Work-Life Balance and Professional Engagement of Barili 1 Teachers: Basis for a Health-Wellness Program
DOI:
https://doi.org/10.68050/JAMS.2026.407Keywords:
Work-Life Balance, Professional Teacher Engagement, Psychological Spillover, Invisible Labor, Right to Disconnect, Gender-Responsive Wellness, Administrative Streamlining, Teacher Welfare Protection 20Abstract
This study examined the professional engagement and work-life balance of 96 public school teachers; a workforce predominantly composed of female class advisers (88.5%) aged 40 and below. Utilizing a descriptive-correlational design, the study assessed the levels of teacher involvement in voluntary and extra-curricular activities alongside their adherence to welfare protection and personal well-being standards. Findings revealed an exceptionally high level of professional engagement ("Always"), which significantly and positively correlates with work-life balance adherence (p < .05). This suggests that while active institutional involvement fosters vocational satisfaction, it simultaneously subjects educators to "invisible labor" and "psychological spillover," making mental detachment from work during personal time a persistent challenge. Qualitative analysis identified a "saturated workload" driven by out-of-hours administrative tasks, emotional labor, and constant digital connectivity as primary systemic hurdles. While teachers employ individual resilience strategies, these are often insufficient against structural institutional pressures. Consequently, the study proposed a Comprehensive Health-Wellness Program as a structural intervention. This program focuses on gender-responsive support (Project ALAGÀ), the institutionalization of a "Right to Disconnect" policy, and administrative streamlining to mitigate burnout. By shifting the focus from individual coping to institutional accountability, the program aims to protect the mental and physical vitality of teachers, ensuring sustainable professional excellence without compromising personal well-being.
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