The Mechanisms Underlying the Effect of Self-efficacy on the Work-life Balance of Female Academician

Abstract

Work-life balance has become a critical concern for female academics in higher education, particularly in emerging countries where professional demands and socio-cultural expectations create significant challenges. Drawing on Social Cognitive Theory and the Job Demands–Resources theory, this study explores how self-efficacy influences work-life balance through the mechanisms of confidence and decision-making ability. A qualitative research design was employed, using semi-structured interviews with female academics working in higher education institutions in Bangladesh's emerging economy. The study involved 17 female academics who shared their experiences of the interplay among self-efficacy, confidence, decision-making, and work-life balance. Data were analyzed using thematic analysis to identify key themes and psychological mechanisms underlying work–life balance. The findings reveal that self-efficacy functions as a foundational psychological resource that enhances confidence and decision-making ability, which in turn enables female academics to manage academic responsibilities and personal roles effectively. Confidence improves emotional stability and resilience, while decision-making ability enhances task prioritization and time management, ultimately contributing to improved work–life balance and psychological well-being. The study provides a novel qualitative framework explaining the psychological processes linking self-efficacy and work-life balance. It extends existing theoretical understanding by identifying confidence and decision-making as key mechanisms. The findings offer important implications for higher education institutions to develop interventions, mentoring programs, and supportive policies to strengthen female academics’ psychological resources and promote sustainable academic careers and well-being in emerging country contexts.