Year: 2025
Type: article
Abstract: This study explored teachers' experiences promoting work-life balance and managing wellness in school. Specifically, it aimed to examine their perceptions of work-life balance and identify the coping mechanisms they employ in response to emerging challenges. The study adopted a phenomenological approach to understand teachers' lived experiences deeply. Participants participated in in-depth interviews with five (5) participants and in a focus group discussion with five (5) participants. Using a semi-structured online interview and coding technique for data analysis, the study surfaced essential themes. For the first objective, teachers' experiences and challenges in managing work-life balance, the themes included Improved Job Satisfaction and Personal Fulfillment, Enhanced Productivity and Teaching Effectiveness, and challenges such as Excessive Workload time Constraints and Lack of Institutional Support for Wellness Programs. Teachers also highlighted the value of a Supportive School Culture and Leadership in maintaining well-being. The second objective focused on coping mechanisms. The emergent themes included Commitment to Professional Responsibility, Resilience and Emotional Strength, and Efforts Toward Healthy Work-Life Integration. The study also generated significant insights in the context of educational management. Themes such as institutional support and leadership responsiveness, strategic implementation of wellness policies, and empowerment of teachers through professional autonomy and collaboration surfaced from the discussions. These findings point to the need for school leaders and policymakers to actively shape supportive environments that promote teacher wellness.
Author: De Guzman, Alyn
Language: English
Subfield: Occupational Therapy
Field: Health Professions
Domain: Health Sciences
Open Access status: diamond
OpenAlex ID: W6930800176
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