Impact of Work-Life Balance and Job Autonomy on Employee Engagement with Psychological Well-Being as a Mediator Among Academicians

Abstract

This study examines employee engagement among academicians by analysing the relationships between work-life balance, job autonomy, and psychological well-being in higher education institutions. It focuses on the mediating role of psychological well-being in strengthening employees’ enthusiasm, commitment, and involvement in academic work. A descriptive and analytical research design was adopted, and primary data were collected from 120 academicians in North Bengaluru, including Hebbal, Yelahanka, Devanahalli, Jakkur, Thanisandra, and Hennur. Respondents were selected through purposive sampling, and data were obtained through a structured questionnaire administered using Google Forms. The questionnaire demonstrated high reliability, with a Cronbach’s alpha value of 0.84. Descriptive statistics, five-point Likert-scale analysis, and one-sample -tests were used to analyse the data and test the hypotheses. The respondents were mainly middle-aged, highly qualified, and experienced academicians, with substantial representation from Ph.D. holders, assistant professors, married faculty members, and employees of private institutions. Many participants reported contractual or ad-hoc employment, extended working hours, administrative responsibilities, and family dependents. The findings show that academicians generally possess strong physical resilience, workplace energy, cognitive absorption, and commitment to meaningful work. Job autonomy and psychological well-being were also positively perceived. However, balancing professional responsibilities with personal and family commitments remained a significant challenge, while administrative interference restricted operational autonomy. The hypothesis results confirmed significant positive associations, with mean scores of 3.39 for work-personal time balance, 3.88 for work-life balance satisfaction, and 4.08 for purpose and meaning in life. All null hypotheses were rejected at the 5 percent significance level. The study concludes that reducing administrative burdens, promoting flexible work arrangements, strengthening autonomy, and supporting psychological well-being can enhance faculty engagement and institutional effectiveness.