A Study on Achieving Work – Life Balance Among Women Teachers in Private Montessori Schools in Chennai City

Work–life balance has emerged as a significant area of concern in contemporary educational settings due to increasing professional demands and evolving family responsibilities. In the teaching profession, particularly at the early childhood level, educators are expected to perform multiple academic, administrative, and emotional roles that often extend beyond formal working hours. Women teachers in Montessori schools play a crucial role in fostering holistic child development through individualized instruction, continuous observation, and emotional engagement. However, these expectations frequently intensify work pressure and challenge their ability to balance professional and personal responsibilities. This review paper adopts a narrative review methodology to examine existing literature on work–life balance among women teachers, with specific reference to private Montessori schools. Scholarly articles, books, and research reports published between 2014 and 2024 were sourced from academic databases such as Google Scholar, ERIC, and peer-reviewed journals.