Exploring Work–Life Balance among Female Staff Members (Teaching and Non-Teaching) in Higher Educational Institutions of Oman: A Study

Abstract

This research investigates the intricacies of work–life balance among female staff members (including teaching and non-teaching) in higher educational institutions within the Sultanate of Oman. Despite the increasing participation of women in the workforce, achieving a satisfactory work–life balance remains a challenge. This study delves into the factors influencing work–life balance perceptions, considering individual, organizational, and cultural dynamics within the Omani context. Drawing on a quantitative approach, data were collected through structured questionnaires from 268 female respondents. The study explores the impact of factors such as organizational support, workload, family responsibilities, cultural norms, and career development opportunities on work–life balance. The findings reveal both strengths and areas for improvement within organizational support systems, workload management practices, and family-friendly policies. Additionally, cultural factors significantly influence work–life dynamics, emphasizing the need for culturally sensitive interventions. Career development opportunities also play a crucial role in shaping work–life balance perceptions. Statistical analysis, including mean scores, provides insights into the areas of strength and concern, guiding recommendations for policy and practice improvements tailored to the educational sector in Oman. Overall, this study contributes to a deeper understanding of the work–life balance complexities among female staff members (teaching and non-teaching) and offers insights for enhancing employee well-being and organizational effectiveness in Oman’s higher education institutions.

1. Introduction

Women in Oman are increasingly contributing to the national economy, driven by advancements in higher education and economic development. Despite traditional family roles, they are actively participating in various industries, comprising 35.87% of the workforce in 2018. However, achieving a work–life balance remains a challenge. This study on Oman’s higher education institutions aims to investigate the factors influencing work–life balance for female staff members, offering insights for policy and practice improvements. This study acknowledges the sociocultural context of Oman, recognizing how traditional values may impact work–life dynamics. By addressing this gap, the research seeks to enhance well-being and satisfaction among female staff members. It recommends implementing interventions like flexible work arrangements and cultural sensitivity training to cultivate a supportive environment that promotes inclusivity and diversity.

This study on work–life balance among staff members in educational institutions in Oman provides a comprehensive overview of several factors influencing work–life dynamics. It addresses key aspects, such as marital status, educational level, employment status, position level, nationality, age, and experience, highlighting their potential impact on work–life balance perceptions. The existing research findings on organizational support, workload, family responsibilities, cultural factors, career development opportunities, and work–life balance identify the gaps in current understanding and emphasize the importance of addressing these areas to promote employee well-being and productivity.

The extent of organizational support indicates both strengths and areas for improvement. It highlights the need for flexible policies and support systems to accommodate diverse work–life needs. Similarly, the discussion on workload provides valuable insights into employees’ perceptions of manageability and challenges, emphasizing the importance of equitable workload distribution and effective support mechanisms. The complexities of balancing family responsibilities with work obligations, acknowledging the nuanced relationship between the two and the potential impact on employees’ well-being, explores cultural factors and their influence on workforce participation and gender roles, shedding light on the cultural context within which work–life balance is understood and managed.

From the analysis of the literature, the review evaluates career development opportunities and their alignment with employees’ personal and professional aspirations, highlighting the need for supportive organizational policies that accommodate individuals’ diverse needs and obligations. Hence, the literature review provides a comprehensive foundation for understanding the factors shaping work–life balance among staff members in educational institutions in Oman. It effectively sets the stage for the study’s objectives and research questions, guiding the investigation into areas of potential intervention and improvement to enhance employee well-being and organizational effectiveness.

This study on work–life balance among staff members in educational institutions in Oman offers a unique perspective by comprehensively examining the interplay of individual, organizational, and cultural factors in shaping employees’ work–life dynamics. By synthesizing the existing research findings and identifying research gaps, this study aims to provide novel insights into the complexities of work–life balance within the Omani context. Through its interdisciplinary approach and emphasis on cultural nuances, gender-specific challenges, and organizational culture, this study seeks to advance our current understanding and contribute to the development of tailored strategies to promote employee well-being and organizational effectiveness in Oman’s educational sector.

1.1. Literature Related to Organizational Support

Organizational support, particularly perceived organizational support (POS), plays a crucial role in shaping employees’ perceptions of their workplace and career success. Chauhan et al. (2022) explore the barriers hindering women’s career advancement in the Indian IT sector. Their study reveals that perceived organizational support, family responsibilities, and mentorship significantly impact women’s perceived career success. Similarly, Nabila et al. (2022) highlight how moral support from supervisors, family, and friends influences women’s organizational commitment.

Kusnayain et al. (2021) extend this understanding by examining how organizational culture and support affect employee loyalty. Their research underscores that a supportive organizational culture enhances commitment, and this relationship is moderated by gender in certain contexts. Maan et al. (2020) delve deeper into the mechanisms linking POS with job satisfaction and psychological empowerment, emphasizing the role of proactive personality as a moderator.

Marindo et al. (2022) provide a comprehensive review of POS, emphasizing its impact on performance, satisfaction, and organizational citizenship behavior. Their findings underscore the importance of leadership, HR policies, and organizational justice in enhancing employees’ perceptions of support.

1.1.1. Workload

Workload and its impact on job satisfaction and work–life balance are examined by several studies. Chand et al. (2023) discusses how technological advancements and increasing workplace stress affect female professionals, highlighting the challenges of work–family conflict and career advancement. Inegbedion et al. (2020) use structural equation modeling to show that a workload balance significantly influences employees’ job satisfaction.

Swathi and Reddy (2016) outline the unique challenges faced by women in balancing professional tasks with traditional responsibilities, stressing the need for supportive workplace policies. Mochklas and Fatihudin (2019) find that workload directly correlates with career development among female employees, advocating for targeted career development programs.

Omar and Ariffin (2015) explore the role of conflict and workload in affecting work–life balance, emphasizing the negative impacts on employees’ well-being and productivity. These studies collectively underscore the importance of managing workload and role conflicts to enhance job satisfaction and work–life balance.

1.1.2. Family Responsibility

The intersection of family responsibilities with career advancement is a recurring theme. Austen and Ong (2010) discuss how Australian women balance caregiving roles with employment, suggesting policy changes to support working mothers. Sharma and Venkateswaran (2021) employed descriptive statistics to examine the impact of family obligations on career advancement, emphasizing the intricate relationship between family responsibilities and professional goals.

Young and Wallace (2009) explore the productivity outcomes of work–family investments among lawyers, finding that despite similar productivity levels, gender differences in investment impact a person’s career trajectories. Khan (2014) examines work–family conflict among UAE working mothers, stressing its negative impact on career outcomes. These studies emphasize the need for supportive policies and organizational cultures to mitigate work–family conflict.

1.1.3. Cultural Support

Cultural factors significantly influence gender equality and organizational practices. Khan (2020) discusses how sociocultural barriers in Pakistan hinder women’s education and professional advancement, highlighting the role of cultural norms in shaping gender disparities.

Cabeza-García et al. (2019) analyze the impact of national cultural frameworks on gender diversity policies in corporate boardrooms, suggesting that regulatory frameworks significantly influence gender equality outcomes. Onyango (2016) explores how organizational culture and social factors impact women’s advancement to senior management positions, advocating for policies to ensure gender parity in leadership roles.

Maziku and Robert (2014) examine sociocultural barriers faced by women-owned SMEs in Tanzania, emphasizing the need for supportive policies to enhance women’s entrepreneurship. These studies underline the importance of cultural context in shaping women’s career opportunities and organizational outcomes.

1.1.4. Career Development Opportunities

Gangai and Agrawal (2019) explore the factors influencing women’s career success in Indian corporations, highlighting the role of organizational practices and societal norms. Martín-Peña (2023) uses multicriteria decision-making methodologies to analyze career development options for female executives in Spain, emphasizing the barriers posed by the glass ceiling phenomenon.

Thasika (2019) conducts a systematic literature review on the variables influencing women’s career advancement, emphasizing the need for supportive organizational practices and policies. Pathirage et al. (2007) discuss the importance of training and development in promoting women’s career growth in the construction industry, advocating for tailored training programs to support women’s advancement.

Hopkins and Bilimoria (2008) provide insights into women’s careers in the 21st century, highlighting the role of social and human capital in career success. Their work underscores the importance of integrating career theories that reflect women’s diverse career paths and experiences.

Organizational support, particularly perceived organizational support (POS), is crucial for shaping employees’ workplace perceptions and career success. Chauhan et al. (2022) highlight POS, family responsibilities, and mentorship’s impact on women’s career success in the Indian IT sector, echoed by Nabila et al. (2018) on moral support. Nuryanto and Quraysin (2023) find a supportive organizational culture enhances commitment, moderated by gender, while Maan et al. (2020) link POS with job satisfaction and empowerment, stressing proactive personality. Sun et al. (2022) emphasize POS’s impact on performance and satisfaction, citing leadership and HR policies and, according to Chand (2022), who discusses stress and work–family conflict, workload affects job satisfaction. Meanwhile, Inegbedion et al. (2020) link workload balance to satisfaction, and Swathi and Reddy (2016) advocate for supportive policies. Regarding family responsibilities impacting a person’s career, Preston and Austen (2001) suggest policy changes, Sharma and Venkateswaran (2021) study family obligations, and Young and Wallace (2009) and Khan (2014) highlight work–family conflict. For cultural factors affecting gender equality, S. Khan (2020) discusses Pakistan’s barriers, Cabeza-García et al. (2019) focus on national frameworks, and Onyango (2016) discusses organizational culture. Maziku and Robert (2014) discuss the sociocultural barriers faced by women-owned SMEs. Regarding career development being crucial, Gangai and Agrawal (2019) discuss organizational practices, Martín-Peña (2023) discusses executive options, Thasika (2019) talks about advancement variables, Amaratunga et al. (2017) focus on training programs, and Hopkins and Bilimoria (2008) emphasize social and human capital in career success. These studies collectively underscore the multifaceted influences on women’s career advancement and the pivotal role of organizational support in fostering supportive workplaces.

The reviewed literature highlights the multifaceted challenges women face in achieving career success, influenced by organizational support, workload, family responsibilities, cultural factors, and career development opportunities. To enhance gender equality in the workplace, organizations must adopt supportive policies, cultivate inclusive cultures, and provide targeted career development programs. Future research should focus on longitudinal studies and comparative analyses across diverse cultural contexts to further elucidate effective strategies for promoting women’s career advancement.

2. Methods

This study employed a rigorous and scientific approach to gather and analyze quantitative data, ensuring the reliability and validity necessary to achieve its aims and objectives. Through systematic data collection methods, comprehensive datasets were acquired and subjected to thorough statistical analyses. Clear operational definitions ensured that the variables-maintained consistency and clarity in their measurements, while the ethical guidelines were strictly followed to protect participant confidentiality. The findings provide empirical support for conceptual frameworks and hypotheses, offering valuable insights that bolster the study’s credibility while contributing meaningfully to the field.

2.1. Research Area

Education in Oman spans the preschool, basic, secondary, and higher education levels. The government provides free education up to the secondary level. During the 1970s and 1980s, Oman’s education system expanded rapidly in partnership with Saudi Arabia, achieving a literacy rate of 93%. Established in 1994, the Ministry of Higher Education, Scientific Research, and Innovation (MoHESRI) oversees higher education, formulating policies and curricula and ensuring quality education nationwide. Higher education institutions are categorized into government and private entities, with notable public institutions that include Sultan Qaboos University (SQU) and the University of Technology and Applied Sciences (UTAS). Private institutions have also grown under MoHESRI’s guidance to meet increasing demand, offering programs aligned with job market needs and national development goals. Currently, Oman’s education system includes twenty-seven private universities and colleges, serving approximately 35,000 students.

2.2. Research Design

This research employed a quantitative approach to data collection and analysis. A structured questionnaire, including demographic details and Likert-scale ratings, was utilized to assess female staff members’ perceptions of work–life balance. The assessments involved open-ended questions exploring the ideal balance, challenges, solutions, and past experiences. This comprehensive approach provided rich insights into work–life balance from both statistical and personal perspectives, revealing patterns and themes unattainable through quantitative data alone. The methodical research design comprehensively addressed the research objectives. This approach allowed for a multifaceted exploration of the complex phenomenon of work–life balance among women in Oman, guided by the established research variables and prior literature.

2.3. Sampling Methods and Data Collection Procedure

This study utilized both primary and secondary data. A literature survey was conducted to identify the research gap in work–life balance among women in Oman. A systematic questionnaire was prepared based on the research questions and objectives and circulated among 340 workers in Oman, with 268 respondents found suitable for further analysis. Structured interviews were conducted to validate the data. Due to the infinite population and the prohibitive cost of including each member in the study, non-probability convenience sampling was used. Samples were chosen based on convenience and analyzed further.

2.4. Methods of Data Collection

Data collection for this study was conducted using Google Forms to distribute a structured questionnaire. Google Forms is efficient, accessible, and effective for data management. Proper approval from higher authorities and relevant officials within the institutions was obtained prior to distribution to ensure that ethical standards were maintained and organizational consent was secured. The features of Google Forms allowed for a wide reach and anonymous, voluntary participation, which is essential for collecting forthright and reflective responses. Given the study’s methodological design, Google Forms served as an efficient tool for collecting both quantitative and qualitative data.

The recruitment process adhered to the ethical guidelines and started with institutional approval. Non-probability convenience sampling was chosen for its practicality in accessing a diverse pool of workers across Oman. The recruitment methods included a targeted outreach through professional networks, social media, and direct emails, accompanied by detailed information sessions outlining the study’s objectives and participants’ rights. The selection criteria prioritized demographic diversity, aiming to capture varied perspectives from different sectors and roles. Transparency was maintained throughout, with prompt responses to participants’ inquiries. The participants completed a structured questionnaire via Google Forms, ensuring efficient data collection while preserving anonymity. The process successfully gathered insights from 268 participants, enriching the study on work–life balance among women in Oman.

3. Conceptual Framework of the Study

As illustrated in Figure 1, the research model and conceptual framework provide a structured approach to understanding work–life balance among female staff members in higher educational institutions in Oman. By incorporating components such as organizational support, workload, family responsibilities, cultural factors, and career development opportunities, this framework guides the analysis of factors influencing work–life dynamics. By elucidating the interplay between individual, organizational, and cultural elements, the research model serves as a foundation for investigating work–life balance perceptions and experiences, informing the development of targeted interventions and policies to enhance employee well-being and organizational effectiveness.

The conceptual framework of this study integrates several key components to comprehensively analyze the work–life balance among female staff members in higher educational institutions in the Sultanate of Oman. Organizational support encompasses factors, such as adequate working conditions, employment conditions, and support systems, that impact individual productivity and work–life balance. Workload, a critical determinant of work–life balance, influences employees’ ability to manage their professional and personal responsibilities effectively. Family responsibilities play a crucial role, as balancing work and family commitments can significantly impact employees’ well-being and job satisfaction. Cultural factors, including organizational culture and societal norms, shape perceptions of work–life balance and influence employees’ experiences within the workplace. Career development opportunities are also essential, as they contribute to employees’ overall job satisfaction and sense of fulfillment, potentially mitigating work–life conflicts. By examining these components within the conceptual framework, this study aims to elucidate the multifaceted nature of work–life balance in Oman’s educational sector, providing insights for developing tailored interventions and policies to support female staff members in achieving a harmonious integration of work and personal life responsibilities. Through an understanding of these factors, organizations can create supportive environments conducive to employee well-being, retention, and organizational effectiveness.

3.1. Organizational Support

Facilitating the working environment with adequate working conditions, employment conditions, and other facilities makes the employees focus on individual productivity and paves the way for work balance (Janssen et al. 1999). The adoption of a suitable work–life balance for the professional ensures the industrial productivity of the organization. Moreover, organizational support impacts individual and project performance positively (Irfan et al. 2023). Organizational support impacts work–life conflict positively and ensures a functional outcome (Mesimo-Ogunsanya 2017). An increased workload and length of working hours negatively affect the work life of employees in an organization. Particularly, women employees suffer from work stress due to an imbalance in work and family life. Meanwhile, organizational support has a positive effect on work–life balance in business organizations (Rusdi and Suryatni 2022).

3.2. Workload

The performance of employees depends on numerous factors, such as skills, knowledge, abilities, and job satisfaction. Moreover, organizational factors such as organizational climate, culture, working conditions, and policies are called hygiene factors, which can demotivate employees and lead to job dissatisfaction. Workload and work stress significantly impact work–life balance (Ahmad et al. 2023). The study conducted by (Omar and Ariffin 2015) stated that workload is the greatest influencing factor that impacts work–life balance in organizations, and secondly, the authors emphasized the lack of clarity on the role equally affecting the work and life of employees.

3.3. Family Responsibilities

Organizations need to introduce work and family responsibility practices to track their balance level on both sides. However, managerial support is required to support practices regarding family (Benito-Osorio et al. 2014). Family-level conflict has a significant association with an employee’s educational level for both men and women (Pilar de Luis Carnicer et al. 2004). Family life interference mentally affects employees negatively when work and life are not balanced. Equal to the work environment, the family environment is also responsible for the employee’s work performance. (Nayak and Pandey 2022) stated that family-friendly policies are significantly associated with work demand.

3.4. Cultural Factors

The cultural system of an organization plays a vital role in defining the role of clarity and workload allocation. Moreover, cultural aspects vary from organization to organization depending on the ideology of the founder, the philosophy of management, and the values that they carry to establish the organization (Nayak and Pandey 2022). The cultural settings of an organization have a major impact on work–life balance, and it ensures workplace productivity.

3.5. Career Development Opportunities

Employees commonly expect career development opportunities from organizations. When a workplace fails to offer equal opportunities for both genders, it can lead to negative outcomes for work-life balance. Career development initiatives are viewed as major units in organizations as a means to retain talent. However, the failure to maintain systematic career enhancement practices results adversely on work–life imbalances and poor employee retention.

4. Data Analysis

This study on work–life balance among female academic staff in Oman addresses the broader context of gender equity in higher education, highlighting global challenges in career advancement and personal responsibilities. It situates Oman’s cultural norms and societal expectations regarding gender roles within the discussion, emphasizing the need for policies that support women’s professional development amidst traditional influences.

Methodologically, this research contributes to the organizational behavior literature by employing rigorous statistical analyses to uncover patterns and relationships within the data. It aims to provide empirical evidence that informs evidence-based decision-making and strategic interventions to improve workplace conditions for female academics, advocating for equitable and supportive environments in Oman’s higher education sector and beyond.

This study avails a comprehensive array of statistical tools to analyze the data gathered on female staff members in higher educational institutions across the Sultanate of Oman. These tools are essential for deciphering complex relationships, understanding patterns, and drawing meaningful conclusions from the data collected; this is central to understanding the broad patterns within respondents’ perceptions and experiences. Mean scores provide a snapshot of the average response, pinpointing areas of strength and concern.

This study utilizes a wide range of descriptive analyses to explore various aspects of work–life balance among female academic staff in Oman. These analyses, including the mean scores to summarize the responses and frequency distributions to examine the response patterns, provide detailed insights into factors like workload, family responsibilities, and institutional support that impact work–life balance outcomes. By systematically presenting and interpreting these descriptive findings, this research enhances our understanding of the intricate dynamics affecting work–life balance in Oman’s higher education sector. This allows for informed recommendations and interventions to better support female academic staff in achieving a balanced professional and personal life.

The Likert scale employed in the analysis consists of five points with the following corresponding descriptors: “Strongly Disagree”, “Disagree”, “Neutral”, “Agree”, and “Strongly Agree”, representing the numerical values from 1 to 5, respectively. This scale is instrumental in gauging the extent of agreement or disagreement among respondents across different dimensions such as organizational support, workload, family responsibilities, cultural factors, career development opportunities, and work–life balance. Higher mean scores indicate a stronger consensus or positive perception regarding the statements assessed, while lower scores suggest greater disagreement or a more negative outlook. These descriptors are essential for accurately interpreting the degree of alignment or divergence in employees’ perspectives on various aspects of their professional roles and personal lives within the organization.

5. Results

5.1. Demographic Profile

Understanding the demographic profile of female staff members in higher educational institutions in the Sultanate of Oman is essential for comprehending the nuances of work–life balance within this context. Marital status, educational level, employment status, position level, nationality, age, and experience are key demographic factors that influence individuals’ perceptions, experiences, and challenges regarding work–life balance. By analyzing these demographic characteristics, this study aims to uncover patterns and trends that may exist, providing insights for the development of targeted interventions and policies aimed at promoting employee well-being and organizational effectiveness within Oman’s educational sector.

Figure 2 describes the subjects’ marital status, and there was a total of 260 valid responses. Most respondents, 78.5%, are married, making the proportion significant. Single people form 15.4%, while others who are divorced compose 4.6% of the respondents. A smaller group, 1.5% of the sample, are widowed. These figures are cumulative, with participants who are married making up 93.8% of the cumulative percentage. This shows the running total percentage when added to the previous topics. Widowed respondents increase the cumulative percentage to 100%. This distribution shows that most respondents are currently married, and this could affect the survey. It is particularly useful to examine the relationship between marital status and work questions as a way of looking for an influence on work–life balance.

The educational level of respondents in this survey is distributed across four categories and is presented in Figure 3. The least represented group is those with a diploma, making up 1.5% of the total. Bachelor’s degree holders constitute a larger segment at 10.8%. Most participants have higher degrees, with those holding a master’s degree representing 44.6% and those with a Ph.D. equally represented at 43.1%. This distribution indicates a highly educated respondent pool, which suggests that the insights and responses are from individuals with a significant level of higher education. This could be relevant in the context of the study, potentially correlating with their perceptions of work–life balance, career development, and organizational support.

Figure 4 illustrates that most employed individuals, totaling 220 (84.6%), work full-time. This indicates that full-time employment is predominant within the surveyed institutions. Part-time employment is less common, with only four individuals (slightly over 1%) working under such conditions, suggesting either a limited availability of part-time roles or less preference for them among employees. Contract employment, at 36 respondents (13.8%), appears more frequent than part-time roles, reflecting a considerable number of temporary positions where employees may not work the full 40 h week. While specific job breakdowns are not detailed, it is evident that full-time positions overwhelmingly dominate within these institutions, encompassing every surveyed role. The total percentage summing to 100% underscores the comprehensive nature of the survey’s findings on this matter.

This study categorized the position levels of the respondents into entry-level and senior-level positions, and is presented in Figure 5. Regarding entry-level positions, a substantial number (92 respondents, 35.4% of the 260 total) belong to this category. Entry-level positions include technician or assistant lecturer positions. They normally represent the beginnings of academic and technical careers within educational institutions. On the other hand, most (168 respondents, 64.6%) participate in senior-level positions, specifically as lecturers. Therefore, a larger segment of the survey population has evolved beyond entry-level status. This suggests a degree of experience and career advancement among the staff. It should be noted that the survey only involved these two levels. The distribution of the responses across these two categories shows the professional composition of the staff within the educational institutions: all the respondents—as the 100% total cumulative percentage attests.

Figure 6 shows that the sample is quite evenly divided in terms of nationality, with non-Omani nationals representing a slightly larger portion of the survey respondents (50.8%) than Omani nationals, who account for 49.2%. This balanced representation will hopefully yield a broad perspective on work–life balance issues, with the potential to reflect various cultural viewpoints in the context of the survey equation.

Age (in years): The average age of the respondents is approximately 42.74 years, with a median and a mode (41 years) and are presented in

Table 1. Age (in years), years of experience in current position, and years of experience in education sector.

Analysis	Age	Years of Experience in Current Position	Years of Experience in Education Sector
Mean	42.74	10.43	16.5385
Median	42	10	16

. The median being close to the mean indicates a mature workforce in their early forties. The standard deviation of 8.567 years suggests a broad age range among respondents, highlighting age diversity but with a clustering of employees around their early to mid-forties. This age distribution indicates a workforce with considerable life and potential work experience, which could affect their views on work–life balance.

There is over a 10-year average stint in the current position as per the data, with both 10 years as the mean and median, 10 years as the mode, and a wide standard deviation of 7.1 years, revealing a wide tenure for the current roles. This could range from new employees entering new roles to those significantly advanced in their careers. The number of multiple modes (not fully detailed here) suggests that the common milestone tenure may be where many respondents now find themselves. This level of tenure in the current position may affect the participant’s views on professional development opportunities and work/life integration due to either a perceived status of stability or a career progression plateau.

Years of experience in the education sector (in years): Female staff members possess an average of 16.54 years of experience in the education sector, a median of 16 years, and a mode of 10 years. Thus, the respondents bring a wealth of experience to the field of education in their roles. With a standard deviation of 9.61671 years, it is evident that there is a significant variance in tenure within the sector. This implies that the sector is comprised of a healthy mix of staff who vary from commencing their careers versus veterans. This variation could result in a mix of fresh perspectives, in addition to settled expertise among the staff, and have potential implications for their expectations of and satisfaction with career development, organizational support, and work–life balance strategies. Cumulatively, these interpretations provide a rich portrait of the demographic profile of female staff members in Oman’s higher educational institutions. These data depict a workforce that appears rich in both the experience of life and professional domain, and this may have nuanced implications for their work–life balance needs, workplace expectations, and perceptions of career development opportunities.

5.2. Mean Analysis

The interpretation of mean scores is as follows.

My supervisors understand when personal issues affect my work. (Mean: 3.71): This high 3.71 score indicates positive employee–supervisor relationships. Employees feel that supervisors are empathetic and use flexibility when personal matters may affect their work performance. This understanding leads to trust and loyalty among employees, as employees feel that they are supported when times are tough.

There is a culture of respect for personal time and boundaries at my institution. (Mean: 3.42): The favorable 3.42 score indicates that employees are of the opinion that their institution values their personal life and their boundaries. Colleagues and supervisors know and respect the need for a healthy work–life balance. Respect for personal time leads to employee health and well-being, a reduction in burnout and job satisfaction, and greater productivity.

My institution provides flexible working options that help in balancing work and personal life. (Mean: 3.15): The average score of 3.15 suggests employees appreciate the ability to work flexibly, but there may be opportunities to increase its provision. To fulfill the diverse personal and career considerations of all employees more effectively, employers might expand flexible working options to include telecommuting or compressed workweeks, for example. Enhancing communication regarding the options available and ensuring equitable access for all staff members can further fortify the work–life balance initiatives.

The institution values and supports my need for a work–life balance. (Mean: 2.97): The moderate score of 2.97 suggests that while employees may feel some support in their work–life balance endeavors, a significant increase in this area may be within reach. Implementing and refining policies and programs that are specifically designed to support work–life balance—such as initiatives to support overall wellness, access to resources that support mental health, and family-friendly benefits—can signal a more robust commitment to employees’ well-being. Frequent feedback mechanisms can also help to assess their effectiveness and identify areas for improvement.

There are adequate support systems (like childcare facilities) at my workplace. (Mean: 2.37): A low score of 2.37 suggests that there is a lack of support when it comes to especially important resources, such as onsite childcare facilities. Offering employees the option to bring their child to work, providing flexible work hours, and having access to resources that can help them with finding childcare can reduce the stress and convoluted planning associated with being a working parent. This type of support is an investment in creating an inclusive and family-friendly culture (

Table 2. Mean analysis: organization support.

Organization Support	Mean	Std. Deviation
My supervisors understand when personal issues affect my work.	3.71	1.122
There is a culture of respect for personal time and boundaries at my institution.	3.42	1.053
My institution provides flexible working options that help in balancing work and personal life.	3.15	1.258
The institution values and supports my need for a work–life balance.	2.97	1.069
There are adequate support systems (like childcare facilities) at my workplace.	2.37	1.322

).

The following table provides a detailed mean analysis of organizational support factors, highlighting areas where employees feel supported and where there may be significant gaps. As indicated in the table, particularly in the case of support systems like childcare facilities, the low mean score of 2.37 underscores the need for improvements in this area to foster a more inclusive and family-friendly workplace culture. This introduction not only references the table but also aligns it with the broader context of our analysis.

Taken in totality, making strides in these areas can contribute to a supportive and fulfilling backdrop where employees feel genuinely valued and respected and are able to leverage their individual needs to achieve a healthier work–life balance. This refreshed focus on employee well-being and the investment in support policies and programs feeds an organizational culture that is more apt to attract and retain top talent and may have better odds of maintaining peak productivity and their own stratospheric success (Table 2).

As illustrated in Figure 7, a mean analysis of organizational support factors reveals key insights into the areas where employees feel supported, as well as those where improvements are needed. For instance, the low mean score of 2.37 for support systems like childcare facilities indicates a significant gap in resources, emphasizing the need for a more inclusive and family-friendly workplace environment.

Overall, employees feel positive about their supervisors’ understanding and agree that there is a culture of respect for personal time. However, the responses vary, indicating room for improvement in support systems like childcare facilities. The standard deviations reflect a significant variability in experiences, suggesting that while some employees feel well-supported, others do not, pointing to inconsistent experiences across the institution.

Table 3. Mean analysis: workload.

	Mean	Std. Deviation
My workload is manageable and does not interfere with my personal life.	3.49	1.113
I could complete my work during regular working hours without regularly needing to work overtime.	3.14	1.302
The expectations and deadlines at my job are reasonable.	3.48	1.026
I feel that the amount of work I am given is fair and appropriate.	3.4	1.215
I rarely feel overwhelmed by my work responsibilities.	2.91	1.227

on workload provides an overview of the staff members’ subjective experiences when it comes to their professional duties and how they interact personally. A comprehensive reading focusing on the mean scores is as follows:

My workload is manageable and does not interfere with my personal life (Mean: 3.49): Earning the highest mean score amongst the workload factors indicates that most staff feel that their workload is fair, allowing for professional and personal life spheres to be integrated in a sustainable way. It suggests that the institution’s overall expectations concerning workload are in line with personal life obligations, helping to foster harmonic work–life integration.

The expectations and deadlines at my job are reasonable (Mean: 3.48): Chasing the top-ranked statement reflects a broad consensus that the overall expectations and deadlines set within the institution are attainable and sensible. It is indicative of a culture of practical goal setting and respecting the individual capacities and schedules of staff members, which consequently contributes positively to their fulfillment and well-being.

I feel that the amount of work I am given is fair and appropriate (Mean: 3.40): This slight mean score drop communicates that staff perceive that the work responsibilities are distributed fairly, with responsibilities aligned to their roles and capabilities. Effective workload management practices are taking place throughout the institution.

I can complete my work during regular working hours without regularly needing to work overtime (Mean: 3.14): The lower mean score in this area indicates a more integrated response, with some staff members reporting that performing their job in the time allotted without impinging on their personal life may come with challenges. Additional exploration into the contributing factors of staff’s overtime needs can identify areas where work efficiencies can be enhanced and where staff satisfaction can be improved.

I rarely feel overwhelmed by my work responsibilities (Mean: 2.91): This aspect has the lowest mean score, reflecting that staff more commonly feel overwhelmed by their work responsibilities than with the other aspects of workloads. Consequently, this suggests an area for improvement in managing work pressure and supporting staff to reduce feelings of being overwhelmed through potential strategies such as the redistribution of workloads, increased support, resources for effective time management, and strategies to maintain mental health (Table 3).

Figure 8 presents a mean analysis of workload perceptions among staff members, highlighting both positive and challenging aspects of workload manageability. While the overall sentiment reflects fairness and reasonable expectations, the analysis also points to areas of concern, such as difficulties in completing work within regular hours and feelings of being overwhelmed. Addressing these issues by identifying specific pain points and implementing supportive measures could significantly enhance staff satisfaction, efficiency, and work–life balance within the institution.

Analysis of workload perceptions among staff members reveals positive sentiments regarding workload manageability, fairness, the reasonableness of expectations, and deadlines. However, there are indications of challenges in completing work within regular hours and feeling overwhelmed. These are signs that deserve attention. Addressing these areas could further enhance staff satisfaction and efficiency and the overall work–life balance within the institution. Identifying specific pinpoints and implementing supportive measures can contribute to a more engaging and less stressful work environment.

Staff perceptions of family responsibilities in relation to work roles provide insightful observations, such as a balance between professional duties and personal life, particularly in managing family responsibilities.

My family responsibilities are compatible with my work responsibilities (Mean: 3.52): This statement receives the highest mean score, reflecting that for most staff, their work responsibilities are well-aligned with their family commitments. It tells of the institution’s work culture and policies, which may allow staff to address their family responsibilities without a significant clash occurring, hence contributing to a healthier work–life balance.

As detailed in

Table 4. Mean analysis: family responsibility.

Family Responsibilities	Mean	Std. Deviation
My family responsibilities are compatible with my work responsibilities.	3.54	1.056
I can complete my work during regular working hours without regularly needing to work overtime.	3.52	1.071
The expectations and deadlines at my job are reasonable.	3.31	1.217
I feel that the amount of work I am given is fair and appropriate.	3.34	1.183
I rarely feel overwhelmed by my work responsibilities.	3.05	1.26

, the mean analysis of family responsibilities reveals a generally positive perception among staff members. The highest mean score of 3.54 indicates that most employees feel capable of addressing their family’s needs without compromising their work performance. This suggests a strong compatibility between family and work responsibilities, which is crucial for staff satisfaction and retention. Maintaining this balance highlights the importance of continuously evaluating and potentially enhancing flexible work policies to better support employees’ personal life needs.

I can address my family’s needs without compromising my work performance (Mean: 3.54): Closely following the highest score, this shows a strong feeling with most staff that they can fulfill their family responsibilities alongside their work commitments. Being able to maintain this balance is pivotal to staff satisfaction and retention, pointing at the critical role that a closer examination of flexible work policies plays in supporting their personal life needs.

I feel that the amount of work I am given is fair and appropriate (Mean: 3.34): Although this response has a slightly lower mean score, it still indicates a general agreement with workloads being managed in a way that recognizes staff’s family responsibilities. This reflects an understanding and supportive culture within the institution where the unique double roles many staff members play are considered and incorporated.

The expectations and deadlines at my job are reasonable (Mean: 3.31): This aspect shows that, on average, job expectations and deadlines are considered reasonable by the staff members as well, which further allows for the easy merging of work and family life. However, as it has a lower mean score than the top responses, it would hint that some attention could be dedicated to ensuring all staff members find the expectations to be consistently reasonable.

I rarely feel overwhelmed by my work responsibilities (Mean: 3.05): This was the lowest mean score among the family responsibilities items, suggesting that feeling overwhelmed by work happens more often. This is an item of concern, as this may impact the staff’s ability to tend to their family responsibilities in a quality fashion and maintain a healthful work–life balance (Table 4).

As shown in Figure 9, the mean analysis of family responsibility illustrates that while many staff members generally feel supported in balancing their family and professional roles, there remains room for improvement. The slightly lower score in managing feelings of being overwhelmed by various responsibilities suggests a need for further enhancements in this area. Addressing these challenges could significantly improve staff well-being, productivity, and the institution’s ability to respond to the complex demands of work and family life. Initiatives such as flexible scheduling, supportive leadership, and additional resources for managing workflow could help reduce stress and cultivate a more inclusive and empathetic work environment.

While the overall positive mean scores suggest that many staff members feel supported in their family–professional role balance, there is an opportunity for improvement, as reflected in the slightly lower score in feeling overwhelmed by various responsibilities. Addressing this opportunity would also serve to foster the staff’s well-being and productivity as well as institutional responsiveness in this intersection of work and family life. Enhancements to the support mechanism, such as flexible scheduling, leadership, understanding of the challenge, resources to manage workflow, etc., would serve to mitigate the staff’s stress factors and develop an even more inclusive and empathetic work environment.

Cultural factors and their impact on work–life balance are well articulated by staff members: This section outlines the way cultural norms, gender roles, and societal support can impact our successes and work–life harmony.

Table 5. Mean analysis: cultural factors.

Cultural Factors	Mean	Std. Deviation
Cultural norms and expectations support my participation in the workforce.	3.78	0.852
I feel that my role as a woman is respected both at work and at home.	4.11	0.845
There is societal support for balancing professional and personal life.	3.54	0.948
Traditional gender roles do not negatively impact my work–life balance.	3.71	0.942
I feel empowered to pursue my career while also fulfilling my family roles.	3.83	0.816

presents a mean analysis of cultural factors, indicating that staff members generally feel supported by cultural norms in their participation in the workforce. The mean score of 3.78 suggests a positive cultural environment that promotes inclusion and active participation. This is particularly significant for women, who are likely benefiting from cultural norms that encourage and respect their involvement both in the workplace and in fulfilling their family roles.

Cultural norms and expectations support my participation in the workforce (Mean: 3.78): Staff members feel supported by cultural norms in their participation in the workforce, suggesting a positive cultural backdrop of inclusion and participation. Women are likely to work within cultural norms, which encourage their participation (Table 5).

It is felt that the role of a woman is respected both at work and at home (Mean: 4.11): This statement received the highest mean level of agreement, suggesting respondents feel profound respect for women’s roles in the work and home environments. The response underscores a culture where women’s contributions are valued—something that bolsters the fulfillment and confidence of staff members in both arenas.

There is societal support for balancing professional and personal life (Mean: 3.54): Reporting a positive score, this response signifies that while there appears to be less societal support for work–life balance than respect for women’s roles, most respondents still perceive that support exists. It suggests that broad societal changes are needed to create more effective support for balancing professional and personal lives.

Traditional gender roles do not negatively impact my work–life balance (Mean: 3.71): Recording a positive sentiment, this response shows that traditional gender roles do not prevent most respondents from achieving a work–life balance. It also suggests some hidden challenges for some staff members related to these roles.

I feel empowered to pursue my career while also fulfilling my family roles (Mean: 3.83): Showing the potential for elevated levels of empowerment and autonomy, this score indicates that staff members feel they can advance their careers while fulfilling family roles. It may also reflect a supportive organizational environment and societal norms that are increasingly supportive of multiple dimensions of personal and professional growth (see Figure 10 for detailed analysis).

The overall positive responses to the impact of cultural factors on the balance of work and life roles for female staff members suggest an environment that is supportive and conducive to women being employed as staff who can balance these roles. The highest score given for women valued for their roles as both an employed staff member and as a parent/primary caregiver is particularly encouraging. However, the lower score for the societal support for work–life balance branch implies there is room for further development both within our society and within organizations to enhance these support structures. Fostering a society that challenges traditional gender roles and continuing to bolster societal support would be particularly helpful in further improving the working conditions for female staff as we continue to work to transform TAUP’s workplace culture into one that is more equitable and supportive.

Table 6. Mean analysis: career development opportunities.

Career Development Opportunities	Mean	Std. Deviation
Career development opportunities are provided without bias towards gender.	3.68	1.071
I feel encouraged to pursue advancement in my career.	3.62	1.02
Professional development does not come at the expense of personal or family time.	3.32	1.154
The institution supports my aspirations for career advancement alongside my personal goals.	3.37	1.063
Career development opportunities are provided without bias towards gender.	3.66	1.044

illustrates the mean analysis of career development opportunities, highlighting that staff members perceive these opportunities to be generally equitable and free from gender bias. The mean score of 3.68 indicates a positive perception of fairness in career advancement, suggesting that the institution fosters a culture of merit-based opportunities. This equitable approach not only enhances employee satisfaction but also supports diversity and inclusion, aligning with contemporary standards of organizational equity.

Career development opportunities without gender bias (Mean: 3.68): The mean score for this category signifies staff members’ beliefs that career advancement opportunities are distributed equitably, with minimal gender bias. This reflects a culture that values fairness and merit in awarding opportunities, fostering an environment where individuals are emboldened to pursue their professional aspirations irrespective of gender. Such perceptions are not only essential for employee satisfaction but also contribute to enhancing diversity and inclusion within the organization, in line with contemporary paradigms of organizational equity (Table 6).

Table 7. Mean analysis: work–life balance.

	Mean	Std. Deviation
I feel satisfied with my ability to balance my work and personal life.	3.62	1.005
I have enough time for personal or family activities outside of work.	3.46	1.041
My job leaves me feeling energized rather than drained.	3.12	1.298
I rarely feel stressed about balancing work with my personal life.	3.12	1.091
I can fulfill both my personal and professional responsibilities effectively.	3.55	1.069

presents a mean analysis of work–life balance, showing that while staff members generally feel satisfied with their ability to balance work and personal life, there are areas that could benefit from improvement. The mean score of 3.62 reflects a positive overall perception of work–life balance, indicating that the institution fosters an environment where staff can effectively manage both personal and professional responsibilities. However, challenges remain, particularly in areas such as feeling energized by the job and managing stress related to work-life balance. Addressing these challenges could further enhance staff well-being, engagement, and retention.

Encouragement for career advancement (Mean: 3.62): The positive mean score for this demonstrates that the institution is creating a constructive environment to enable staff members to advance in their careers. In going beyond opportunities, the encouragement that staff members receive indicates a proactive approach to staff development, where individuals are not only acknowledged for their contributions but are also actively nurtured to realize their full potential. This supportive environment is likely to generate higher levels of employee engagement, motivation, and commitment to organizational goals, driving performance and retention (Table 7).

Balance between professional development and personal time (Mean: 3.32): While the mean indicates that there is room for improvement in this area, it also signals that employees value the institution’s recognition of the importance of work–life balance. Maintaining an optimal equilibrium between professional development and personal time is critical to ensuring that employees are happy, healthy, and not on the fast track to burnout. By prioritizing employee health and family commitments and adopting policies and programs that favor flexible work arrangements, the institution can signal to its staff that they can pursue their highest career aspirations without sacrificing their lives outside the office.

Institutional support for career aspirations (Mean: 3.37): The institution receives a moderately positive score on this measure, suggesting that while it offers some support for employees’ career goals, it has room to grow. This might involve instituting programs such as mentorship initiatives, professional development workshops, or career coaching sessions tailored to each employee’s unique needs. By investing in such resources, the institution can foster a culture of continuous learning and growth, where employees feel both motivated to build a career and valued for doing so within their current organization.

Career development opportunities without gender bias (reiterated) (Mean: 3.66): Reiterating the absence of gender bias in career development opportunities underscores that the institution is serious about its diversity, equity, and inclusion commitments. By demonstrating that meritocracy and equal access to advancement pathways are consistently prioritized, the institution not only nurtures a fair and transparent work environment but also distinguishes itself as an employer of choice for top talent from all occupations. This helps staff feel they belong and have agency—the key elements of ideation, collaboration, and organizational prosperity (see Figure 11 for detailed analysis).

Staff members’ positive perceptions of career development opportunities, coupled with the acknowledgment of areas for improvement, provide valuable insights for organizational growth and enhancement. By leveraging strengths such as fairness, support, and inclusivity while addressing challenges such as work–life balance, the institution can foster a culture of continuous improvement and employee-centricity. This not only enhances employee satisfaction and retention but also strengthens the institution’s reputation as a progressive and socially responsible employer in the competitive landscape.

Satisfaction with work–life balance (Mean: 3.62, Std. Deviation: 1.005): The mean score indicates a positive perception among employees regarding their ability to balance work and personal life satisfactorily. The low standard deviation suggests that there is a consensus among respondents, with minimal variation in their reported levels of satisfaction. This implies that most employees feel content with their current work–life balance situation, which is essential for maintaining their overall well-being and job satisfaction.

Availability of time for personal or family activities (Mean: 3.46, Std. Deviation: 1.041): While the mean score suggests a reasonably positive perception regarding the availability of time for personal or family activities outside of work, the slightly higher standard deviation indicates a bit more variability in the responses compared to the previous item. This suggests that while many employees feel they have enough time for personal or family pursuits, there may be some who perceive constraints in this area. Addressing this variability could involve exploring flexible scheduling options or promoting time management strategies to better accommodate employees’ personal commitments.

Job energization versus drainage (Mean: 3.12, Std. Deviation: 1.298): The mean score indicates a moderate perception regarding whether the job leaves employees feeling energized or drained. However, the higher standard deviation suggests a greater variability in the responses, indicating that some employees may find their jobs energizing while others may feel drained by their work responsibilities. Understanding the factors contributing to this variability, such as workload, job autonomy, or task variety, can help tailor interventions to enhance employee engagement and job satisfaction.

Stress levels related to work–life balance (Mean: 3.12, Std. Deviation: 1.091): The mean score suggests a moderate level of stress experienced by employees when balancing work with their personal lives. Similar to the previous item, the standard deviation indicates variability in the responses, implying that while some employees rarely feel stressed about work–life balance, others may experience more frequent stressors in this regard. Implementing stress management initiatives and fostering a supportive work environment can help mitigate these stressors and promote employee well-being.

Effectiveness in fulfilling personal and professional responsibilities (Mean: 3.55, Std. Deviation: 1.069): The mean score indicates a positive perception among employees regarding their ability to fulfill both their personal and professional responsibilities effectively. The standard deviation suggests consistent responses, indicating a shared belief among the respondents that they can successfully manage their dual roles. This perception is crucial for maintaining job satisfaction and overall productivity, as employees feel empowered to balance their personal and professional lives without compromising on either front (Table 7).

The demographic profile of this study indicates that a substantial majority of participants (78.5%) are married, emphasizing the central role of family considerations in shaping their perceptions of work–life balance. This demographic’s characteristic implies that marital status likely influences how individuals prioritize and manage their professional responsibilities alongside their personal commitments. Furthermore, the cohort displays a highly educated background, with nearly equal proportions holding master’s (44.6%) and Ph.D. (43.1%) degrees, influencing their career expectations and experiences within Oman’s higher educational institutions. The prevalence of full-time employment (84.6%) and senior-level positions (64.6%) further underscores the potential impact of organizational roles on strategies for achieving work–life balance, revealing diverse challenges and responsibilities across different hierarchical levels.

Moreover, this study underscores an equal split between Omani (49.2%) and non-Omani (50.8%) participants, demonstrating a diverse cultural blend that likely shapes their perceptions of work–life balance due to varying cultural norms and societal expectations. With an average age in the early forties and substantial professional experience, stability across personal and professional domains emerges as a critical factor influencing participants’ overall satisfaction and effectiveness in managing work–life balance. Despite the generally favorable perceptions of institutional flexibility, respondents identified significant gaps in the support systems and policies, indicating areas requiring enhancement tailored to the diverse demographic needs within the educational environments. Challenges associated with workload management and balancing familial responsibilities persist across demographic groups, highlighting the inherent complexity in achieving optimal work–life equilibrium. These findings underscore the multifaceted dynamics of work–life balance and pinpoint specific areas where targeted interventions could improve employee well-being and organizational effectiveness across Oman’s higher educational institutions (see Figure 12 for detailed analysis).

The analysis of mean scores and standard deviations provides valuable insights into employees’ perceptions of work–life balance within the organization. While there is a positive outlook, variability in the responses highlights areas for potential improvement, such as managing stress levels and ensuring equitable access to personal time. By addressing these factors, the organization can foster a supportive environment where employees feel empowered to achieve a harmonious balance between their work and personal lives, contributing to enhanced well-being and organizational success.

The analyses of mean scores across various facets of organizational support and work–life balance highlights both strengths and areas needing improvement within the institution. The employees perceive dedicated support from their supervisors and a culture that respects their personal time, indicating positive interpersonal relationships and organizational values in these domains. However, significant challenges include insufficient support systems, such as childcare facilities and concerns regarding workload manageability, with a notable proportion of employees reporting feelings of being overwhelmed. Additionally, there is a recognized need for broader societal backing for achieving a work–life balance. Recommendations include bolstering the existing support systems, refining strategies for workload management, and advocating for policies that better accommodate the integration of personal and professional responsibilities. Addressing these aspects is crucial not only for enhancing employee satisfaction and well-being but also for cultivating a more inclusive and supportive workplace environment overall.

6. Discussion

Most participants (78.5%) are married, underscoring the importance of family-related considerations in their perceptions of work–life balance. The survey reveals a highly educated cohort, with equal numbers holding master’s (44.6%) and Ph.D. (43.1%) degrees, influencing their career expectations and experiences. The majority (84.6%) are employed full-time, indicating potentially demanding schedules that could impact their work–life dynamics. Senior-level positions (64.6%) are predominant, suggesting an experienced group influencing organizational work–life strategies. An equal split between Omani (49.2%) and non-Omani (50.8%) participants highlights a diverse cultural mix, potentially influencing perceptions of work–life balance. With an average age of early forties and significant professional experience, stability is prioritized, linking closely with perceptions of work–life balance.

The respondents perceived their institution as granting flexibility for a work–life balance, although they identified gaps in the support systems and policies, indicating areas for improvement. While most respondents feel their workload is manageable, challenges exist in completing their tasks within regular hours, and occasional feelings of being overwhelmed underscore the need for fair workload distribution and adequate support mechanisms. There is a perceived alignment between work and family responsibilities, yet challenges persist in meeting deadlines and expectations, illustrating the complexities of balancing work and family obligations. The respondents feel supported by cultural norms regarding workforce participation and gender roles, although some traditional gender roles still influence their perceptions of work–life balance. They reported equal access to career advancement opportunities but acknowledged potential conflicts between personal/family obligations and professional development, suggesting a need for supportive organizational policies. Satisfaction with work–life balance is moderate overall, with varying experiences, highlighting that stress related to work affecting personal life is a significant concern that requires real-time support to promote well-being (see Figure 13 for the average mean score by factor).

The analysis of mean scores provides nuanced insights into the work–life balance perceptions among female staff members in Oman’s higher educational institutions. Work–life balance itself received a moderate score of 3.12, indicating room for improvement, while workload management and family compatibility were perceived slightly more positively at 3.28 and 3.35, respectively. These findings suggest that while the respondents view workload management and family responsibilities favorably, achieving an optimal work–life balance remains a challenge. Cultural support received a notably higher score of 3.79, indicating a supportive environment within institutions, potentially mitigating the challenges faced by female staff members. Career development opportunities also scored well at 3.53, suggesting equitable pathways for advancement, yet there is a clear need for enhanced support in balancing personal and professional aspirations. Overall, these results underscore the multifaceted nature of work–life balance and pinpoint the specific areas where targeted interventions could enhance employee well-being and organizational effectiveness.

The survey reveals a demographic profile characterized by a high proportion of married participants (78.5%) and a well-educated cohort, with equal distributions of master’s (44.6%) and Ph.D. (43.1%) degree holders. The majority (84.6%) are employed full-time and hold senior-level positions (64.6%), indicating potential influence over organizational policies. The equal representation of Omani (49.2%) and non-Omani (50.8%) participants reflects a diverse cultural mix. With an average age of early forties and substantial professional experience, the respondents prioritized stability across personal and professional domains, illustrating the interconnectedness between work–life balance perceptions and overall life satisfaction. While respondents perceive their institutions as offering flexibility for managing work–life balance, they identify gaps in support systems and policies, suggesting areas for enhancement. Challenges with workload management and balancing work and family responsibilities persist, emphasizing the need for equitable workload distribution and improved support mechanisms. Overall, the findings underscore the complexity of achieving work–life balance and highlight specific areas where targeted interventions could improve employee well-being and organizational effectiveness.

The study examines work–life balance among female staff members in higher educational institutions in Oman, revealing a demographic profile characterized by a high proportion of married participants (78.5%) and a well-educated cohort with equal distributions of master’s (44.6%) and Ph.D. (43.1%) degrees. The majority (84.6%) are employed full-time, holding senior-level positions (64.6%), indicating influence over organizational policies. The equal representation of Omani (49.2%) and non-Omani (50.8%) participants reflects a diverse cultural mix. With an average age of early forties and substantial professional experience, the respondents prioritized stability across personal and professional domains, illustrating the interconnectedness between work–life balance perceptions and overall life satisfaction. While the participants perceived their institutions as offering flexibility for managing work–life balance, they identified gaps in the support systems and policies, suggesting areas for enhancement. Challenges with workload management and balancing work and family responsibilities persist, emphasizing the need for an equitable workload distribution and improved support mechanisms.

7. Questionnaire Categories

The questionnaire categories aim to comprehensively assess work–life balance among female staff members in Omani higher educational institutions. Organizational support evaluates institutional flexibility, support systems, and the institution’s attitude toward work–life balance. Workload examines workload manageability, adherence to regular hours, reasonableness of expectations, and feelings of being overwhelmed. The family responsibilities category assesses compatibility between family and work responsibilities, availability for family events, and related stress. Cultural factors explore the impact of societal norms and gender roles on work–life balance. Career development opportunities gauge unbiased advancement prospects and support for personal–professional balance. Finally, the work–life balance category measures overall satisfaction, personal time availability, stress levels, and effectiveness in meeting both personal and professional responsibilities. These categories collectively provide insights that are crucial for informing targeted interventions and policies aimed at enhancing the well-being and organizational effectiveness among female staff.

8. Scope for Further Study

Exploring the comparisons with male participants in future research could provide valuable insights into the gender-specific differences in employment patterns and demographic characteristics within Oman’s higher educational institutions and the broader population. This comprehensive analysis covers multiple aspects. It examines differences in job roles, career paths, and job stability between male and female employees. It also studies demographic factors like age, education, marital status, and professional experience to uncover disparities or similarities. Moreover, it explores how perceptions of work–life balance vary by gender, considering factors such as workload, family responsibilities, and support from the organization. The study delves into inequalities in access to career development opportunities, including leadership roles and training programs. It considers how cultural norms and societal expectations impact career paths and work–life dynamics. This research evaluates the implications of gender-specific findings for shaping policies and organizational practices aimed at promoting gender equality and enhancing workplace well-being. By addressing these research avenues, scholars can contribute to advancing our knowledge of gender dynamics in Oman’s educational sector and inform strategies for promoting gender equity and organizational effectiveness.

9. Conclusions

This study provides significant insight into work–life balance among female staff in selected higher education institutions (HEIs) in Oman. Although a direct relationship between organizational support and work–life balance was not established, the study identified significant relationships between workload, family responsibilities, cultural factors, and work–life balance, underscoring the foundational roles played by organizational, personal, and cultural factors in shaping these experiences. Moving forward, institutions are encouraged to develop tailored strategies that effectively manage workload, implement family-friendly policies, enhance cultural competency, and provide targeted support programs that address the unique needs of female staff. By adopting a comprehensive approach that recognizes the complexity of work–life balance, institutions can foster a culture that promotes well-being, satisfaction, and holistic work–life balance among female employees. Thus, beyond contributing to the academic literature on work–life balance in higher education, this study suggests practical measures to improve the work–life experiences of female staff in universities in Oman and similar settings. For further details on the research methodology, including the questionnaire used in this study, refer to Appendix A.