Teachers’ Work-Life Balance and Well-Being Across Opol East District, Division of Misamis Oriental
DOI:
https://doi.org/10.59573/emsj.8(4).2024.9Keywords:
work-life balance, well-beingAbstract
The study investigates the relationship between work-life balance and well-being among teachers in Opol East District, Misamis Oriental for the 2023-2024 school year, focusing on workplace support, work-family conflicts, and satisfaction. It involved 159 teachers selected through random sampling and used a descriptive-correlational design with an adapted questionnaire. The findings indicate a generally positive work-life balance, with satisfaction being closely linked to overall well-being. Emotional well-being was particularly strong, while work-family conflict mainly impacted mental well-being, and family-work conflict was significantly associated with social well-being. The study emphasizes the crucial role of workplace support in fostering teachers' well-being and suggests that targeted interventions are needed to manage specific conflicts. It concludes that enhancing work-life balance through supportive policies and a better working atmosphere can significantly improve teachers' well-being, satisfaction, and overall educational outcomes. Schools and educational institutions are encouraged to focus on creating environments that support teacher satisfaction and well-being, contributing to a stronger educational community.
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