IMPACT OF WORK-LIFE BALANCE ON THE WELL-BEING AND TEACHING PERFORMANCE OF STEAM TEACHERS IN HEIs IN CALABARZON: BASIS FOR A PROFESSIONAL WORK-LIFE BALANCE FRAMEWORK

This paper explored the impact of work-life balance on the well-being and teaching performance of higher education institution STEAM teachers in Region IV-A CALABARZON. Specifically, it identified their work-life balance practices and work-life conflicts they experience. Significant differences in their work-life balance in terms of gender and across STEAM discipline were also tested. Using descriptive survey method, structured questionnaire was utilized to measure the work-life balance, work-life conflict, and stress experienced by the 161 teacherrespondents. Qualitative data were also gathered through semi-structured interviews from the ten purposively selected STEAM teachers. Results indicated that equal access to promotion, training and sickness leaves are available as work-life benefits. However, personal life of the STEAM teachers is sometimes affected by their work. It was also revealed that there is a significant gender-based difference in the extent of work-life balance in terms of work interference with personal life and personal life interference with work. It also showed that there is a significant difference in the work-life balance of STEAM teachers when grouped as to discipline in terms of personal life interference with work and work interference with personal life. The respondents also experienced time-based and strain-based conflicts. Having to do school work at home to meet what is expected of them and having insufficient opportunity to rest and prepare are the causes of their stress. Moreover, a number of themes emerged regarding the impact of work-life balance to well-being and teaching performance of STEAM teachers which included effects on physical health, job and family satisfaction, psychological well-being, emotional state and relationship with students when teaching, timemanagement, and burnout tendencies. Results of this study could assist educational institutions to develop, review, and provide written policies on work-life balance of teachers as well as non-teaching personnel.