Work-Life Balance, Burnout, and Organizational Commitment Among Higher Education Faculty: A Systematic Review Toward a Conceptual Structural Equation Model

Abstract

Work-life balance become a growing concern in higher education, where faculty face increasing worloads, blurred work-home boundaries, and their consequences for well-being, commitment, and retention. This study systematically reviewed literature published between 2022 and 2025 examining the relationship among work-life balance, burnout, organizational commitment, job satisfaction, and faculty well-being, drawing on both international and Philippine higher education contexts. Anchored on the Job Demands-Resources (Jd-R) model and Social Exchange Theory (SET), the review synthesized findings across demographic factors (age, gender, marital status, rank, employment type, and tenure), dimensions of faculty well-being (physical, mental, emotional, and social), work-life balance factors linked to burnout ( workload distribution, job resources, scheduling, and role/boundary management), and the dimensions of organizational commitment (effective, continuance, and normative). The review indicates that heavier workload, weaker institutional support, and poorly managed role boundaries are consistently associated with higher burnout and lower well-being while adequate job resources, supportive scheduling, and effective commitment are associated with stronger job satisfaction and retention intentions. Demographic factors such as age, tenure, and employment type moderate these relationships in ways that carry direct implications for differentiated institutional policy. Building on this synthesis, the study proposes a conceptual structural equation model linking work-life balance factors, burnout, organizational commitment, job satisfaction, and faculty well-being, intended to guide future empirical validation and to inform higher education institutions seeking a more sustainable approach to academic workforce management.