This research investigates how sociodemographic and professional variables shape work-family balance (WFB), work engagement (WE), and organizational commitment (OC) among university professors in Portugal. While prior research has examined the relationship between these constructs, limited attention has been given to how personal and professional characteristics can influence such experiences in academic contexts. Addressing this gap, the study adopts an exploratory and comparative design, analyzing two independent cross-sectional samples: Study 1 (N = 409, collected between 2015-2019) and Study 2 (N = 311, collected between 2024-2025). Participants responded to validated instruments: the Utrecht Work Engagement Scale (Schaufeli & Bakker, 2003), the Organizational Commitment Scale (Allen & Meyer, 1990), and the Work-Family Scale (Carvalho & Peralta, 2009), along with a sociodemographic questionnaire including age, sex, marital status, number of children, seniority and working hours per week at the current place of work, and institution type (public vs. private). Analyses included descriptive statistics, correlation analyses, t-tests, ANOVAs, and post-hoc comparisons. Results partially supported the study's hypotheses: women and mothers consistently reported higher levels of work-family conflict (WFC), while marital status had mixed effects. Across both studies, profiles combining gender and parental status revealed important interaction patterns. Study 2 showed a significant decline in organizational commitment and an increase in WFC and dedication - pointing to a shift in how faculty members relate to their institutions amid evolving work conditions. By integrating individual and contextual variables, this research contributes to the understanding of psychosocial experiences in higher education and informs organizational practices promoting equity, well-being, and retention.