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Work-Life Balance among Women Working in Primary School Education: A Research Article

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Bibliographic Details
Title: Work-Life Balance among Women Working in Primary School Education: A Research Article
Authors: Meghwal, Neelu, Gurjar, Sita
Publisher Information: Zenodo, 2025.
Publication Year: 2025
Subject Terms: Gender, Women, Education, Teacher, Students, Work Life Balance, Quality Education, Learning Outcome
Description: Present research article advocates for a multi-pronged approach to addressing the work-life balance conundrum for women in primary education. It underscores the need for proactive institutional interventions, including the implementation of family-friendly policies and the promotion of a supportive and empathetic work culture. Additionally, it calls for a broader societal shift in perceptions of gender roles to alleviate the disproportionate burden of domestic responsibilities placed on women. This research contributes to the academic discourse by providing a holistic overview of the issue and offering actionable insights for policymakers, school administrators, and educators themselves to cultivate a more sustainable and equitable professional landscape for women in primary education.
Document Type: Article
DOI: 10.5281/zenodo.16931143
DOI: 10.5281/zenodo.16931144
Rights: CC BY
Accession Number: edsair.doi.dedup.....388d975019ef4044709500f669e4d8cc
Database: OpenAIRE
Description
Abstract:Present research article advocates for a multi-pronged approach to addressing the work-life balance conundrum for women in primary education. It underscores the need for proactive institutional interventions, including the implementation of family-friendly policies and the promotion of a supportive and empathetic work culture. Additionally, it calls for a broader societal shift in perceptions of gender roles to alleviate the disproportionate burden of domestic responsibilities placed on women. This research contributes to the academic discourse by providing a holistic overview of the issue and offering actionable insights for policymakers, school administrators, and educators themselves to cultivate a more sustainable and equitable professional landscape for women in primary education.
DOI:10.5281/zenodo.16931143