A Game-Theoretic Analysis of Work–Life Balance Strategies Among Educators

Abstract

This study develops a game-theoretic model to analyze how teaching professionals make strategic decisions about work–life balance (WLB). Educators choose among work-oriented, balanced, or life-oriented strategies, influenced by institutional priorities and peer norms. A utility function incorporates performance, personal well-being, and social conformity costs. Using survey data from 100 faculty, we simulate how different institutional reward structures-emphasizing performance or well-being-shift strategic behavior. Results show that performance-driven environments favor work-oriented choices, while supportive policies increase adoption of balanced or life-oriented strategies. Peer pressure reinforces majority behaviors, potentially entrenching overwork norms. Equilibrium analysis demonstrates how modest changes in institutional emphasis can produce significant shifts in collective behavior. The findings suggest that structural interventions-such as flexible scheduling, recognition of diverse achievements, and leadership modeling of balanced practices-are key to promoting sustainable work cultures. This research offers practical insights for educational institutions aiming to enhance faculty well-being and long-term productivity.