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This study explored the work-life balance experiences of nurse educators at a nursing education institution in Gauteng, South Africa. Using a qualitative, descriptive design, 16 purposively sampled nurse educators participated in semi-structured interviews. Thematic analysis revealed two main themes: Transition Challenges and Work-Life Balance Interference. Participants faced difficulties adapting to academic roles, leading to strained relationships and social isolation. Academic demands also led to neglect of personal and social obligations, disrupting the work-life balance. The findings highlight the complex challenges of transitioning from clinical practice to academia, which can negatively impact well-being. The study emphasises the need for institutions to implement supportive strategies to improve nurse educators’ work-life balance.

This study examined the coping strategies of teachers to manage the intersection of work and family duties, emphasizing their challenge and stress coping strategies in both domains. The research was based on a qualitative research design grounded on the interpretivism paradigm that aims to interpret human experiences from the participant's point of view. Utilizing a phenomenological study design with descriptive, contextual, and exploratory aspects, the study explored teachers' everyday life experiences, using semi-structured interviews to collect data. The study assessed how professionals balance professional and family obligations, noting the coping processes they implement to alleviate stress and achieve equilibrium. Findings indicated that teachers utilize adaptive coping processes, such as proficient time management, seeking help, and maintaining segregation between work and family obligations. Social support networks, including colleagues, relatives, and community groups, were pivotal in offering emotional support and practical help. In addition, teachers also outlined the deployment of personal resilience and ordering strategies to sustain their well-being. The study highlights the significance of teachers comprehending the dynamic interplay between professional and family life by illuminating how institutional support and policy action could strengthen their coping ability. These results add to the general discourse on teacher satisfaction and work-life balance by urging professional support structures in school and home environments.