Work-Life Balance And Performance Of Faculty Members In Congressional District I, Batangas Province

Abstract

Faculty members in higher education often face heavy instructional and administrative  demands that may affect their ability to sustain a healthy work-life balance and maintain high  teaching performance.

This study assessed the extent of manifestation of faculty members’ work-life balance  (time management, job satisfaction, and involvement balance), determined the level of their  teaching performance (planning and preparation, classroom environment, instruction, and  professional responsibilities), identified challenges in maintaining both, and tested the relationship  between work-life balance and teaching performance.

The study employed a descriptive quantitative design using a validated, researcher-made  survey questionnaire. Respondents were 172 full-time faculty members selected through stratified  random sampling from a population of 307 in higher education institutions within Congressional  District I, Batangas Province. Data were analyzed using weighted mean for descriptive  interpretation and Pearson product-moment correlation (r) for relationship testing, with statistical  processing via SPSS.

Faculty work-life balance was moderately manifested while teaching performance was  rated high. A significant positive relationship was found between work-life balance and teaching  performance. Challenges reported by the faculty members included administrative workload,  compromised personal life, and burnout due to constant role demands.

Findings indicate that improving faculty work-life balance is associated with better  teaching performance. Institutional support that reduces administrative burden and strengthens  time management and wellness initiatives may help sustain high performance while protecting  faculty well-being.