Work-Life Balance in Inclusive Education: Understanding the Roles of Impostor Experiences and Perfectionism among Early-Career Higher Education Educators

Abstract

Inclusive higher education is not a sustainable goal unless educator well-being is recognized as a fundamental component of institutional design, rather than a peripheral concern or an individual responsibility. Against this background, the present study examines the relationship between impostor experiences, perfectionism, and work-life balance among early-career higher education educators, with particular emphasis on their implications for inclusive educational environments. Data were gathered from 164 educators employed at private self-financing MBA colleges in Kerala, South India, and were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). Structured questionnaires developed by the leading authors were used for the purpose of data collection. The study focused on early career educators who are likely more vulnerable to impostor syndrome, and also the emerging academic workforce, who are likely to play a main role in the long-term implementation of sustainability in inclusive education. Multi-Group Analysis (MGA) was conducted to further evaluate structural differences across gender groups. The findings indicated that impostor syndrome adversely impacts work–life balance. Perfectionism mediates the relationship between impostor syndrome and work–life balance, indicating that perfectionistic pressures associated with impostor feelings intensify work–life imbalance. Multi-Group Analysis verified that the adverse effects of impostor syndrome endure across gender groups, with no significant structural disparities detected. The findings offer implications for higher education leaders, particularly in developing well-being interventions that can strengthen both educator sustainability and inclusive educational practices.