Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 22 no. 10 (2024)

Achieving Educators’ Work-Life Balance: As Influenced by their Levels of Preparedness and Burnout During the Resumption of Face-to-Face Classes

James Dave Jimenez | Liwayway S. Viloria

Discipline: Education

 

Abstract:

Certain studies have explored the relationship between job burnout and preparedness in other geographic contexts, but understanding the unique challenges faced by teachers during the resumption of face-to-face classes, seemed to have been less attended, although there was limited research on the relationship between levels of preparedness and job burnout among teachers in the context of the resumption of face-to-face classes. Conducted in December 2022, this study aimed to determine the relationships of levels of preparedness and job burnout and each of these variables with the work-life balance of teachers during the resumption of face-to-face classes in Initao South District. A total of 104 respondents participated in the study. Data were collected using adopted with modification sets of instruments, including Revised School Safety Assessment Tool, Maslach Burnout Inventory-Educators Survey, and Marmol’s Work-life Balance Questionnaire. It utilized explanatory-correlational design with descriptive statistics and Pearson’s product-moment correlation coefficient as data analysis tool. Results revealed that during the resumption of the faceto-face classes the level of preparedness and work-life balance of the respondents were high, correspondingly their level of job burnout was low. The correlation test yielded a highly significant positive relationship between the respondents' level of preparedness and work-life balance, while their level of job burnout had significantly negative relationship with their work-life balance.



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