Perception of STEAM Teachers on the Influence of Work-Life Balance on Well-being and Teaching Performance

Abstract

Perception on the influence of work-life balance on well-being and teaching performance of higher education institution Science, Technology, Engineering, Agriculture and Mathematics (STEAM) teachers in Region IV-A CALABARZON (CAVITE, LAGUNA, BATANGAS, RIZAL AND QUEZON) was explored in this descriptive research. Work-life benefits available in educational institutions include equal access to promotion, training and sickness leaves. Using weighted mean and frequency, teacher-respondents confirmed that their personal life is sometimes affected by work. Qualitative data gathered through semi-structured interviews identified the perceived impact of work-life balance to the well-being and teaching performance of STEAM teachers which included effects on physical health, job and family satisfaction, psychological well-being, emotional state and relationship with students when teaching, time-management, and burnout tendencies. Results of this study may assist educational institutions to develop, review, and provide written policies on work-life balance of teachers as well as non-teaching personnel.

Equilibrium in the Classroom: A Systematic Review of Strategies for Work-Life Balance among Mathematics Teachers

“…It was not supported enough by the senior management. In another related study conducted in the Philippines, Quintana et al (2019) reported that 60 percent of participants who participated in the study who are STEAM teachers confirmed that school tasks often affect their home activities. Hence, low work-life balance can bring about job stress, poor health, and diminished family functioning, leading to low productivity and organizational commitment (Bell, Rajendran, & Theiler, 2012).…”

“…Work-Life Balance has emerged as a critical area of research in human resource management, education, sociology, and other related disciplines. It has become essential in retaining the best employees and attracting talented individuals to several organizations (Kluczyk, 2013;Quintana et al, 2019;Ramasamy &Renganathan, 2017;Sojka, 2014). Even job seekers decide based on this criterion by weighing if an equilibrium exists between working hours and personal lives before accepting an offer (Tanvi & Fatima, 2012).…”

“…Research has shown that many work-life balance studies are directed at organizational or company variables. Even very few studies investigated teachers' work-life balance, while that of Mathematics teachers and other sciences are so scanty (Lazar, Osoian&Ratiu, 2010;Quintana et al, 2019). Available scant studies on science and Mathematics teachers revealed that they experience poor affective well-being due to unique stressors at work, such as the difficulty of the subjects, high level of anxiety, trouble in getting materials to use in teaching, and so on (Karakus et al, 2021).…”

“…In a study on the extent to which work-life balance interferes with personal lives, Science, Technology, Engineering, Agriculture, and Mathematics (STEAM) teachers revealed that having so much to do regarding workload and related assignments hinders spending quality time with their families. Thus, school pressure affects family life (Quintana et al, 2019). In a qualitative study by Mujtaba et al (2013) on factors that led to positive or negative stress among secondary school Mathematics and Science teachers, it was reported that there was more pressure on Mathematics teachers.…”