Abstract:
The current study was conducted to observe Work Life Balance, Job Satisfaction and
Professional Quality of Life in Teachers of Special Educational Institutes. The total
number of sample 130, among them 20 male population and 110 female population.
The age range of sample was 25-55 years old. The data was collected through
purposive sampling. Following measures were used to assess the findings.
Demographic sheet were used to get personal information about the participant. Work
Life Balance Scale (WLB; J.Hyman, 2005), Job Satisfaction Scale (JSS; Brayfield &
Rothe, 1951), and Professional Quality of Life Scale (ProQoL; Stamm, 2010). Data
was analyzed using correlation, regression, t-test and one way ANOVA. Results
showed significant positive correlation between work life balance, job satisfaction,
compassion satisfaction and negatively correlate with burnout and secondary
traumatic stress. Result also showed that job satisfaction positively predict
compassion satisfaction and negatively predict burnout and secondary traumatic stress
among teachers of special educational institutes. On the basis of demographics results
showed that older teachers report better work life balance and higher job satisfaction,
compassion satisfaction and low secondary traumatic stress. In term of institutes
government school teachers of special education higher work life balance and job
satisfaction while private school teachers report higher burnout and secondary
traumatic stress. More experienced teachers had high compassion satisfaction and
high income teachers experience lower burnout. By understanding how work life
balance and job satisfaction leads to professional quality of life mental health
professionals can design interventions to improve work life balance, job satisfaction
and professional quality of life in teachers of special educational institutes.
