ISSN: 2222-6990
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This research investigates the correlation between work-life balance (WLB) and well-being among 132 teachers in Sulaymaniyah's private educational sector, specifically from Kurd Genius Primary and Secondary Schools. Employing a cross-sectional quantitative design with simple random sampling and validated questionnaires (Cronbach's ?: WLB=0.870, well-being=0.818), the study assessed WLB at a moderate level (M=3.223) and well-being at a high level (M=3.335) on a 5-point Likert scale. Results revealed a moderately positive association (r=0.518, p<0.001), indicating that better WLB enhances happiness, life satisfaction, and emotional health while mitigating burnout risks. Key moderators include job satisfaction, social support from supervisors and family, flexible scheduling, and supportive work environments, which amplify well-being outcomes in high-demand teaching roles. Recent studies confirm these patterns: flexible hours and task management reduce stress via resource conservation (Conservation of Resources theory), while positive organizational climates lower turnover intentions and boost retention. In teacher contexts, poor WLB correlates with emotional exhaustion, lower motivation, and diminished instructional quality, whereas balanced approaches foster self-regulatory patterns and long-term occupational flourishing. Predominantly female (84.4%) and highly educated (84.4% bachelor's, 12.2% master's) participants underscore gender-specific challenges in balancing professional demands with family roles, prevalent in Middle Eastern educational settings. These findings align with global evidence linking WLB initiatives—such as workload reduction, mental health programs, and boundary-setting—to higher job satisfaction, productivity, and student outcomes. Organizations should implement targeted interventions: flexible policies, stress management training, and wellness programs to elevate moderate WLB levels. Policymakers in Sulaymaniyah can leverage these insights for evidence-based reforms, promoting teacher retention and educational excellence amid resource constraints. Future longitudinal and mixed-methods research could explore cultural nuances and intervention efficacy in Kurdish contexts.
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