JUGGLING ROLES, LIVING REALITIES: EXPERIENCES OF MILLENNIAL TEACHERS IN WORK-LIFE BALANCE

Educational Administration

Results of this qualitative phenomenological study revealed the lived experiences on work-life balance of nine (9) millennial teachers at New Bataan National High School. The study sought to understand how these educators manage the dual responsibilities of their professional duties and personal lives, examining the challenges they have faced, their coping mechanisms, and the insights they have gained from their experiences. The interviews with each of the millennial teachers yielded compelling stories of how they navigate their professional and personal lives. All of them struggled to balance family life and the intensive schedule of the job with emotional exhaustion. Nevertheless, they used several strategies to deal with the demands: prioritization, time management, boundary setting and family support. Their results demonstrated the importance of work–life balance in preserving the well-being and job satisfaction of teachers. The importance of institutional support by providing flextime, emotional support, and opportunities for professional development to achieve work-life equilibrium was evident in the study. The findings of the study provided data useful for school administrators, policy makers and a new generation of researchers interested in understanding millennial teachers and how to continue to foster well-being among educators.

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