This study investigates the evolving nature of work-life balance (WLB) among female educators in Jaipur, India, by integrating perspectives on technostress, hybrid teaching, and caregiving responsibilities. Unlike earlier studies that focused narrowly on stress and satisfaction during the COVID-19 crisis, this research adopts a comparative framework, examining pre-pandemic, pandemic, and post-pandemic shifts. Using data from 100 female teachers in private schools, the study applies exploratory factor analysis (EFA), ANOVA, and cluster analysis to identify teacher sub-groups and the moderating effects of institutional support. Findings indicate that technostress dimensions—such as techno-overload, techno-invasion, and digital fatigue—significantly shaped teachers’ work-life balance. Results also show that hybrid teaching amplified gender disparities, with mothers reporting higher work–family conflict than peers. The study concludes with recommendations for digital well-being interventions, institutional equity policies, and future-ready hybrid models.