The primary aim of this study is to evaluate the level of work-life balance among female teachers and investigate the predictive significance of independent variables concerning the dependent variable. The study employed a quantitative approach and followed a survey design. The research sample consisted of 382 female teachers, and the study was conducted in both the city center and district centers of Yozgat. Random sampling was utilized to gather data for the study. A work-life balance scale was employed as the measurement tool, and the data were analyzed using ordinal logistic regression analysis. The research findings indicate that female teachers' work-life balance falls within a moderate range. The independent variables identified as influential factors on the work-life balance of female teachers include having children, professional experience, and class size. It was observed that female teachers with children tend to achieve a better work-life balance compared to those without children. Additionally, teachers with 16 or more years of professional experience demonstrate a higher work-life balance than those new to the profession. Furthermore, female teachers with larger class sizes face more challenges in achieving work-life balance than those with smaller classes. The research findings indicate that female teachers' work-life balance falls within a moderate range. The independent variables identified as influential factors on the work-life balance of female teachers include having children, professional experience, and class size. It was observed that female teachers with children tend to achieve a better work-life balance compared to those without children.
Female teachers, work-life balance, ordinal logistic regression