Work-life balance (WLB) is a critical issue for nurse educators globally because of limited resources, increasing student enrolment, and growing professional expectations that exacerbate challenges. The quality of work life among nurses is shaped by a complex array of factors, including personal characteristics, occupational demands and work environment, and psychological aspects that impact mental well-being and job satisfaction (Sibuea, Sulastiana & Fitriana 2024). Rohini, Elankoon and Kisokanth (2024) investigated the intersection of quality of life and WLB among Sri Lankan nurse educators, noting a moderate degree of reciprocity between their work and personal domains. This phenomenon highlights the significance of attaining a balance between professional obligations and personal life, a critical factor in determining job satisfaction and overall well-being within the nursing profession. Notably, studies focusing on nursing students have identified a significant relationship between WLB, academic stress and the impact of supervisory support on their overall well-being (Mudzi, Jiyane & Sepeng 2022). Nurses often neglect their own well-being while prioritising patient care and other work-related nursing activities, a trend worsened by crises such as the coronavirus disease 2019 (COVID-19) pandemic. The nursing philosophy of care, emphasising compassion and Ubuntu, can paradoxically hinder nurses’ self-care, making it challenging for them to prioritise their own needs. This pattern is evident in high-pressure settings, such as nursing education institutions and clinical environments (Thaba-Nkadimene et al. 2021). Nurse educators may blame themselves for WLB issues, rather than seeing those issues as symptoms of larger systemic problems. Moreover, they are expected to balance roles as role models, mentors and academic leaders while managing teaching, research and clinical duties.

This complex role often leads to significant stress and a lack of institutional support, resulting in persistent workload pressure, emotional fatigue and a diminished separation between work and personal life (Erasmus, Downing & Ntshingila 2024). A recent scoping review by Mathebula, Mathevula and Ramalepa (2025) highlights occupational stress, understaffing and poor boundary-setting as key factors contributing to work-life imbalance among nurse educators in sub-Saharan Africa. Notably, it also identifies a significant research gap in understanding specific challenges faced by nurse educators in South Africa, calling for context-specific studies to develop effective interventions (Mathebula et al. 2025). Nurse educators play a crucial role in shaping the future of nursing by training the next generation of nurses (Jobst et al. 2022). Traditional gender roles further complicate the situation, as the majority of nurse educators are women who often bear additional domestic and caregiving responsibilities (Matahela & Van Rensburg 2021). Poku et al. (2023) emphasised that nurse educators struggle to achieve WLB without institutional support such as paid parental leave and flexible work arrangements. However, they face significant challenges that impact their well-being and job satisfaction, particularly in South Africa (South African Nursing Council [SANC] 2020). The nursing sector in the country struggles with severe staff shortages, high nurse-to-patient ratios and limited career advancement opportunities (Mthimunye & Daniels 2020). These systemic issues place immense pressure on nurse educators, who must train students under difficult conditions while managing their heavy workloads (September & Steyn 2022).

The challenges faced by nurse educators are complex and multifaceted (Boamah et al. 2024). This includes excessive workload because of staffing shortages, inadequate institutional support and emotional stress from demanding academic and clinical responsibilities (Boamah et al. 2024). Moreover, poor WLB among nurse educators may lead to detrimental effects, such as increased stress, emotional exhaustion, decreased life satisfaction and compromised physical health. Heavy workloads and the blurring of boundaries between work and personal life significantly contribute to these problems, elevating the risk of burnout (Pasay-ana et al. 2020). A study by Matahela (2025) found that accreditation requirements, changing industry standards, and the need to keep curricula current add to workload and stress levels upon nurse educators. The global nursing shortage has worsened these challenges, placing even greater demands on nurse educators (Morris 2023). As the need for qualified nurses increases, nurse educators must train more students with fewer resources (Jobst et al. 2022). Nurse educators report the feeling of being undervalued and overwhelmed, with little time left for professional development or personal well-being (Erasmus et al. 2024). Therefore, addressing challenges requires more than individual coping mechanisms; instead, organisational changes such as better policies and supportive leadership are needed to create a healthier work environment. On the other hand, supportive measures such as paid parental leave, affordable childcare and mental health resources can help alleviate some of the pressures they face (Boamah et al. 2024; Rinne et al. 2024).

According to Morris (2023), compassionate leadership recognises the contributions of nurse educators to teaching and learning, and the reduction of bureaucratic burdens is also essential. Additionally, providing opportunities for professional development and workload management training can empower nurse educators to thrive in their roles (Jobst et al. 2022). Meanwhile, Erasmus et al. (2024) highlight the need for institutions to foster job satisfaction, reduce burnout and promote WLB among nurse educators by providing a supportive environment, ultimately aiding in their long-term retention. However, many institutions fall short of offering sufficient support, forcing nurse educators to manage these challenges without assistance. El-Awaisi et al. (2020) and Rawlinson et al. (2021) found inadequate interprofessional support to be creating significant challenges for nurse educators, including role ambiguity, professional identity issues and lack of recognition. This may lead to collaboration barriers, increased stress and workload, ultimately compromising WLB and overall well-being. Hierarchical structures and insufficient institutional support mechanisms exacerbate these issues.

The absence of adequate support for nurse educators negatively affects not only their own well-being but also compromises the quality of nursing education and, by extension, patient care (SANC 2020). South Africa’s national strategies emphasise the need to reform nursing education by integrating innovative pedagogical models, digital technologies and fostering a conducive work environment. This paradigmatic shift is anticipated to promote the well-being of nurse educators, thereby enhancing the overall quality of nursing education provision (Cambaza 2023; Department of Health 2020; Lovern et al. 2021). It is important to critically examine challenges to formulate strategies that enhance the WLB of nurse educators (Poku et al. 2023). Therefore, this study explored the experiences of nurse educators regarding WLB at a Nursing Education Institution in Gauteng province, South Africa. The outcomes of this research might contribute to broader initiatives aimed at establishing sustainable and supportive work environments for nurse educators, thereby benefiting both the educators and the ongoing advancement of the nursing profession.

The demographic information presented reflects that the majority of participants were female, most of whom were in their 50s when it comes to age. Their educational qualifications ranged from bachelor’s degrees to doctoral levels, reflecting varied academic backgrounds. Participants’ professional experience spanned from 1 year to 21 years, representing both early-career and seasoned nurse educators. The sample also included one male participant.

Two themes emerged from data obtained from the 16 participants. The themes are further supported by sub-themes. The two themes are: Heavy workload and responsibilities, and blurred boundaries between work and personal life. In Theme 1, heavy workload and responsibilities, nurse educators reported feeling overwhelmed by the demands of their roles, which hindered their personal growth and were made worse by the various responsibilities they balance in both their work and social lives. Theme 2, blurred boundaries between work and personal life, highlighted the problem of workload spillover; nurse educators found it difficult to separate their professional duties from their time because of the demands from their students. These challenges indicate that nurse educators struggled to manage their workloads while maintaining a healthy WLB.

The purpose of the study was to explore the experiences of nurse educators regarding WLB at a nursing education institution in Gauteng province. The findings of the study revealed that the multifaceted responsibilities of nurse educators within NEIs present significant challenges that affect their work performance and social lives. These challenges are deeply intertwined with the demands of teaching, mentoring, administrative tasks and institutional expectations. McCarthy and Fitzpatrick (2019) highlight that the diversity and intensity of these duties often hinder nurse educators from achieving a WLB. The accumulation of professional obligations frequently leads to extended work hours, which, in turn, limit opportunities for social interactions and family engagements (Erasmus et al. 2024). This eventually leads to stress because workload-related stress is a recurring theme in the nursing education environment. Rensburg and Kolade (2023) emphasise how the high demands placed on nurse educators blur the lines between work and social life, adversely affecting their emotional health and job satisfaction. Without effective time management strategies or established boundaries, educators are vulnerable to burnout (Mathebula et al., 2025; Taylor & Forrester 2024). Institutional and societal expectations surrounding student engagement and academic outcomes add to another factor of pressure. Kim and Asbury (2019) argue that heightened expectations diminish nurse educators’ professional fulfilment, often resulting in emotional fatigue. Similarly, Savolainen and Malinen (2019) call for comprehensive institutional support, particularly in curriculum development, to alleviate psychological distress and enhance operational efficiency. Despite these demands, the implementation of support remains inconsistent, contributing to the stress faced by nurse educators.

Pennbrant and Svensson (2018) advocate for the inclusion of autonomy, flexible work conditions and access to professional development as key factors that can improve nurse educators’ experiences. Moreover, Brauner et al. (2022) further highlight the value of strong administrative and peer support, coupled with effective time management practices, in promoting productivity and reducing stress. Compounding these issues is the persistent faculty shortage within nursing education. Triyawan (2022) and Owens (2017) argue that the convergence of teaching, research and administrative responsibilities exacerbates job-related stress and impairs job satisfaction. The COVID-19 pandemic intensified these pressures, exposing the undervalued status of nurse educators and reinforcing the urgent need for empathetic, responsive leadership (Kim & Asbury 2019). Yet, as Savolainen and Malinen (2019) suggest, many institutions have yet to implement effective, long-term strategies to address these challenges.

Administrative dynamics and structural limitations play a critical role in shaping nurse educators’ capacity to manage work and social responsibilities. Pennbrant and Svensson (2018) underline the importance of supportive administrative relationships, realistic workload expectations and firm boundary setting to enhance nurse educators’ ability to navigate work demands. To address these complex and evolving challenges, Ramachandaran, Pillay and Govender (2024) propose the implementation of institution-specific strategies tailored to the unique needs of nurse educators. Such targeted strategies are essential for creating supportive and sustainable academic environments, ultimately promoting job satisfaction, engagement and WLB. Blurred boundaries between work and social life have emerged as a significant challenge to achieving WLB among nurse educators. Studies consistently report that spillovers from work responsibilities, particularly persistent student demands and after-hours communication, play a central role in this challenge. Nurse educators often take unfinished academic tasks home to meet deadlines while simultaneously managing student inquiries outside regular working hours. This aligns with the negative spillover theory, which posits that when professional responsibilities encroach upon personal time, the distinction between work and social life erodes (Li, Chen & Zhao 2024).

To address these challenges, Thomson, Jacobs and Mthembu (2022) underscore the importance of setting and maintaining clear boundaries to mitigate negative spillovers. Their research advocates institutional-level interventions, including formal policies designed to discourage communication after business hours (Thomson et al. 2022). Such policies reinforce professional boundaries and promote sustainable workload practices. Building on this, Hurd and Singh (2021) argue for a transformative shift in academic culture, suggesting that critical reflexive practice can help higher education institutions challenge long-standing norms that perpetuate harmful work expectations. This approach may foster a culture rooted in mutual support and equity, ultimately creating more sustainable environments for educators. Time management and the ability to assert personal boundaries are also recognised as crucial strategies for supporting WLB. Weberg, Mangold and Harvey (2021) emphasise that structured scheduling and thoughtful prioritisation of tasks enable nurse educators to effectively manage the diverse and often conflicting demands of their roles. However, poor time management and excessive multitasking may escalate conflict between professional obligations and personal responsibilities, undermining composure and performance in both domains. Chan et al. (2019) reinforces this, noting that the absence of clear demarcations between work and home life directly increases stress levels. They advocate for intentional efforts by nurse educators to define boundaries more rigorously, safeguarding both professional effectiveness and overall well-being.

Workload spillovers pose significant challenges to achieving a WLB, as demanding jobs can encroach on personal time and strain emotional well-being (Paquette, Trépanier & Ménard 2025). This can lead to emotional exhaustion, lower relationship quality and diminished social support (Reimann et al. 2022). Excessive work commitments can also reduce meaningful family interactions. Greater workplace autonomy and supportive policies, such as flexible schedules and remote work options, can enhance employee well-being and promote healthier family dynamics (Mohite & James 2024; Zychová, Fejfarová & Jindrová 2024). Achieving WLB is a growing concern, as work-family conflict continues to blur the boundaries between professional responsibilities and home life. Disruptions in this balance can strain both parenting effectiveness and job performance, often resulting in burnout and diminished personal satisfaction (Wickramasinghe & Nakandala 2022). For working-class individuals in particular, the emotional toll may include elevated levels of anxiety and depression (Mohite & James 2024). Encouragingly, career adaptability and the individual’s ability to adjust and respond to changing work demands have shown promise in mediating these challenges, offering a potential pathway to regain equilibrium and improve employee outcomes (Nurcholidah et al. 2023).

The shift to remote work brought on by the COVID-19 pandemic has exacerbated these challenges. The integration of work into domestic settings has significantly extended the workday, diminishing boundaries between professional and personal domains. Moorhouse, Wong and Ho (2022) revealed that approximately 74% of nurse educators admitted to checking work-related emails after hours, a practice indicative of prolonged work engagement and the erosion of traditional workday boundaries. This pervasive connectivity contributes to ‘tele pressure’, the compulsive urge to respond promptly to work communications, even during personal time (Setyaningrum 2023). The consequences of telepressure are particularly acute among female faculty, who comprise a substantial 89% of the nurse educator workforce, as gendered expectations and caregiving responsibilities often compound professional commitments (American Association of Colleges of Nursing 2022). Yedidia, Bickel and Schwartz (2021) emphasise that women, particularly within academia, report heightened difficulty in disengaging from professional responsibilities while at home, especially without a dedicated workspace or structured work hours. Moorhouse et al. (2022) reinforce that the dissolution of physical barriers between professional and personal environments intensifies WLB conflicts. These findings underscore the need for institutional recognition of remote work’s impact on nurse educators, especially regarding gendered experiences and the psychological toll of continuous availability. Strategies to mitigate the pressure and promote work-life separation, such as setting email curfews, encouraging asynchronous communication, and promoting boundary-setting, are essential for the long-term well-being and sustainability of the academic nursing workforce.

The study purpose was achieved by exploring the experiences of nurse educators regarding WLB at a nursing education institution in Gauteng province. The findings of the study suggest that nurse educators face many challenges in achieving WLB. Heavy workloads, blurred boundaries between work and social life, and multiple responsibilities make it difficult to manage both professional and personal demands. These issues can lead to stress and lower job satisfaction. Support from NEIs is important. Time management and setting clear boundaries can help reduce the negative effects of work-life imbalance. When nurse educators have these supports, they are better able to balance their roles. By understanding these challenges and offering practical solutions, NEIs can help nurse educators achieve a WLB.