World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue X (October 2026), pp.289-293
Rosenda J. Natiguing
Administrative Officer II/Capisaan Elementary School
Abstract
This quantitative descriptive-correlational study examined the extent of work-life balance, the level of job satisfaction, and their statistical relationship among public school teachers in Kasibu East District, Division of Nueva Vizcaya. Grounded in Job Demands-Resources theory and Herzberg’s motivation-hygiene model, data were gathered from 100 purposively selected public school educators using a validated, multi-dimensional survey instrument. Descriptive statistics and Spearman rank-order correlation were employed for statistical analysis. Results demonstrated that teachers experienced a high overall extent of work-life balance (composite mean = 3.55) and a high level of overall job satisfaction (composite mean = 4.04). School support and flexibility emerged as the strongest work-life balance dimension (mean = 3.89), whereas administrative and non-teaching duties represented the lowest dimension (mean = 3.28). In terms of job satisfaction, the intrinsic nature of teaching work yielded the highest rating (mean = 4.34), while compensation and benefits scored the lowest (mean = 3.36). Inferential analysis revealed a strong, positive, and statistically significant relationship between work-life balance and job satisfaction (rho = 0.681, p < .001). These findings indicate that organizational support, workload management, and administrative task reduction directly bolster professional contentment and retention, offering critical empirical directions for education policy implementation and district-level teacher welfare planning.
Keywords: Work-life balance, job satisfaction, public school teachers, rural education
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