Discipline

Business And Education Industry

Abstract

This study examined the impact of educational governance policies on the work-life balance of primary educators in the Division of San Pedro, Laguna. The research aimed to explore how governance practices, leadership styles, and policy implementation influence teachers’ personal and professional well-being. A mixed-methods research design was employed, combining quantitative meta-analysis and qualitative interviews with selected educators and school administrators to obtain comprehensive insights into the effects of policy-driven work demands on teacher welfare. The findings revealed that educational policies significantly affect teachers’ ability to maintain a healthy work-life balance, primarily through excessive workload, rigid compliance requirements, and limited flexibility in work arrangements. Teachers reported experiencing time-based, strain-based, and behavior-based conflicts that hindered personal well-being and professional motivation. Furthermore, leadership practices and organizational culture were found to mediate the impact of these policies. Schools with supportive, collaborative, and flexible leadership demonstrated higher levels of teacher satisfaction and work-life balance compared to institutions characterized by rigid and performance-driven governance. The study concludes that achieving sustainable educational governance requires policies that not only ensure accountability and academic performance but also prioritize teacher welfare and mental health. The recommendations include implementing flexible work arrangements, promoting participatory leadership practices, reducing administrative burdens, and strengthening mental health support systems for teachers. These measures are expected to enhance motivation, reduce burnout, and foster a more resilient and effective teaching workforce.

Keywords

work-life balance, educational governance, teacher welfare, leadership practices, policy impact, primary education, teacher well-being