In India, there is an increasingly demanding work culture in engineering colleges. Teachers perform multiple roles which may expand and intrude into their personal lives and cause work–life imbalance. Initially, this work has compared WLS conditions among different groups of engineering and non-engineering faculty and recognized that problems at work were on the rise, upsetting personal lives of engineering faculty. There are clues of extended work schedules, relatively more workload and subsequent pressure making them tired and miss quality time to spend with their loved ones. In general, engineering faculty perceive both WFC and FWC. In particular, engineering professors perceive relatively less support and more WFC as they see more responsibilities in their careers. But, engineering assistant professors and PhDs perceive relatively more FWC as they see more responsibilities in their family lives. Predictive analyses show that SWLS and WFC are predictors of both engineering and non-engineering faculty WLS, having significant positive and negative impact, respectively. Recent study substantiates that job and family satisfaction of academicians in higher education decreases and increases due to work–family conflict and work–family facilitation, respectively (Murugan and Jayanth in Curr Psychol 36:193–202, 2017a. https://doi.org/10.1007/s12144-015-9400-4 ; Curr Psychol 36:812–822, 2017b. https://doi.org/10.1007/s12144-016-9470-y ). Data were collected through personally administered questionnaire forms comprised of four constructs, viz. support for work–life satisfaction (SWLS), work-to-family conflict (WFC), family-to-work conflict (FWC) and work–life satisfaction (WLS). This study performed comparative and predictive analyses of the opinions supplied by a random sample of 931 faculty members working in engineering colleges in Krishna District of Andhra Pradesh. Implications were discussed at the end, which may help reduce work–family conflicts and enhance faculty functioning.

中文翻译：

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学术界对工作与生活的满意度：神话还是现实？

在印度，工程学院对工作文化的要求越来越高。教师扮演着多种角色，这些角色可能会扩展并侵入他们的个人生活，并导致工作与生活的不平衡。最初，这项工作比较了不同类别的工程和非工程学系中的WLS条件，并认识到工作中的问题正在增加，这扰乱了工程学系的个人生活。有一些工作时间延长的线索，相对较多的工作量以及随之而来的压力，使他们感到疲劳，错过了与亲人共度的美好时光。一般而言，工程学院的老师对WFC和FWC都有感知。尤其是，随着工程教授在职业生涯中承担更多责任，他们认为他们的支持相对较少，而WFC则更多。但，工程助理教授和博士学位认为相对FWC相对较高，因为他们在家庭生活中承担了更多责任。预测分析表明，SWLS和WFC都是工程和非工程学院WLS的预测指标，分别具有显着的积极和消极影响。最近的研究证实，高等教育中院士的工作和家庭满意度分别由于工作-家庭冲突和工作-家庭便利而减少和增加（Murugan和Jayanth in Curr Psychol 36：193-202，2017a。https://doi.com/。 org / 10.1007 / s12144-015-9400-4; Curr Psychol 36：812–822，2017b。https://doi.org/10.1007/s12144-016-9470-y）。数据是通过个人管理的问卷形式收集的，问卷形式由四种结构组成，即。支持工作生活满意度（SWLS），工作与家庭冲突（WFC），家庭对工作冲突（FWC）和工作生活满意度（WLS）。这项研究对来自安得拉邦克里希纳区931名在工程学院工作的教职员工的随机样本所提供的观点进行了比较和预测分析。最后讨论了含义，这可能有助于减少工作与家庭之间的冲突并增强教师的职能。