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Work-Life Balance of Faculty in Professional Physical Therapist Education: A Mixed-Methods Study
Catherine M Andrea1,2,3, Megan B Flores1,2,3, Katherine F Wilford1,2,3
1Catherine M. Andrea is the assistant professor of Doctor of Physical Therapy Program at the University of St. Augustine for Health Sciences, University Blvd, St. Augustine, FL ( candrea@usa.edu ). Please address all correspondence to Catherine M. Andrea.
Introduction:
The purpose of this mixed-methods study was to explore perceptions of work-life balance (WLB) of full-time faculty in professional physical therapist (PT) education programs.
Review Of Literature:
Studies show that faculty are at risk of diminution of WLB and subsequent burnout due to job expectations and changing educational landscapes. Limited evidence exists to describe perceived WLB of faculty in professional PT education.
Subjects:
Full-time faculty in professional PT education programs ( n = 239) responded to an online survey and 16 participated in focus group discussions.
Methods:
The Work/Nonwork Interference and Enhancement Survey (W/NW Scale), faculty characteristic prompts, and open-ended questions were disseminated electronically to all accredited professional PT education programs within the United States. Focus groups were conducted to further explore nuances of WLB. Frequencies and percentages were calculated for survey categorical variables with means and standard deviations for continuous variables. Differences in W/NW Scale and faculty characteristics were analyzed using independent-samples Mann-Whitney U tests. Open coding and an iterative process of thematic analysis was used to analyze the qualitative data.
Results:
Medians for all W/NW Scale dimensions were between 2 and 3 out of 5. W/NW Scale dimension scores differed significantly in each of the faculty characteristics of gender, defined workload, and faculty job searching ( Z = -2.399 to -3.517, P ≤ .016). Qualitative data yielded 3 main themes: 1) implicit and explicit job duties ; 2) leadership ; and 3) individual boundaries . Ebb and flow of WLB emerged as an overarching theme.
Discussion And Conclusion:
This study offers a portrayal of the lived experience of faculty regarding WLB. Results offer useful information about faculty demographics, work-related factors, and personal responsibilities. One limitation was that cultural, community, and religious demands were not explored. Findings may facilitate improved understanding of faculty WLB perceptions and can guide leadership to optimize the balance between faculty's paid work and personal life.
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