Quality of work-life plays a critical role in shaping employee satisfaction, productivity, and the overall effectiveness of higher educational institutions. Female staff in these settings encounter distinct challenges arising from the need to balance demanding professional roles with personal and family responsibilities. The present study was undertaken to examine and compare the quality of work-life experienced by female teaching and administrative staff working in higher educational institutions across Sivagangai District, Tamil Nadu, India. A cross-sectional survey approach was adopted to gather data from 250 female staff members, comprising 150 from the teaching category and 100 from the administrative category, drawn from 15 institutions in the district. A structured questionnaire was used to measure eight dimensions of work-life quality, including work environment, compensation, work-life balance, job security, professional development, organizational culture, autonomy, and health and safety. Findings revealed that teaching staff scored notably higher in professional development and autonomy compared to their administrative counterparts, and the differences were found to be statistically significant. On the other hand, administrative staff reported comparatively better work-life balance than teaching staff. When taken as a whole, both groups registered moderate levels of overall quality of work-life, though teaching staff maintained a marginally higher score