2026 IJRSE – Volume 15 Issue 5
Available Online: 12 March 2026
Author/s:
Castillo, Veronica H.
Department of Education, Philippines (veronica.castillo@deped.gov.ph)
Abstract:
This study investigated the work–life balance and well-being of public elementary school teachers in Sta. Lucia District, Ilocos Sur, and their relationship with teacher performance. A mixed-methods approach was utilized, integrating quantitative data from 144 teachers with qualitative evidence obtained through interviews and focus group discussions to provide a comprehensive analysis of factors influencing performance. Quantitative results identified work satisfaction and family responsibilities as significant predictors of teacher performance, whereas self-care, stress and burnout, and financial literacy showed no statistically significant direct effects. Nevertheless, qualitative findings revealed that these factors indirectly influenced performance outcomes. Teachers reported experiencing stress and burnout associated with workload demands and family obligations, which were alleviated through coping strategies and social support. Self-care practices and financial literacy were likewise found to enhance focus, engagement, and professional resilience. The findings indicate that while teachers demonstrate strong resilience and commitment, persistent workload pressures continue to challenge the attainment of a sustainable work–life balance. The positive influence of adaptive coping strategies underscores the need for institutional interventions. The study recommends that school administrators implement structured programs promoting stress management, sustainable work practices, and teacher well-being to support improved professional performance and long-term workforce sustainability.
Keywords: teacher well-being, work–life balance, teacher performance, stress management, public elementary teachers
DOI: https://doi.org/10.5861/ijrse.2026.26095
Cite this article:
Castillo, V. H. (2026). Teacher well-being and work–life balance. International Journal of Research Studies in Education, 15(5), 115-124. https://doi.org/10.5861/ijrse.2026.26095