Work-Life Balance and Subjective Well-Being Among Public School Teachers in the Philippines
DOI:
https://doi.org/10.69569/jip.2026.180Keywords:
Department of Education (DepEd) Bohol, Educational management, Qualitative case study, Subjective well- being, Teachers’ work-life balanceAbstract
Despite extensive discussions of teacher workload, there remains limited qualitative evidence on how work-life balance shapes subjective well being among public school teachers within the Philippine Department of Education (DepEd). This study aimed to examine the relationship between subjective well-being and work-life balance among teachers in three congressional districts of the Schools Division of Bohol. A qualitative single case study design was employed involving twelve (12) purposively selected elementary and secondary teachers across varied age groups and designations. Data were collected through semi-structured interviews and analyzed using thematic analysis following Braun and Clarke’s framework. Five major themes emerged: (1) structural demands, (2) emotional and physical strain, (3) adaptive coping strategies, (4) institutional and social support systems, and (5) impact on subjective well-being. Findings indicate that excessive workload disrupts personal life and contributes to stress and fatigue; however, teachers maintain a sense of subjective well-being derived from professional fulfillment and student-related achievements. Support from school leadership and colleagues mitigates stress when perceived as equitable and consistent. Overall, work-life balance is experienced as a dynamic and context-dependent process shaped by systemic demands and individual coping mechanisms. The study recommends targeted interventions, including time-management training, strengthened institutional support, and policy measures that recognize additional teacher roles to enhance well-being and balance.
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