Title: Does smartphone affect work-life balance, stress and satisfaction among teachers during online education?

Authors: N. Akbar Jan; Asha Binu Raj; A.K. Subramani

Addresses: Department of Human Resource Management and Soft Skills, ICFAI Business School (IBS), The ICFAI Foundation for Higher Education (IFHE), Hyderabad, Telangana, India ' Department of Human Resource Management and Soft Skills, ICFAI Business School (IBS), The ICFAI Foundation for Higher Education (IFHE), Hyderabad, Telangana, India ' Department of Management Studies, St. Peter's College of Engineering and Technology, Avadi, Chennai, Tamil Nadu, India

Abstract: The purpose of this paper is to study the impact of smartphone usage on school teachers' Work-Life Balance (WLB) in the online mode of education during the COVID-19 pandemic. The COVID-19 pandemic insisted teachers adopt online teaching using a smartphone, which facilitates many teachers to qualitatively manage their work and family responsibilities during the transformed work mode. The target population of the current research is private school teachers working in all levels of school education across major cities in India namely Chennai, Hyderabad, Bengaluru, Delhi and Mumbai. Validated structured questionnaires were administered and primary data was gathered from 478 respondents, who were chosen using a convenience sampling technique. The hypothetical relationships among smartphone use, WLB, personal life and job satisfaction are found to be positive, whereas work stress is found to have a significantly negative relationship with WLB, personal life and job satisfaction. Therefore, it is concluded that the pertinent use of smartphones enhances the WLB of school teachers by helping them to meet family and job demands effectively.

Keywords: smartphone; WLB; work-life balance; personal-life satisfaction; job satisfaction; India; work stress; COVID-19.

DOI: 10.1504/IJMIE.2022.123835

International Journal of Management in Education, 2022 Vol.16 No.4, pp.438 - 462

Received: 04 Jun 2021
Accepted: 13 Aug 2021
Published online: 04 Jul 2022 *

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