WORK VALUES AND WORK-LIFE BALANCE AMONG ELEMENTARY PUBLIC SCHOOL TEACHERS

Education

This study investigated the relationship between work values and work-life balance among elementary public-school teachers in the Davao de Oro province. It focused on how work values such as security, career development, participation, and autonomy affect teachers’ well-being and productivity. The research addressed the increasing challenges teachers face, particularly the strain caused by growing workloads, administrative responsibilities, and the need for continuous adaptation to evolving educational practices. These pressures, compounded by a misalignment between personal and professional values, often led to stress and dissatisfaction, negatively impacting their productivity and work-life balance. Utilizing a quantitative, descriptive correlational design, the study surveyed 95 teachers from the DepEd Davao de Oro Division – Nabunturan East District Office, employing universal sampling to gather data on teachers' work values and work-life balance in terms of key dimensions such as readiness for change, participation, and career development, as well as satisfaction with family life and job flexibility. The results showed a significant relationship between work values and work-life balance, with factors like autonomy and financial rewards emerging as areas for improvement. The study concluded that fostering environments that enhance teacher autonomy, recognition, and support for professional development, while addressing work-life challenges such as role overload, could improve teachers' engagement and overall performance. Recommendations emphasized creating supportive work environments that integrate both intrinsic and extrinsic motivators, as well as policies that enhance teachers' work-life balance, contributing to their well-being and long-term retention.

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