Work-life Imbalance and Well-being among Public Secondary School Teachers

Claudette S Ragmac; Gina F Labitad

doi:10.71097/IJSAT.v16.i3.8076

Work-life Imbalance and Well-being among Public Secondary School Teachers

Author(s)	Ms. Claudette S Ragmac, Dr. Gina F Labitad
Country	Philippines
Abstract	This study examined the level of work–life imbalance and its relationship to the overall well-being of public secondary school teachers in Cagayan de Oro City, during the school year 2025-2026. The primary concern addressed was how various aspects of work–life imbalance affect teacher well-being and performance. Specifically, the study aimed to assess the respondents’ experiences in terms of workload, work–personal boundaries, time management, use of technology, and family–work responsibilities, and their level of well-being based on physical, mental and emotional, social, financial, career, and occupational. A total of 200 public secondary school teachers participated in the study using a universal sampling technique. A descriptive-correlational research design was applied, and a researcher-made questionnaire was used to gather data. Descriptive statistics such as frequency, percentage, mean, and standard deviation were employed, while Pearson’s r was used to test the significant relationships between the variables. Key findings indicated that among the work–life imbalance, family–work responsibilities got the highest mean score which was interpreted as very high. While time management got the lowest mean, which interpreted as high. In terms of well-being, financial emerged with the highest mean, also interpreted as very high, and occupational had the lowest mean, interpreted as high. These results reflect a pronounced emphasis on the economic and professional dimensions of teacher welfare. A statistically significant relationship was found between work–life imbalance and teacher well-being, emphasizing the interconnectedness of personal and professional stressors. Grounded in the Job Demands–Resources Theory, affirms that lower levels of work–life imbalance are associated with higher levels of well-being. Therefore, it is recommended an institutional intervention that prioritize teacher welfare through enhanced time management training, improved workplace culture, and structured wellness programs.
Keywords	Teacher’s Work Life Imbalance, Well- being
Field	Sociology > Education
Published In	Volume 16, Issue 3, July-September 2025
Published On	2025-09-05
DOI	https://doi.org/10.71097/IJSAT.v16.i3.8076
Short DOI	https://doi.org/g93b6m

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Work-life Imbalance and Well-being among Public Secondary School Teachers

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