Perceptions toward achieving work-life balance and job satisfaction in online teaching

Abstract

Online teaching has been implemented in the Philippines as a consequence of the critical global crisis that started in early 2020. Many higher education institutions still conduct online classes. However, research studies on employer’s support, workspace, and attitudes of students in relation to work-life balance and job satisfaction of teachers teaching online have been rarely explored, creating a gap in this area. Thus, the major objective of this study is to examine the perceived effects of employer’s support, workspace, and attitudes as teachers pursue work-life balance and job satisfaction in their online teaching job. A total of 256 responses extracted via the Google form link were analyzed with the aid of Smart PLS. Seven of the eight hypotheses tested were supported where p< 0.025, while one was not supported where p > 0.05. The findings revealed that work-life balance is positively influenced by workspace but not students’ attitudes; job satisfaction may be affected by workspace but not work-life balance and full support from an employer; and teaching online is positively affected by workspace and employer’s support but not students’ attitudes.  In conclusion, teachers who teach online experience challenges but  still manage to attain work-life balance and satisfaction from their job. For students who exhibit negative attitudes, this implies that teachers need to talk with them and find out their reasons for doing so. Making their lessons more interesting could minimize such problem. It is highly recommended that future researchers consider adding varied statistical tools, wider sampling of schools for their participants,   and more teachers from community colleges and degree programs of higher education institutions. In order to validate the findings shown in the study, a replication may also be performed in a different region in the country.