Paper Contents
Abstract
Abstract This phenomenological study explored the perspectives of teachers on the influence of work-life balance on teacher wellbeing in Banaybanay District, Division of Davao Oriental. Furthermore, this study aimed to uncover their coping mechanisms and insights that can be shared to others. Qualitative - phenomenological study was employed in exploring the views of the 10 elementary teachers of which primary instrument of data gathering was through in-depth interview. Major findings revealed that in exploring the experiences of teachers in their quest for work-life balance, three major themes emerge: time management and workload, emotional and mental well- being, and professional development and continuous learning. Additionally, recognizing the unique demands faced by teachers, it becomes imperative to explore the coping mechanisms they employ to navigate these challenges and promote their overall well-being. Within this context, three major themes emerge as crucial coping strategies: boundary setting and time management strategies, building a supportive professional community, and self-care and well-being practices. Finally, this exploration focuses on three major themes in the educational insights of teachers striving to maintain work-life balance and promote their well-being: integrating work- life balance into curriculum and instruction, flexibility and adaptability in teaching approaches, and collaborative learning environments. Research exploring the importance of work-life balance to teacherswell-being holds significant implications for both the educational sector and broader societal considerations. As educators play a pivotal role in shaping the future, understanding the intricacies of how work-life dynamics impact their overall well-being is essential. The implications of such research extend beyond the individual teacher to inform educational policies, institutional practices, and support mechanisms. Keywords: Work-life balance, teacherswellbeing, phenomenology
Copyright
Copyright © 2024 ELLAINE MAE S. LEBANON. This is an open access article distributed under the Creative Commons Attribution License.
