Motivation and challenges of work–life balance among women in higher education institution: insights for the context of Pakistan

What the paper says

Purpose The United Nations established Sustainable Development Goal 5 to bring excluded women into the financial mainstream, emphasizing gender equality. This study aims to identify the dominant motivational factors for female educators and to analyse the influence of their motivation on their career choices. The study also identifies work–life balance challenges for female educators working in public-sector higher educational institutions in Sindh, Pakistan. Design/methodology/approach Given the quantitative nature of the study, the present research adopted a survey design. The data were gathered using a 5-point Likert scale survey tool and analysed with the Statistical Package for Social Science version 27.0. Data analysis in this study was done using descriptive statistics (mean and standard deviation) and inferential statistics (the Pearson correlation). Findings The study’s results revealed that participants joined the teaching profession because they were more intrinsically motivated than extrinsically motivated. The study also found a positive correlation between career choice and intrinsic and extrinsic motivation. Likewise, the results of work–life balance challenges showed that work–life balance is not a serious challenge for female educators. Practical implications This research will have implications for research scholars, policymakers and head teachers. Scholars engaged in exploring career choices, motivation and work–life balance benefit from valuable insights offered with specific reference to the context of Sindh. Originality/value The study is unique because it is contextually situated in Sindh, whereas previous research has primarily focused on other provinces of Pakistan. More importantly, the study examines the findings using the theoretical lens of expectancy-value theory.