An Investigation Into The Correlation Between Work Life Balance Based On Work From Home Experience And Future Readiness Among Academicians In Kadapa And Nellore District With The Specific Focus On Higher Education Institutions

Abstract

This study explores the relationship between work-life balance, influenced by work-from-home (WFH) experiences, and future readiness among academicians in higher education institutions within Kadapa and Nellore districts. The shift to remote work, accelerated by global events such as the COVID-19 pandemic, has significantly altered the professional and personal lives of educators, prompting an urgent need to understand its implications on their readiness to face future academic and professional challenges. Data was collected through structured questionnaires distributed to academicians across various higher education institutions in these districts. The survey measured variables such as work-life balance, job satisfaction, infrastructure facilities, student engagement, and future readiness. Statistical analyses, including simple and hierarchical multiple regression, were employed to examine the direct and moderating effects of these variables. Findings indicate that work-from-home experiences have a significant positive correlation with job satisfaction, which in turn strongly predicts future readiness. Furthermore, the study reveals that infrastructure facilities and student engagement play critical moderating roles, enhancing the impact of job satisfaction on future readiness. These results highlight the importance of supportive infrastructure and active student engagement in fostering a conducive remote work environment that prepares academicians for future challenges. This research provides valuable insights for educational policymakers and institutional administrators aiming to optimize remote working conditions and enhance the overall preparedness of academicians. By addressing the critical factors influencing work-life balance and future readiness, higher education institutions can better support their faculty in adapting to evolving educational landscapes.