| Abstract/Notes |
Objective: This study explored chiropractic educators’ perceptions of work–life balance and its perceived implications for mental and social well-being in Malaysia.
Methods:A descriptive qualitative study was conducted using purposive sampling of full-time chiropractic educators with varied gender, academic experience, administrative responsibility, and clinical supervision load. Ten faculty members consented to participate and completed semistructured interviews conducted in person or by videoconference. Interviews were audio-recorded, transcribed verbatim, and analyzed using reflexive thematic analysis.
Results: Seven themes were identified: blurred boundaries and overwork; role identity tension across educator, clinician, researcher, and student roles; collegial support as a buffer; community belonging, ranging from solidarity to estrangement; boundary negotiation and personal rules; cultural and interpersonal friction; and institutional friction tied to administrative intensification and leadership signals. These were organized into 4 domains: work–life balance, social well-being, mental well-being, and institutional support.
Conclusion: Chiropractic educators in Malaysia described blurred work–life boundaries, competing role demands, and institutional and cultural factors that shaped their mental and social well-being. Experiences of collegial support and boundary negotiation varied across participants and influenced perceived capacity for recovery and social connection. Together, these findings highlight the interplay between individual practices and institutional contexts in shaping educator well-being.
Author keywords: Chiropractic; Health Educators; Work–Life Balance; Qualitative Research; Malaysia
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