RELATIONSHIP BETWEEN WORK-LIFE BALANCE AND TEACHING EFFECTIVENESS AMONG TEACHERS

Adminitration Management

The study, titled "RELATIONSHIP BETWEEN WORK-LIFE BALANCE AND TEACHING EFFECTIVENESS AMONG TEACHERS," was conducted to address a gap in the literature regarding the direct effect of work-life balance on the broader construct of teaching effectiveness within the Philippine educational system. The theoretical framework was the Work-Family Border Theory by Clark (2000), which posits that individuals negotiate boundaries between work and personal life. The study used a descriptive correlational design and involved 164 teachers from four public secondary schools in Monkayo West District. Data was collected using adapted questionnaires and analyzed using descriptive statistics, Pearson r correlation, and multiple regression analysis. Findings indicated that teachers reported a high level of work-life balance and a very high level of teaching effectiveness. However, the correlation analysis revealed no significant relationship between the two variables (r = .004, p = .956), suggesting no direct linear association. Conversely, regression analysis showed that only the general indicator of work-life balance significantly predicted teaching effectiveness, while personal and family-life balance did not. The study concludes that although there is no significant relationship between work-life balance and teaching effectiveness as a whole, a teacher's overall perception of balance between their work and life does have a measurable impact on their performance. It is recommended that schools implement programs to support teachers' general work-life balance to positively contribute to teaching effectiveness.

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