Identifying the School Teachers' Work-Life Balance Association with Workplace Well-Being through the Mediation of Perceived Control and Work-Life Balance Supportive Culture

Abstract

This study embarked with a key objective of identifying the school teachers' work-life balance association with workplace well-being. Considering the significance, role and bridge of perceived control and work-life balance supportive culture in establishing work-life balance and workplace well-being, both the variables were incorporated as mediating variables. The study data was collected from the school teachers who provided 452 responses. Data was collected through the convenience sampling method from the public and private schools. The collected data was analyzed through IBM-SPSS, by fulfilling the basic statistical requirements and confirming the non-availability of the common method bias. The tested hypotheses provided statistically significant results for the positive association of perceived control in maintaining work-life balance. An equally positive statistically significant association for the prediction of workplace well-being through work-life balance through the mediation of perceived control and work-life balance supportive culture was obtained. The study was concluded with the study limitations, future research areas and implications for practice.