The increasing deployment of educators to remote areas, such as islands, mountainous regions, and distant provinces, raises important concerns about their well-being, job satisfaction, and long-term commitment to the teaching profession. Given that the quality of education is closely linked to teacher motivation and stability (Luu, 2020; Kontar et al., 2025), understanding these realities is essential. While the importance of work–life balance in education is well established (Bisht et al., 2026; Wei & Ye, 2022; Tran et al., 2025), limited attention has been given to teachers assigned away from their families. Such assignments often involve long-distance travel, higher living costs, and the psychological strain of prolonged separation from loved ones. Çobanoğlu et al. (2023) noted that job stress and work–life imbalance are significant predictors of career dissatisfaction and burnout in the education sector. These challenges are further intensified when teachers must perform their duties under difficult living and working conditions.

For teachers assigned in distant locations, family–work balance becomes particularly complex as professional responsibilities often compete directly with familial roles and obligations (Wu & Wu, 2026; Jia & Boo, 2026; Eden, 2025; Sarwar et al., 2025). The physical distance from spouses, children, and extended family members can lead to feelings of isolation, emotional fatigue, and reduced social support. In many cases, teachers are unable to participate in important family events or provide immediate care and guidance to their children. This imbalance not only affects their personal lives but may also influence their classroom performance and overall teaching effectiveness (Galut, 2025; Kingsford-Smith et al., 2023).

Maintaining communication and connection with family members across distances requires additional time, effort, and financial resources. Frequent travel to visit family may not always be feasible due to demanding schedules and limited transportation options, further deepening the sense of disconnection. As a result, teachers may adopt coping strategies such as relying on digital communication, forming support networks with colleagues, or establishing structured routines to manage their dual roles. However, while these strategies may provide temporary relief, they do not fully address the underlying challenge of prolonged separation.