Islamic Guidance and Counseling Journal
https://journal.iaimnumetrolampung.ac.id/index.php/igcj
How to cite:
Muafiah, E., Sofiana, N. E., & Nurhidayati, M. (2023). Exploring the Influence of Work-Family Balance
and Burnout on Working Mothers’ Character-Building Efforts in a Post-Pandemic World. Islamic
Guidance and Counseling Journal, 6(1). https://doi.org/10.25217/igcj.v6i1.3623
E-ISSN: 2614-1566
Published by: Institut Agama Islam Ma’arif NU (IAIMNU) Metro Lampung
Exploring the Influence of Work-Family Balance
and Burnout on Working Mothers' Character-
Building Efforts in a Post-Pandemic World
Evi Muafiah1*, Neng Eri Sofiana2, Maulida Nurhidayati1
1 Institut Agama Islam Negeri Ponorogo, Indonesia
2 Pesantren Mahasiswa Al-Mutawakkil Ponorogo, Indonesia
evimuafiah@iainponorogo.ac.id*
Article Information:
Received January 18, 2023
Revised March 24, 2023
Accepted June 14, 2023
Keywords: burnout; post-
pandemic; work-family balance;
working mother
Abstract
Even though the pandemic has ended, working mothers face challenges in
achieving work-family balance so that children's character education goes
well. This paper looks at the effect of Work-Family Balance (WFB) and
burnout on working mothers in carrying out character education for
children after the COVID-19 pandemic. The method used is a quantitative
method with a survey design. Data was collected from distributing
questionnaires on the Google form filled in by female lecturers at the
Islamic University in Indonesia. The findings of this study indicate that
there is an effect of WFB and burnout on post-pandemic children's
character education. Female lecturers at Islamic universities can be
categorized as working mothers who can achieve WFB and educate their
children well so there are no born-outs. This research shows that even as
working mothers, lecturers at an Islamic university can carry out their role
in children's education well.
INTRODUCTION
Working mothers all over the world, have struggled quite hard during the pandemic. In
the US, they reported psychological distress (moderate mental illness and serious mental
illness) (Kirwin & Ettinger, 2022). In Ireland, they have experienced negative emotions, and
the redefinition of family dynamics, and adopted additional and disproportionate care burdens
(Clark et al., 2020). The big impact of the Covid pandemic on a mother, especially because of
the transition to activities that are centered at home, both work and education (Hoofman &
Secord, 2021). In Indonesia, high-stress levels often occur at the start of implementing study
from home (Susilowati & Azzasofia, 2020). How could it not be, during a pandemic, school
activities and office work were centered at home? This makes working mothers who work from
home take on the role of teacher at home even more actively. Even though usually, children's
education will be directly assisted by a teacher at school. So this places mothers who work
during a pandemic have many roles, and are prone to burnout. Indeed, the distance education
model seven this do not have readiness from teachers, parents, and students (Sari & Nayir,
2020). Likewise in Indonesia, many problems arose in distance learning during the COVID-19
pandemic.
The piling up of roles for working mothers that occurred during the pandemic, especially
for women who are often attached to domestic roles, so that when they work in the public, they
will bear a lot of burdens. This certainly can affect the balance of work (Muafiah & Sofiana,
2022; Adisa et al., 2021a). The challenge of the work-family balance is very complex, such as
https://journal.iaimnumetrolampung.ac.id/index.php/igcj
https://doi.org/10.25217/igcj.v6i1.3623
https://orcid.org/0000-0002-7965-8782
mailto:evimuafiah@iainponorogo.ac.id
https://orcid.org/0000-0001-7411-6223
https://orcid.org/0000-0001-5231-7024
Muafiah, E., Sofiana, N. E., & Nurhidayati, M.
197
Islamic Guidance and Counseling Journal
Vol. 6, No. 1, pp. 196-208, 2023
issues combining social, work, family, and educational dimensions thus requiring integrated
coping of individual, family, and political strategies (Cantera et al., 2009). several previous
studies confirmed the existence of a relationship between work and family that can influence
each other (Fisher, 2001; Muafiah & Sofiana, 2022) because it is a different domain (Clark,
2000; Muafiah & Sofiana, 2022).
On the other hand, the problems during this pandemic left a lot of other homework. Re-
adjustment of education and character-building for children who were centered at home and
underwent distance learning for quite a long time (around 2-3 years, from 10th of March 2020
to 2022) to be able to return to study at school. The existence of a pandemic by utilizing virtual
world features as a medium for children's learning has had various impacts. This is like
optimizing teaching and learning activities during a pandemic which is mostly done by giving
assignments or homework to children through applications (Syarifuddin, 2022), and this tends
to make students feel bored, causing a feeling of laziness and a lack of interest in learning
(Yunitasari & Hanifah, 2020). In addition, giving this assignment is considered less effective
in understanding concepts, reflecting, and cultivating character in children (Ashari &
Nugrahanti, 2022), even become a learning loss(Budi et al., 2021), because certain values
cannot be conveyed directly if learning is only through internet media. Not only that, children
tend to try less because it is too instant or easy to find answers through search engines compared
to trying to find answers in textbooks or reading books, and children also become addicted to
the internet. In another study, it was found that there were students who were sick because they
were tired of busy assignments during the pandemic, besides that, they also could not help their
parents because of the busy study hours (Ulfa & Mutiah, 2021).
This phenomenon is a challenge for children's development, meanwhile, Work-Family
Balance itself is a barometer of work and family life that can run harmoniously and be well
integrated (Frone, 2003; Hirschi et al., 2019;Greenhaus et al., 2003; Grzywacz & Carlson, 2007;
SC Clark, 2000; Fagan, 2008; Lambert et al., 2006). A working mother who has children who
are in school certainly has more family demands. Looking at WFB in working moms post-
pandemic is something that needs further research, especially its relationship with character
education which has been affected by the pandemic.
Character education itself is part of Islamic education which aims to achieve harmony,
harmony, and balance in various aspects, namely the relationship with Allah SWT, himself,
fellow human beings, other creatures, and the environment (Ministry of Religion of the
Republic of Indonesia, 2004). The application of education is not only carried out at school but
also at home or in the family. The main task of the family for children's education is to lay the
foundation for moral education and a religious outlook on life (Setiawan, 2021). The nature and
character of children are mostly taken from their parents and other family members (Hasbullah,
2009). The character education referred to in this study is religious character, honesty,
discipline, responsibility, caring for others, and caring for the environment. These six characters
are characters that can help harmonize life between all aspects of life under the goals of Islamic
education with the process, habituation, and exemplary (Ngatiman & Ibrahim, 2018), as well
as the foundational characteristics that a child must have. This is important because the COVID-
19 pandemic has affected the implementation of character education and Islamic education
(Abdusshomad, 2020).
Furthermore, when working mothers try to achieve WFB by balancing the demands of
work and family, they can experience burnout, because burnout is one of the factors that can
affect work-life balance or work-family balance (Prabowo et al., 2020; Mahmudah et al., 2022).
Moira emphasized that being a parent can be stressful (Mikolajczak et al., 2019), let alone being
a parent who also works. Rakhmawati stated that the experience of several working mothers in
Indonesia in various sectors felt an increased workload, felt boredom, and physical and
emotional exhaustion during the Covid-19 pandemic (Rakhmawati, 2022), as well as female
Exploring the Influence of Work-Family Balance and Burnout
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teachers in Turkey who experienced emotional exhaustion, stress, low motivation and job
satisfaction, and balance problems between home and work(Kara et al., 2021). So, this article
is here to see how working mothers achieve WFB with the challenges of post-pandemic
character education and the threat of burnout.
The Rationale of The Current Study
There have been many studies discussing aspects of WFB in working mothers during a
pandemic (Kirwin & Ettinger, 2022; Adisa et al., 2021b; Chung et al., 2022; Martucci, 2021)
or character education in families during a pandemic (Batubara et al., 2020; Suherman &
Wathan, 2021; Jannah & Umam, 2021; Prabowo et al., 2020; Setiawan, 2021). Likewise with
post-pandemic children's character education (Nugroho, 2022; Prabowo et al., 2020) but the
discussion related to the character education of children affected during the pandemic and its
relation to work-family balance and burnout of the mother has not been found much. Only
found the effect of work-family conflict on the burnout of female lecturers who work from
home (Fitriasari et al., 2022). So, this article is here to fill that void. This was done because
when the COVID-19 pandemic hit the earth which had an impact on limited movement or
mobility, even the centralization of activities at home, such as teaching and learning activities
and office work was certainly a challenge for a working mother. Muafiah et al. (2023) has
summarized the experiences and roles of female lecturers at the Ponorogo State Islamic Institute
who experienced a buildup of burdens and responsi bilities a working mothers during a
pandemic. Furthermore, this research will look at the challenges of working mothers in
educating children's character and achieving Work-Family Balance, so that it will give an
overview of how the context occurs in working mothers to achieve harmony.
Purpose and Hypothesis
The purpose of this research is to look at the effect of WFB on character education and
burnout among working mothers after the pandemic. The conceptual model in this study is
shown in Figure 1. Based on this conceptual model, the hypothesis used is as follows:
H1: Work-family balance positive and significant effect on character-building
H2: Burnout positive and significant effect on work-family balance
H3: Burnout positive and significant effects on character-building
H4: Work-family balance mediates the relationship between burnout and character-building
Work-family
Balance
Burnout
Character-
building
H1
H3
H2 H4
Figure 1. Conceptual model
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METHODS
Design
This research is included in survey research because researchers collect data through
samples that represent the population. This study was designed to analyze the causal
relationship between one variable and another.
Participants
The population in this study are female lecturers in the Islamic university environment
who have children over 4 years old. The sample in this study was 200 people and were female
lecturers from various Islamic campuses in Indonesia. The sampling technique is carried out
Tabel 1. Research Instruments
No Variable Indicator Operational Definition
1 Work-Family
Balance
job
satisfaction
The condition of working mothers who are satisfied with
their work. This can be marked by a sense of pride,
enthusiasm, persistence, and good work results, unaffected
by demands in the family.
organizational
commitment
The condition of working mothers who have the support of
a good working environment. This can be characterized by
good relationships with coworkers, then coworkers who
can be invited to work together, he helps provide solutions
when in trouble.
family
satisfaction
The condition of working mothers who are satisfied with
the condition of the house. This is marked by family
members helping to do household chores, then working
mothers can adjust their time and work and family
responsibilities.
family
performance
A state of family role or performance that provides a good
mood for working mothers when they are at home, even
though they have a lot of work demands, provides energy
and support to do the job.
role conflicts The condition of working mothers who can do work
according to their position, and accept jobs without any
conflicts or other problems.
2 Burnout Burnout State of burnout in terms of mental, physical, and
emotional characterized by feelings of frustration because
they cannot balance time between family and work, a lack
of productivity, and a feeling of being the one to blame for
the problems that occur.
3 Character Building
Religious Religious characteristics bring children closer to God, such
as praying in every activity, reciting the Koran, praying 5
times on time, and being grateful for what happened.
honest Honest character by ensuring children do assignments
without cheating, speak according to facts and can admit
their mistakes.
disciplined Discipline character by ensuring children get up early,
comply with school rules properly and collect assignments
on time.
responsible Responsible character by making sure the child does the
job well invites the child to do homework, and is serious
about doing anything.
caring for
others
The character of caring for others by teaching children to
assist those in need, and sharing food or toys with other
family members.
caring for the
environment
Characters care about the environment by teaching
children to garden or plant trees, save electricity, and
maintain cleanliness.
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using purposive sampling or sampling techniques with certain considerations. In this study, the
considerations were female lecturers in the Islamic university environment who had children
over the age of 4 years. This age limit was chosen because, at this age, children in Indonesia
can already enter playgroup educational institutions.
Instruments
Data collection in this study was carried out by distributing questionnaires to respondents.
This technique is carried out by giving a set of written statements to the respondent to answer.
The questionnaire given was a type of closed questionnaire in which the respondent was asked
to choose an answer according to the conditions felt. The answer for each statement uses a
Likert scale with four answer choices, namely Often, Often, Rarely, and Never with a scoring
rule of 4-3-2-1 for positive statements and a scoring of 1-2-3-4 for negative statements. The
distribution of the questionnaire was carried out using the Google form to respondents who met
predetermined criteria.
The research instrument was prepared using several theories from experts by making
several modifications. The questionnaire is prepared based on the indicators that build each
construct, namely:
Work-Family Balance
Work-family balance is a situation where working parents can balance the demands of
family and work, they have good time management, conflict management, and parenting
(Muafiah & Sofiana, 2022). There are 5 indicators of the work-family balance instrument,
namely job satisfaction, organizational commitment, family satisfaction, family performance,
and role conflict (Grzywacz & Carlson, 2007).
Burnout
The indicator is who feels frustrated or mentally, physically, and emotionally exhausted,
then cynicism or guilt, being cynical, and tends to be alone and unproductive or ineffective in
acting and behaving (Leiter & Masclah, 2017).
Character-Building
There are 18 indicators of the value of character education according to the Ministry of
National Education of Republic of Indonesia (Nurfalah, 2016), but only 6 character education
values are used in this paper as the most core characters or are felt to be most affected by the
pandemic, including being religious, honest, disciplined, responsible, caring for others, and
caring for the environment.
The instruments are structured in several stages, namely determining the variables
studied, formulating conceptual definitions (obtained based on existing theory), compiling
operational definitions, compiling instrument grids, and compiling instrument items. Before
distribution, construct validity was tested by involving 3 experts to provide opinions about the
suitability of the questionnaire with the theory used. Then the instruments trials were carried
out in the field involving 30 people to see the validity of the factors and the validity of the
instrument items and the reliability of the compiled instruments.
The results of testing the instruments on 30 respondents showed that the instrument was
valid because the correlation value of all instrument items was more than a critical r, namely
.361, and reliable. After all, it had a Cronbach's alpha value of more than .7. These results
indicate that the developed instrument is feasible to be used as a data collection tool for 200
respondents.
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Procedures
The method used in this research is the quantitative method. The data used in this study
were obtained from the results of a questionnaire that had been filled out by female lecturers at
Islamic universities who had children over 4 years old. The distribution of the questionnaire
was carried out using the Google form. In addition to containing statements related to indicators
of work-family balance, burnout, and character-building, the Google form that was created also
asked for information about the demographics of the respondents, such as age, number of
children, and employment status (civil servant or non-civil servant).
Data analysis
Before analysis, the data obtained was first checked to ensure that the respondents who
filled out the questionnaire were lecturers who had children over 4 years of age and checked
the respondents' answers to ensure that the answers given were complete without any blank
answers. If there are respondents who do not fulfill one or both then these respondents are not
included in the analysis. Then scoring the respondent's answers is 4-3-2-1 for positive
statements and 1-2-3-4 for negative statements. After the scoring process is complete, proceed
with data tabulation.
To analyze causal relationships and conceptual models, this study uses the Partial Least
Square Structure Equation Model (PLS-SEM). The PLS-SEM model was chosen because it can
be applied to develop a theory or build a theory (predictive orientation). In addition, PLS-SEM
can also work very well with large sample sizes and requires latent variable scores for follow-
up analysis (Chin, 1998; Hair Jr et al., 2021) To achieve the research objectives, the analytical
steps are the evaluation of the measurement model to measure convergent validity, discriminant
validity, and construct reliability and followed by an evaluation of the structural model.
Convergent validity is measured using scores average variance extracted (AVE) where
the AVE value for each construct must be more than .5 (Chin, 1998; Hair et al., 2009; Henseler
et al., 2009). The discriminant validity value requires that the AVE square root value must be
greater than the correlation value between latent constructs (Fornell & Larcker, 1981). The last
test on the evaluation of the measurement model is the reliability of the composite reliability
(CR) where each construct must have a value above .7 (Henseler et al., 2009).
RESULTS AND DISCUSSION
Results
Table 2 shows the characteristics of the respondents in this study. This study involved
200 respondents who were female lecturers in the Islamic university environment who had
children over 4 years of age. From Table 2 it is known that the lecturers who were respondents
in this study were mostly in the age range of 38 to 47 years, namely 43%, the rest were in the
range of 28-37 years (41.5%) and above 48 years (15.5%). The number of children owned by
lecturers is 1 to 5 children with the highest number being lecturers with 1 child namely by 45%.
As for the status, 78.5% are civil servant lecturers and the rest are non-civil servant lecturers.
Evaluating the measurement model is done by measuring convergent validity,
discriminant validity, and construct reliability. The results of the measurement model
evaluation are shown in Table 3. Table 3 shows that the work-family balance has an average of
3.43 with a standard deviation of .56 which shows that most lecturers agree with the statements
given and have almost the same rating range. This also applies to burnout which has a mean
value of 3.46 and a standard deviation of .57. Character-building has a mean value of 3.51 and
a standard deviation of .56. The results of convergent validity testing for each of the work-
family balance, burnout, and character-building constructs were .555, .730, and .552 which
were more than .5, meaning that all constructs met convergent validity. Discriminant validity
Exploring the Influence of Work-Family Balance and Burnout
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is fulfilled because all the AVE roots of each construct are more than the correlation between
the latent constructs.
Reliability testing was carried out using a composite reliability (CR) measure. The CR
value is more than .7 which indicates that reliability is fulfilled. Evaluation of the measurement
model shows that convergent validity, discriminant validity, and reliability have been met
according to the established criteria so that all constructs can be used for structural model
testing.
This study uses bootstrapping of 1000 repeat samples to estimate the statistical
significance of the path coefficients. Structural models are assessed through the coefficient of
determination and predictive relevance. The results of the analysis show that the coefficient of
determination for character-building is 56.2% which is included in the strong model criteria.
The Q square result for character-building is .298 which is positive, indicating that the model
has predictive relevance. Based on these two results indicate that the model for character-
building is appropriate. The same thing applies to the work-family balance which shows a
coefficient of determination of 46.2% which is included in the moderate model criteria and a Q
square value of .249 which is positive indicates a predictive relevance model.
The results of testing the direct effect, indirect effect, and total effect for each construct
are shown in Table 4. The test results show that work-family balance has a positive and
significant influence on character-building because the p-value = .00 < .05 and the value β =
.554 which means it means that these results support H1.
For the direct effect of burnout on work-family balance, it shows a p-value = .00 < .05
and a value of β = .680 which supports H2, which means that burnout has a positive and
significant effect on work-family balance. For the direct effect of burnout on character-building,
Table 2. Survey of respondent's demographic characteristics
Measures Items N (%)
age 28-37 years 83 41.5
38-47 years 86 43
over 48 years 31 15.5
Number of children 1 90 45
2 77 38.5
3 19 9.5
4 10 5
5 4 2
Status civil servant 153 76.5
Non civil servants 47 23.5
Table 3. Descriptive statistics, alphas, and discriminant validity
Constructs
Convergent reliability and validity Discriminant validity
M SD Alpha CR AVE 1 2 3
Work-Family Balance 3.43 .56 .862 .862 .555 .745
Burnout 3.46 .57 .844 .844 .730 .680 .854
Character-building 3.51 .56 .881 .881 .552 .726 .63 .743
Notes: M = mean; SD = standard deviation; Alpha = Cronbach's alpha; CR = composite
reliability; AVE = Average variance extracted.
Table 4. Direct and indirect effects
Hypothesis Relationships
Direct effects Indirect effects
β P Β P
H1 Work-Family Balance → Character-building .554 .00
H2 Burnout → Work-Family Balance .680 .00
H3 Burnout → Character-building .253 .00
H4 Burnout → Work-Family Balance → Character building .377 .00
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it shows a p-value = .00 < .05 and a value of β = .253 which supports H3, which means that
burnout has a positive and significant effect on character-building.
For the indirect effect of burnout on character-building through work-family balance, it shows
a p-value = .00 < .05 and a value of β = .377 which supports H4, which means that work-family
balance mediates the relationship between burnout and Islamic education. The results of the
direct and indirect effects (total effect) given by burnout on character-building are β = .630.
Discussion
The test results show that work-family balance has a positive and significant influence on
character-building because the p-value = .00 < .05 and the value β = .554, which means that
these results support H1. When work-family balance can be achieved, children's education will
be carried out properly. This is because a working mother who has been able to achieve work-
family balance, can place herself in terms of time, and involvement, and produce balanced
satisfaction between life or family demands and life or work demands. In achieving work-
family balance, proportional time and good involvement will be able to encourage the birth of
balanced satisfaction (Hijriyani et al., 2022). The education of a child is of course not only the
responsibility of a mother, but the figure of a mother has a very large influence and contribution
to the growth and development of a child. This is because, in Islam, a mother acts as the first
school for her children. Like a new white sheet of paper that doesn't have any writing, that's
how the image of a child is born (Sofiana, 2020). The first school for children is carried by a
mother because mothers have a different touch, Ailwood (2007) said that motherhood is very
influential on children's education. This is different from maternalism which is formed by
cultural understanding that places the parenting role only on a single mother.
On the other hand, it is more difficult for working mothers to reach WFB than men (Adisa
et al., 2021a). A patriarchal culture that places women closely with childcare and household
matters such as cooking, cleaning, and other household needs makes women carry out multiple
roles, so women have to make a bigger effort to be able to achieve WFB. Especially during the
pandemic, work and education were centered at home due to restrictions on activities outside
the home. WFB is an important contribution to achieving well-being and a healthy and well-
functioning society (Grzywacz & Carlson, 2007).
In some respondents, in short interviews, children's education which is carried out at
home is carried out alone or by the mother directly on the sidelines of online teaching, but in
several other lecturers using the services of a child's study companion, sharing roles with the
child's father, or assisted by members other family members (grandmothers, cousins, others).
Likewise, when the pandemic ended, the patterns of working hours and children's school hours
were still undergoing many adjustments, so it became a challenge in itself to be able to achieve
WFB.
For the direct effect of burnout on work-family balance, it shows a p-value = .00 < .05
and a value of β = .680 which supports H2, which means that burnout has a positive and
significant effect on work-family balance. Burnout is one of the things that affects the work-
family balance. When someone experiences burnout, work-family balance is not achieved. This
is because burnout is one of the benchmarks for achieving WFB. The burnout that occurs will
create instability and imbalance between work and family demands. The higher the demands of
work and family, will trigger conflict. This work-family conflict occurs because the family
affects work or work affects the family (Soelton et al., 2020).
For the direct effect of burnout on character-building, it shows a p-value = .01 < .05 and
a value of β = .253 which supports H3, which means that burnout has a positive and significant
effect on character-building. This means that when working mothers experience burnout, their
children's education will be disrupted. Burnout occurs when a working mother experiences
stress because of her job, both physically, mentally, and emotionally. According to the Ministry
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of Health of the Republic of Indonesia, burnout syndrome in terms of physical fatigue is
characterized by a lack of energy and feeling tired all the time, while emotional exhaustion is
characterized by depression, feeling helpless, and feeling trapped at work. Meanwhile, mental
fatigue is characterized by a cynical and negative attitude towards others, harming oneself,
work, life, and other aspects of life. These three signs of burnout will certainly greatly affect
the success of children's education in the family. Especially during a pandemic, the boundaries
between work and family become difficult to distinguish, because they are deep in one time,
circumstance, and place, it home. Likewise, during the post-pandemic period, there have been
adjustments to various life patterns towards post-pandemic life.
For the indirect effect of burnout on character-building through work-family balance, it
shows a p-value = .04< .05 and a value of β = .377 which supports H4, which means that work-
family balance mediates the relationship between burnout and character-building. The results
of the direct and indirect effects (total effect) given by burnout on character-building are β =
.630 with p-value = .00 < .05. Burnout is different from ordinary fatigue, it is related to work
demands, but in reality, it will affect every aspect of a person's life.
In this study, female Islamic Higher Education lecturers were able to balance work and
family demands, even during the post-pandemic period, so that WFB could be achieved, and
children's education could be carried out properly. This is because there is no burnout effect.
Burnout itself is very influential in achieving WFB. The percentage of influence given is 46.2%,
which means moderate influence, which indicates that other factors affect WFB. Likewise, the
education of children affected by WFB and burnout shows the magnitude of the effect on both
variables of 56.2%, meaning that most of the education of children during the pandemic was
affected by WFB and burnout experienced by mothers.
Implications
The results of this study found that work-family balance and burnout of working mothers
affected children's education after the COVID-19 pandemic. The achievement of WFB is one
of the important things that can support the implementation of good children's education, and
avoid the burnout of a working mother, especially after the pandemic. When all educational and
work activities are re-adjusted after previously being centered at home.
Limitations and Suggestions for Further Research
The author realizes that the respondents in this article are limited to female lecturers at
several Islamic state campuses in several cities in Indonesia which cannot be generalized to all
existing working women or mothers, but this can be an illustration and consideration for further
research. This research does not cover the role of lecturers in several other structural activities.
Assuming there is no difference between lecturers who have additional tasks in the campus
structure and lecturers who do not have these additional responsibilities.
CONCLUSIONS
This study concludes that there is an effect of WFB and burnout on the education of
working mothers after the COVID-19 pandemic, but in the case of Islamic university female
lecturers, it can be said that they are still able to educate their children well so that they can
achieve work-family balance and there is no influence or symptoms burnout.
ACKNOWLEDGMENTS
The authors are grateful to all respondents for the data collection.
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AUTHOR CONTRIBUTION STATEMENT
The Authors of this research played a role in writing this article and agreed with the final
version of it.
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