Beyond Burden: How Workload Balance Promotes Social Well-Being among University Lecturers in Indonesia

Abstract

The academic profession has experienced an intensification of workload that has implications for various aspects of lecturers' well-being, including social well-being. Global literature has highlighted the negative impact of workload on well-being, but local evidence in Indonesia, particularly on the social dimension, is still limited. This study aims to examine the effect of workload balance on the social well-being of lecturers at private universities in Bandung. The research design used a cross-sectional approach with consecutive sampling technique. A total of 119 lecturers from five private universities in Bandung participated as respondents. Data were collected through a self-administered questionnaire adapted from lecturer workload regulations and Keyes' social well-being framework. Data analysis was performed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results of the analysis show that work-life balance has a positive and significant effect on social well-being (β = 0.536; p < 0.001) with an R² value of 0.287. This means that the more lecturers feel able to manage their workload, the higher their level of social well-being. This finding supports the Job Demands–Resources Theory, which places balanced workload as a job resource that strengthens social engagement and a sense of togetherness. This study confirms that workload is not merely a source of stress, but when balanced, it can function as a protective factor that strengthens social well-being. This study contributes to the literature by presenting a positive perspective of workload in the Indonesian academic context. Further research is recommended using a longitudinal design with a broader sample coverage to strengthen external validity and explore other mediating and moderating variables.