Work-Life Balance and Performance Climate Among Teachers in Rural Communities

Le résumé fourni par la source

Work-life balance and performance climate are essential to the well-being and effectiveness of teachers, particularly in rural communities where professional and personal responsibilities often overlap. The main objective of the study was to determine the work-life balance and performance climate of public elementary school teachers in Kibawe East District, Division of Bukidnon for the School Year 2025–2026. Specifically, this study aimed to describe the respondents’ profile; assess respondents’ level of work-life balance; examine their behavior; evaluate their job satisfaction and productivity; determine the relationship between work-life balance and performance climate; and test the significant differences in the respondents’ performance climate when grouped according to their profile. Using a descriptive correlational design, the study involved one hundred sixty-seven (167) teachers selected through universal sampling. Data were gathered through a validated researcher-made questionnaire and analyzed using weighted mean, standard deviation, Pearson r, t-test, and ANOVA. Findings revealed that teachers exhibited a high level of work-life balance, particularly in time management, while workload emerged as the most challenging aspect. The overall performance climate was described as positive, with teacher behavior regarded as very positive, while job satisfaction and productivity were interpreted as positive. Results showed significant correlations between work-life balance and performance climate, with notable differences across profiles. The study concluded that work-life balance plays a crucial role in sustaining teachers’ professional behavior, job satisfaction, and productivity. It is recommended that the Department of Education reinforce support systems by ensuring fair compensation, reducing administrative burdens, offering wellness and capacity-building programs, and enhancing recognition mechanisms to foster a sustainable, high-performing school climate.

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