Indian Journal of Social Research, 18(1), 33–47.
7. Noor, N. M. (2011). Work-family conflict, work and family-role salience, and women’s well-
being. The Journal of Social Psychology, 144(4), 389–405.
8. Priya, K., & Manikandan, S. (2021). Stress management and work-life balance among women
faculty members. Asian Journal of Management Studies, 8(4), 52–67.
9. Rao, S., & Mehta, V. (2024). Family responsibilities and work performance among women college
teachers. Asian Journal of Human Resource Management, 9(4), 52–66.
10. Sharma, P., & Kaur, R. (2025). Work-family conflict among higher education faculty members in
India. Journal of Organizational Behavior and Education, 14(1), 20–38.
11. Singh, T., & Verma, A. (2020). Teacher workload and personal well-being in higher education
institutions. International Review of Education and Development, 16(2), 84–96.
12. Voydanoff, P. (2005). Toward a conceptualization of perceived work-family fit and balance.
Journal of Marriage and Family, 67(4), 822–836.
13. Wayne, J. H., Musisca, N., & Fleeson, W. (2004). Considering the role of personality in the work-
family experience. Journal of Vocational Behavior, 64(1), 108–130.
14. Wilson, K., & Joseph, R. (2023). Online teaching stress and family life balance among college
faculty. Journal of Contemporary Education, 11(3), 72–88.