This paper argues that work–life balance may influence the wellbeing of teachers in further education (FE) in the UK, and this may occur where the lack of adequate balance engenders emotional labour and burnout. This effect may be compounded where there is lack of social support. However, personality variables such as hardiness may influence the extent to which teachers feel in control of their work. It is argued that LOC (locus of control) and efficacy are other variables which may influence teachers’ perceptions of themselves and feelings of being in control of demanding situations. The extent to which LOC/self-efficacy and Work Life-Balance (WL-B) are significant influences on emotional labour and burnout among FE teachers in the UK requires exploration
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