Assessing the Relationship Between Job Demands, Job Resources, Burnout, Work Engagement, and Work-Life Balance Among Teachers in a Secondary Public School

Abstract

Using the Job Demands–Resources (JD–R) Model as a framework, this study aimed to determine the association between job resources, job demands, burnout, work engagement, and work-life balance among teachers in a secondary public school. The researcher employed a quantitative research design through a self-administered survey among teachers in a secondary public school (School X) in Paranaque City, National Capital Region, Philippines using convenience sampling in selecting the participants from School X. Cronbach's Alpha tested the reliability of the data. Bivariate relationships were then explored using Pearson Correlation to determine how significant and to what degree are the relationships among the investigated variables. The results confirmed the following relationships based from the hypothesized JD–R Model: (1) there is a positive association between job demands and burnout; (2) there is a positive association between job resources and work engagement; and (3) there is a negative association between burnout and work-life balance. However, the data from this study revealed that there is no significant association between work engagement and work-life balance. Finally, in predicting work-life balance using burnout and work engagement, only burnout remains the significant regressor. This study contributed to the limited Philippine-based literature explaining how job demands and resources are associated with burnout and work engagement, respectively, and how these mechanisms are integral to the work-life balance of public-school teachers. The study found that work-life balance among public school teachers may improve by primarily managing and reducing the demands of their jobs.