Exploring the impact of institutional leadership on nurse educators’ work–life balance

Abstract

Introduction

Nurse educators often face challenges in balancing work and life within institutional environments. Leadership plays a key role; supportive leaders help promote harmony, whereas disconnected leadership can intensify strain. Institutional leadership therefore shapes a wide range of work–life experiences under the same organisational roof.

Purpose

The purpose of this study was to explore the impact of institutional leadership on nurse educators’ work–life balance in Gauteng Province, South Africa.

Methods

A qualitative, descriptive, and exploratory design was employed, involving semi-structured interviews with 16 nurse educators in a selected nursing education institution in Gauteng. Data were analysed using thematic analysis.

Results

Three themes emerged: (1) regulatory and managerial challenges in nursing education, (2) insufficient management support, and (3) unfair workload distribution and favouritism. The findings reveal that managerial challenges, limited organisational support, and inequitable practices significantly hinder nurse educators’ ability to achieve work–life balance. Institutional reforms, including equitable workload policies, mentorship programmes, and fair leadership practices, are essential to improving work–life balance.

Conclusion

Nurse educators encounter a range of work–life balance challenges that stem from institutional leadership practices. Enhancing work–life balance requires strengthened institutional and managerial support, as well as policy reforms. A key step is implementing strategies that help nurse educators manage their workload while maintaining healthy personal lives. Institutional commitment to supporting the well-being of nurse educators is crucial for promoting job satisfaction, productivity, and overall quality of life.