Quality of Work-Life Balance among Teachers and their Performance in Face-To-Face Classes
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 21, Issue 5
Abstract
This study, conducted in South and North Madalum District Schools, Division of Lanao del Sur II, during the school year 2022-2023, employed a descriptive correlational research design to explore the quality of work-life balance among teachers and its impact on their performance in face-to-face classes. The research focused on selected schools in Madalum, Lanao del Sur, Philippines, with 100 elementary and primary school teachers participating. The study revealed that the majority of teachers were in the 36-40 years age group, female, married, held a Master's Degree, and had less than 5 years of teaching experience. The study also revealed a satisfactory perception of work-life balance, personal-life balance, and family-life balance among teachers. Regarding teaching performance, more than half of the respondents received an outstanding rating, indicating a high level of satisfaction and competence. Moreover, there was a significant and negative relationship between the perceived quality of work-life balance and teaching performance rejecting the null hypothesis of the study. In contrast, the variables related to personal-life balance and family-life balance did not show a significant relationship with teaching performance. However, a critical finding emerged, revealing a significant and negative relationship between the perceived quality of work-life balance and teaching performance. Teachers reporting lower work-life balance were more likely to exhibit poorer teaching performance. It was recommended that counselling services and mentoring programs may be provided for teachers to assist them in managing their professional and personal responsibilities.
Authors and Affiliations
Omirah Wahab, Vilma Arazo
Keywords
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- EP ID EP761171
- DOI 10.5281/zenodo.12594312
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