Understanding the Factors That Shape Teachers’ Work-Life Integration in the Malaysian Context

Abstract

This conceptual paper examines the multifaceted factors influencing teachers’ work-life integration (WLI) in the Malaysian context, emphasising four key dimensions: workload, digitalisation, organisational support, and socio-demographic factors. Drawing on the Job Demands–Resources (JD-R) Model, Boundary Theory, and Conservation of Resources (COR) Theory, the study proposes an integrative framework that conceptualises WLI as a dynamic process shaped by the interaction of personal, organisational, and systemic elements. A synthesis of current global and Malaysian literature reveals that teachers face increasing challenges in balancing professional and personal roles due to excessive workload, bureaucratic pressures, and the rapid expansion of digital teaching responsibilities. These demands have blurred work-home boundaries, contributing to heightened stress and burnout. Conversely, supportive organisational climates, empathetic leadership, and adequate institutional resources are shown to enhance teachers’ capacity for effective integration. The paper highlights the need for holistic strategies that go beyond individual coping mechanisms to address structural and policy-level reforms. It recommends that the Malaysian Ministry of Education incorporate WLI indicators into teacher management frameworks and prioritise workload reduction, digital boundary management, and gender-sensitive support systems. By offering a theoretically grounded framework and practical recommendations, this study contributes to the ongoing discourse on teacher well-being, retention, and educational sustainability. It advances the understanding of WLI as a systemic and multidimensional construct, providing a foundation for future empirical validation and policy innovation in the Malaysian educational landscape