DEMOGRAPHICS' IMPACT ON TEACHERS' WELL-BEING AND

WORK-LIFE BALANCE POST COVID-19: A BASIS

FOR A SELF-CARE PROGRAM

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 42
Issue 7
Pages: 937-948
Document ID: 2025PEMJ4099
DOI: 10.70838/pemj.420703
Manuscript Accepted: 06-10-2025
 Psych Educ, 2025, 42(7): 937-948, Document ID:2025PEMJ4099, doi:10.70838/pemj.420703, ISSN 2822-4353
Research Article

Demographics' Impact on Teachers' Well-Being and Work-Life Balance Post Covid-19:

A Basis for a Self-Care Program
Iris V. Mente,* Clarissa F. Delariarte
For affiliations and correspondence, see the last page.
Abstract
The COVID-19 pandemic has presented numerous challenges and changes that have affected the self-efficacy and
work-life balance of teachers and professionals across various fields. The sudden shift to remote teaching during the
crisis, followed by the return to in-person classes, has had diverse effects on teachers' mental, physical, social, and
psychological well-being. As frontline workers in schools, teachers have faced the responsibility of delivering face-
to-face instruction during the pandemic (Javed et al., 2020). Implementing interventions such as work-life balance,
self-care, mindfulness, and other strategies can contribute to the improvement of mental health among teachers and
professionals. This study examined the moderating effects of demographics encompassing both age and years of
teaching service, in the relationship between teachers' psychological well-being and work-life balance in the post-
COVID-19 pandemic context. Furthermore, the study sought to propose a self-care program specifically tailored for
teachers. The cross-sectional explanatory method, which employed a moderation analysis, was utilized to achieve the
objectives of this study. Analysis revealed that work-life balance and psychological well-being have a significant
relationship with each other, demonstrating that things will improve in one of both factors if improvements are made
or in the other. In addition, the age or tenure did not moderate the variables, indicating that interventions to improve
psychological well-being and work-life balance with teachers can be supported by different ages and years of teaching.
Keywords: psychological well-being, work-life balance, demographics, COVID-19 post-pandemic, self-care
program, Philippines

Introduction
Teachers were thrust to the frontlines of the coronavirus (COVID-19) pandemic as public school systems reopened to teach face-to-
face instruction in a classroom during the pandemic (Javed et al., 2020). According to Mensah and Adjei (2020), frontline workers are
individuals whose work-related duties are performed onsite, and job responsibilities include being in close proximity to the public or
their coworkers for less than six feet, which classifies teachers as frontline workers. Teachers may face the same psychological risks
as frontline healthcare workers, which can lower self-efficacy and lead to teacher burnout (Gunawardena et al., 2020).
Teachers can also experience high levels of stress, depression, and anxiety as a result of drastic changes in their working conditions.
Because of individual differences, health conditions, a lack of resources, the environment, and the community they belong to, some
have not fully absorbed it (Hadar et al., 2020). There are several factors that could make the enforcement of restrictions and alternative
work arrangements difficult for them to perform their jobs. Despite the fact that teachers and employers have given them the freedom
to choose their work schedules, it is still critical to discover different struggles as the COVID-19 pandemic begins (Hamburg & Lütgen,
2019).
Teacher self-efficacy is critical because low self-efficacy can lead to attrition, which has a financial impact on school districts and
negatively impacts student achievement (Arajo et al., 2021). Because self-efficacy is important for coping with COVID-19 stressors,
more research on teachers' lived experiences with self-efficacy while teaching in-person instruction during the pandemic is required
(Brooks et al., 2020). To understand teachers' lived experiences with self-efficacy while teaching face-to-face instruction during the
pandemic, a historical context describing teacher stress is required. Teaching has long been recognized as a stressful occupation, and
the number of teachers leaving the profession due to high levels of stress and poor work-life balance is a worldwide concern (Lydeka
& Tauraite, 2020). Stress has been linked to low self-efficacy and burnout among public school teachers, particularly when job demands
are high and resources are scarce (Verma et al., 2020).
At a time when the majority of schools in the country are returning to full implementation of in-person work and learning, there is an
increase in cases of teachers developing mental health issues (Xie et al., 2020). However, it has gone unnoticed due to stigma and a
lack of access to mental health services, as well as a lack of implementation. There may be an existing mental health law, but it still
needs to be re-calibrated in terms of processes and procedures.
In recent years, there has been increasing recognition of the importance of mental health in various domains, including the field of
education. The World Health Organization (WHO, 2005) emphasizes the promotion of mental health as a fundamental aspect of overall
well-being. In response to the challenges posed by the COVID-19 pandemic, the Philippines Department of Education (DepEd)
introduced the Basic Education Learning Continuity Plan, which provides policy guidelines for ensuring the well-being of students and
educators during this crisis (DepEd, 2020). Furthermore, the implementation of the Enhanced Basic Education Act of 2013 (DepEd,
2013) and the Philippine Plan of Action for Nutrition 2011-2016 (DepEd, 2012) reflects the government's commitment to addressing
the holistic needs of learners. Additionally, legislative measures have been enacted to prioritize mental health in the Philippines, such
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Research Article

as the Mental Health Act of 2017 (Republic Act No. 11036) and the Basic Educational Mental Well-being Act (Republic Act No.
11480). These acts recognize the significance of mental health in the educational setting and aim to provide support and resources to
promote the well-being of students, teachers, and other educational professionals. However, there is a need to further explore the
specific implications of these laws and policies in the post-COVID-19 context, particularly concerning the perceived self-efficacy,
work-life balance, and psychological well-being of teachers.
The Department of Education prioritized providing mental health programs and psychosocial support activities to children because
they were the most vulnerable group during the COVID pandemic (WHO, 2020). Teachers and employees, on the other hand, can be
vulnerable in times of crisis due to work arrangements that can bring a lot of adjustments that can lead to maladjustment if not monitored
by the agency. As a result of the availability of various alternative work arrangements, teachers and employees have diverted their
routine to paper work, which has gradually become overburdened over time.
Promotion of mental health programs in schools began even before the country was hit by the pandemic, with different training and
workshops provided to selected guidance counselors and mental health advocates (Abuhashesh et al., 2019). The only thing that needs
to be prioritized right now is improving its implementation and updating the services. Since teachers and non-teaching personnel are
already returning to school on a daily basis to teach and perform office tasks, it is critical that the workers receive the same treatment
as the students did when full-fledged face-to-face classes first began. They should also have tailored mental health programs in order
to be fully adjusted at work (Brooks et al., 2018).
Work-life balance and self-care are thought to be beneficial in coping with a crisis situation like COVID-19 among adults and
professionals. The World Health Organization has developed mental health and psychosocial support programs that have been
implemented in every school where it was highlighted during the rise of COVID-19 cases and the middle of community quarantine
around the world to promote holistic child and adolescent development among those at risk of developing mental health problems
(WHO, 2020). Thus, providing psycho-social support for teachers is as important as those who are still dealing with work adjustment
issues and other health conditions that would impair their performance in returning to full-time face-to-face classes in schools,
particularly in the Department of Education. Returning to full-time teaching is an indication that the country, and possibly other
countries, are now in the post-pandemic era of COVID-19. Thus, the purpose of this study is to determine the levels of psychological
well-being, work-life balance, and self efficacy toward life in teachers following the COVID 19 pandemic, which may serve as a
foundation for self-care programs in the basic education sector.
The COVID-19 pandemic has brought unprecedented challenges to the education sector, particularly for teachers who have been at the
forefront of adapting to the rapidly changing educational landscape. As schools transitioned from face-to-face to remote learning and
now prepare for a return to in-person classes, teachers have faced numerous stressors that can significantly impact their mental health
and well-being. While legislative measures, such as the Mental Health Act of 2017 and the Basic Educational Mental Well-being Act,
have been enacted to address mental health concerns in the education sector, there remains a gap in understanding how these laws and
policies translate into tangible support for teachers. Furthermore, the role of experience, encompassing both age and years of teaching
service, as potential moderators in the relationship between teachers' psychological well-being and self-efficacy in the post-COVID-
19 pandemic context has not been extensively explored. Thus, there is a pressing need to conduct this study to fill these gaps in
knowledge and provide valuable insights that can inform the development of targeted self-care programs and support mechanisms for
teachers in the basic education sector. By understanding the moderating role of experience and its impact on teachers' perceived self-
efficacy, work-life balance, and psychological well-being, education policymakers and stakeholders can tailor interventions and
resources that are relevant and effective in promoting the overall well-being of teachers in the post-pandemic era.
This study examines the moderating effects of demographics (age and years of teaching service) on the relationship between
psychological well-being and work-life balance. Age and years of service are selected as moderating variables based on life-course
theories and career development models. Older teachers may have better coping strategies and resilience due to accumulated
experience, aligning with socioemotional selectivity theory (Cheung et al., 2022). Meanwhile, teachers with more years of service may
exhibit either enhanced resilience or increased burnout, depending on their career trajectory (Wei & Ye, 2022). Empirical studies
indicate that experience influences job satisfaction, stress management, and work-life balance (Franco et al., 2021).
Alternative moderators such as gender, job satisfaction, and school resources were considered but excluded for several reasons. Gender
differences in teacher stress exist (Kamboj & Garg, 2021), but prior research suggests that self-efficacy and work-life balance are more
influenced by contextual and structural factors rather than gender alone. Job satisfaction strongly correlates with self-efficacy and
work-life balance (Greenier et al., 2021), but as an outcome variable rather than a moderator. School resources impact teacher stress
(Zhou et al., 2021), yet their variability across settings makes them less suitable as a primary moderating factor. By focusing on age
and years of service, this study aims to elucidate how teachers' career stages influence their resilience and adaptation in the post-
pandemic educational landscape.
While existing studies have explored general stressors and challenges faced by educators, limited attention has been given to how
variables such as age, gender, marital status, teaching experience, and workload influence their ability to maintain well-being and a
balanced personal and professional life. The pandemic has exacerbated stress and burnout among teachers, yet there remains
insufficient quantitative data linking these demographic characteristics to varying levels of well-being and work-life balance. Without
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this information, interventions may fail to address the specific needs of different teacher groups, resulting in ineffective support
strategies.
This study aims to fill this gap by providing a detailed analysis of how demographic factors shape teachers' well-being and work-life
balance, offering empirical data that can serve as a foundation for targeted interventions. By quantifying the relationships between
demographic variables and well-being indicators, the study seeks to provide actionable insights for educational institutions,
policymakers, and mental health advocates. The dissemination of findings will be carried out through academic conferences,
professional development seminars, and institutional reports to ensure that the results reach stakeholders who can implement
meaningful change. Educational leaders and policymakers will be encouraged to integrate the findings into well-being policies, while
teachers will be provided with evidence-based recommendations to enhance their self-care practices. The study’s outcomes will
contribute to creating a sustainable, supportive environment for teachers as they navigate the evolving landscape of education in the
post-pandemic era.
Research Questions
The study aimed to assess the moderating role of age and years of teaching service in the relationship between teachers’ psychological
well being and work-life balance in the post COVID 19 pandemic, which may become a basis for self-care program in the basic
education sector. Specifically, it sought to answer the following questions:
1. What is the profile of the respondents in terms of experience?
1.1 age; and
1.2 years of teaching service?
2. What is the profile of the respondents in terms of the following:
2.1 psychological well-being (Emotional well-being, Satisfaction with life, Overall mental health);
2.2 work-Life Balance (Perceived equilibrium between work-related responsibilities and personal life domains)
3. Is there a significant relationship between the teachers’ psychological well-being and work-life balance?
4. Do the demographics age and years of teaching service moderate the relationship between work-life balance and psychological
well-being?
5. What self-care program can be proposed for public school teachers based on the results?
Methodology
Research Design
The study employed a cross-sectional explanatory research design with moderation analysis. The main objective was to explore the
relationships and associations between variables using quantitative data analysis techniques. This research design was particularly
useful when the researcher wants to examine the extent and direction of relationships between variables of interest. Data was gathered
at one point in time, hence, cross-sectional.
In this study, the variables of interest were teachers' work-life balance, psychological well-being, and experience (combining age and
years of teaching service). By using a quantitative explanatory research design, it will collect numerical data from your sample of
teachers and analyze the relationships between these variables and explain it using moderation.
This study was focused on determining the degree and direction of the relationships between work-life balance, and psychological
well-being. Additionally, it aimed to explore how demographics represented by a combination of age and years of teaching service,
moderates the relationship, hence it is explanatory, and not just mere correlation.
It utilized a quantitative research design for the researcher be able to quantitatively examine the interrelationships and moderation
effects among the variables of interest. This approach allows for statistical analysis, providing empirical evidence and facilitating a
deeper understanding of the factors that contribute to teachers' work-life balance, and psychological well-being in the post-COVID-19
pandemic context.
Respondents
The respondents of the study were the selected 380 teachers from the total number of 16, 946 public elementary and secondary schools
in the Schools Division of Quezon Province during the school year 2023-2024. The respondents shall be currently employed as a
regular/permanent in the Department of Education (DepEd) and must hold a teaching position. Substitute teachers are not included in
this study. Likewise, they shall not be on-leave during the conduct of the study. The researcher will gather information online by
posting a google form and will seek permission through the different authorities they are currently employed.
Instruments
The psychological well-being and work-life balance of public school teachers were assessed through the use of an adapted survey
questionnaire in this study. The instrument was divided into three sections: the demographic information on age and years of teaching
service was gathered with which the first data was worked while the latter two parts examined the psychological well-being and work-

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life balance. In this study, the items for psychological well-being were adapted from the Scales of Psychological Well-Being (SPWB)
by Moe. (Moe, 2012). On the other hand, in order to assess work-life balance, a modified form of the Quality of Work-Life Balance
Scale developed by Kamboj is used. (Kamboj, 2013)
The Scales of Psychological Well-Being (SPWB) and the Quality of Work-Life Balance Scale have been widely validated in a variety
of cultural settings but they have not been specifically validated for the Filipino teacher population. This, however, does not detract
from their applicability and relevance as they are also employed in similar cultural settings. For cultural relevance, wording adjustments
and removal of redundant items were made to the work-life balance and psychological well-being scales. Although not formally
validated, these modifications were validated by this study in order to assess its reliability, relevancy, and validity.
This study used several statistical techniques in order to evaluate the validity and reliability of the modified scales used to measure
psychological well-being as well as work-life balance. Structural Equation Modeling (SEM) was done in order to evaluate the model
fit. SEM uses combined factor analysis and multiple regression to permit the investigation of sophisticated relationships among
observed and latent variables. Key fit indices in SEM are the Chi-square statistic (χ²) that checks whether there is a difference between
the observed and a modeled chi-square.
RMSEA (Root Mean Square Error of Approximation), SRMR (Standardized Root Mean Square Residual), CFI (Comparative Fit
Index), and TLI (Tucker-Lewis Index) were also utilized. These tools are typically considered a sufficient test for fit while seeking a
model fit in comparing the proposed model to null model. Furthermore, internal consistency was measured by Cronbach alpha, which
quantifies how close all the items in each scale are. These methods were used because they are commonly known as being adequate
methods for validating complex measurement models and confirming the reliability of the scales used in this study. The result of these
tests ensured that the scales used will appropriately represent the views of the respondents.
The modified Scales of Psychological Well-Being (SPWB) tested the dimensions of psychological well-being are measured (i.e.,
autonomy, environmental mastery, personal growth, positive relation with others, purpose in life, and self-acceptance) by this scale.
Overall psychological well-being was measured in relation to a total of all 30 items. The participants answered using a Likert scale
which ranges from strongly agree to strongly disagree. The use of Structural Equation Modeling (SEM) was used to assess the
acceptability of this modified scale. The results of the fits of the model are good, according to SEM results, evidenced by the value
χ²(392) = 734. p < .001, RMSEA = 0.07, and SRMR = 0.06. Furthermore, CFI and TLI were 0.87 and 0.86, which indicated that the
modified scale seems to fit acceptably. The reliability of the scale, evidenced by Cronbach’s alpha coefficient, was also very strong
(0.94). (Kim, Ku, Kim, Park, & Park, 2016)
On the other hand, the Quality of Work-Life Balance Scale measures includes aspects like time balance, involvement balance, and
satisfaction with work-life balance. The rating scale of the participants also ranges from strongly agree to strongly disagree. The
hypothesized single-factor model of the work-life balance scale was evaluated with Confirmatory Factor Analysis (CFA) to assess its
acceptability. The result revealed a significant chi-square statistic (χ²(166) = 366, p < .001). Further fit indices were estimated for the
model and resulted in SRMR = 0.08 and RMSEA = 0.09. The RMSEA slightly exceeds the conventional cutoff for acceptable fits but
is still acceptable in the context of complex models. The CFI was 0.84 and the TLI was 0.81, thus the model had a reasonable fit given
the degree of complexity of the model. Cronbach’s alpha was also 0.89, showing strong reliability for the modified work-life balance
scale. (Nikkhah, 2018)
The validity and reliability of the modified psychological well-being and work-life balance scales have been well and truly tested. The
internal consistency, test-retest reliability, and construct validity of both scales have been demonstrated to be excellent for use in this
study. Strong convergent and discriminant validity of the Psychological Well-Being Scale (PWB) has been illustrated via correlations
with other well-being measures and dissociating from scales of depression and anxiety. Just as has the Work-Life Balance scale which
has been validated via factor analyses to accurately measure work-life balance, and to reflect other constructs, such as job satisfaction
and overall well-being. (Nikkhah, 2018).
Finally, the use of modified psychological well-being and work-life balance scales, as a result of extensive validation and strong
psychometric properties, provided a sound basis for this study. The constructs of psychological well-being and work-life balance were
accurately captured by these instruments among the respondents, thereby increasing the study’s credibility and robustness and thereby
facilitating meaningful analysis and interpretation of the results.
A pilot test with 165 participants was conducted to test the validity of the measurement tools used in the study. To examine the validity
of the measurement model, confirmatory factor analysis (CFA) was conducted using structural equation modeling (SEM). The analysis
was performed in jamovi, with estimation based on maximum likelihood estimation (ML). Model fit was assessed using common
goodness-of-fit indices, including the chi-square statistic (χ²), comparative fit index (CFI), Tucker-Lewis index (TLI), root mean square
error of approximation (RMSEA), and standardized root mean square residual (SRMR). Internal reliability was assessed using
Cronbach’s alpha coefficient to evaluate the consistency of the measurement scale.
The adopted research instrument underwent modifications to ensure its suitability for the specific needs of public school teachers in
the post-COVID-19 context. Adjustments were made to the wording and structure of statements to align with the study's focus on
psychological well-being and work-life balance, considering the moderating effects of demographic factors. Such modifications are
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necessary to enhance the instrument’s validity and contextual relevance, as previous studies have emphasized the importance of
adapting measurement tools to specific populations and settings (Ocay et al., 2025). By refining the instrument, this study upholds the
principle that validated tools must be contextually adapted to maintain their reliability and applicability (Singha & Yogesh, 2025)
Procedure
The researcher utilized an adapted survey questionnaires to conduct the study. The researcher asked permission first from the
researcher’s immediate superior before the conduct of the study. Moreover, the researcher have secured an approval from the Schools
Division Superintendent of the Division of Quezon Province before the conduct of the study. Then, the Office of the Superintendent
returned the letter of intent to the researcher as a starting point for data gathering. The researcher also sought advice from the immediate
supervisor who is the Education Program Supervisor for Guidance.
After securing approval and a communication letter to the respective authorities, the researcher proceed to the target respondents by
posting the Google forms on their social media or by simply forwarding the Google forms through the social media accounts of every
school in the province of Quezon. Informed consent was also given by the researcher to the target participants of the study by the
researcher which is already included in the Google form. The researcher used a google form because it is the easiest, fastest, and most
convenient way to gather the data especially the location of the study as Quezon Province is a huge province. The researcher also
provided hard copies of research questionnaire and conducted an in-person gathering of data to meet the total number of expected
respondents. The researcher obtained 380 responses from the teachers of the division of Quezon Province. After collecting all the
responses, it will be tallied, analyzed, and interpreted using appropriate statistical treatment and quantitative analysis.
Data Analysis
This study utilized various statistical tools to analyze the collected data, aiming to uncover relationships and patterns within the dataset.
The mean was employed as a measure of central tendency to ascertain the average values of variables including psychological well-
being, work-life balance, and self-efficacy among teachers. Calculating the mean allows for the identification of the typical or average
score for each variable, thereby offering a general understanding of the participants' responses.
The standard deviation was utilized to evaluate the variability or dispersion of scores within each variable. This metric measures the
extent of variability within the dataset, providing insights into response diversity. A higher standard deviation indicates a broader range
of scores, reflecting increased variability in the participants' responses. Examining the standard deviation in conjunction with the mean
enhances our understanding of score distribution and the degree of variation within each variable.
The Pearson correlation coefficient (r) was employed to analyze the relationships between variables. This statistical tool quantifies the
strength and direction of the linear relationship between two continuous variables. The calculation of the Pearson r allows for the
determination of both the magnitude and direction of associations. This can illustrate the relationship between self-efficacy and
psychological well-being, as well as the association between work-life balance and psychological well-being. The correlation
coefficient varies between -1 and +1. A positive value signifies a positive correlation, a negative value denotes a negative correlation,
and a value of zero indicates the absence of correlation.
Additionally, regression analysis was utilized to examine the moderating effects of experience, including age and years of teaching
service, on the relationships among variables. Regression analysis facilitates the examination of the relationship between variations in
independent variables, such as self-efficacy and work-life balance, and alterations in the dependent variable, namely psychological
well-being. Incorporating experience as a moderator variable allows for an analysis of its impact on the strength and direction of these
relationships. This analysis identifies the specific role of experience as a moderator and offers insights into the effects of age and years
of teaching service on the relationships being examined. The application of statistical tools such as mean, standard deviation, Pearson
correlation coefficient, and regression analysis enables a thorough analysis and interpretation of the data gathered for this study. These
tools offer quantitative insights into the relationships, variability, and moderating effects among the variables of interest, thereby
enhancing the understanding of research findings and contributing to evidence-based conclusions and implications.
Ethical Considerations
The researcher must ensure adherence to ethical issues by obtaining approval from the Dean of the Graduate School. Participation in
the study will be entirely voluntary and contingent upon the respondents' ability to provide informed consent prior to signing the
informed consent form. The researcher is required to articulate the objectives, risks, and benefits of the research to the study participants,
who will also be informed of their rights related to the study. The researcher will elucidate the nature of the study to the participants.
Participants who accept the invitation to engage in the study will receive prior notification; however, they retain the right to decline
and withdraw from the research at any time.
The confidentiality and privacy rights of participants will be upheld. The rules and procedures of the collaborating institution for
conducting research studies shall be strictly followed and adhered to. The assertions of participants, encompassing their views and
behaviors, will be thoroughly respected and analyzed with integrity. During a research study, research data will be stored and managed.
Following the study, the data should be retained for a specified duration, with consideration for long-term archiving.

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Results and Discussion

This chapter presents the study’s results together with its interpretation and analysis. The content of this section was the basis in which
the study would offer some recommendations.
Statement Problem number 1: What is the profile of the respondents in terms of experience? Age and Years of Teaching Service
Table 1. Characteristics of the sample according to age
N %
All 380 100
Age
21 – 25 14 3.7
26 – 30 78 20.5
31 – 35 88 23.2
36 – 40 58 15.3
41 – 45 58 15.3
46 – 50 36 9.5
51 – 55 30 7.9
56 – 60 14 3.7
61 – 65 4 1.1

Tables 1 and 2 present a demographic profile of the study participants based on age and number of years of teaching service data. The
purpose of collecting this information was to see where the sample falls on certain key demographic variables. These variables are
important to know because of how different groups of teachers might relate to and deal with their psychological well-being and their
work-life balance. The study seeks to answer if age and tenure in teaching are moderating variables in teachers' psychological well-
being and work-life balance in the post-COVID 19 era. These data also help identify the specific needs of different subgroups of the
teacher population in order to tailor targeted self-care programs and interventions that are prepared to meet those needs.
Table 2. Characteristics of the sample according to years of teaching service
N %
All 380 100
Years of Teaching Service
1 – 5 years 93 24.5
6 – 10 years 129 33.9
11 – 15 years 82 21.6
16 – 20 years 23 6.1
21 – 25 years 15 3.9
26 – 30 years 26 6.8
31 – 35 years 10 2.5
36 – 40 years 2 0.5

These findings have important implications for designing effective support programs for public school teachers. Findings indicate that
teachers with a wide spectrum of teaching experience (i.e., early career teachers to those with over 25 years of service) have varying
experiences of achieving work-life balance and maintaining psychological well-being. Those with 1 to 5 years of teaching can feel
differently stressed than those who have more and are at 16 to 20 years of service, stressors like adjusting to classroom management,
or, for those with more years of service, burnout or fatigue from long-term workload pressures. It is, therefore, necessary for
interventions to work-life balance and well-being to be sensitive to these demographic differences. These unique challenges in growing
a more personalized and effective self-care program for teachers at various stages of their careers were addressed.
This view is supported by a study that shows that demographic factors (teaching experience and gender) affect teachers' emotional
exhaustion, work-home balance, and well-being. Teachers' years of experience and role in a more demanding role, i.e., a resource class
teacher, showed higher levels of emotional exhaustion and lower work-life balance, suggesting targeted interventions for specific
demographic variables. This is also consistent with the focus of the current study, which is to understand how such factors might
balance out the relationship between work-life balance and psychological well-being during the post-pandemic. (Wei & Ye, 2022)
Statement Problem number 2: What is the profile of the respondents in terms of the following: Psychological well-being
(Emotional well-being, Satisfaction with life, Overall mental health) and Work-Life Balance (Perceived equilibrium between
work-related responsibilities and personal life domains)
Table 3. Characteristics of the sample according to psychological well-being and work-life
balance
Variables M SD
Psychological well-being 125.40 12.63
Work-life balance 77.65 9.27

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Table 3 presents the mean and standard deviation scores for two key variables: psychological well-being and work-life balance. Data
from these studies were collected to examine the general levels of psychological well-being and work-life balance in public school
teachers. This information is gathered to come up with an empirical base for understanding the overall psychological state of the
teachers and their preposition of balancing work and personal life, especially at a time of post-COVID, in light of education. The study
seeks to help identify where intervention is needed and to guide the development of targeted self-care programs for teachers, by
assessing these two factors.
The implications of these findings for teachers' well-being are important. The results show that the average value of the mean
psychological well-being (125.40) indicates a moderate to high level of well-being reported by teachers on average. However, the score
on work-life balance (77.65) is lower so there is some seeming gap between teachers’ mental health and their capacity to balance work
and personal life. This gap suggests that teachers may generally be mentally well, but may not be able to balance their professional and
personal life, which could damage long-term well-being.
This is supported by a study which reported that teachers' psychological well-being is strongly correlated with self-belief. That is, how
self-belief was formed was knitted to relationships with colleagues and a positive attitude towards work and life. These results concur
with the present study which showed that despite strong psychological well-being, teachers may not be at a work-life balance either.
Thus, self-care programs should deal with practical ways to improve work-life balance in addition to psychological well-being.
(Cheung, Chao, & Lau, 2022)
Statement Problem number 3: Is there a significant relationship between the teachers’ psychological well-being and work-life
balance?
Table 4. Zero-order correlations between psychological well-being and work-life balance
Variables Psychological well-being Work-life balance
Psychological well-being (0.94)
Work-life balance 0.67 (p < 0.001) (0.89)
Note. Values on the diagonal are Cronbach alpha.

The zero-order correlations between psychological well-being and work-life balance appear in Table 4, together with Cronbach's alpha
values. It was also collected to find out how strong and in which direction the relationship was between these two variables. The results
show a significant and positive correlation value of 0.67 (p < 0.001) between psychological well-being and work-life balance. This
analysis was conducted in order to understand how teacher psychological health might be related to a teacher's ability to balance work
demands with personal life, an issue of interest given the study’s focus on post-pandemic challenges.
The implications of these findings are strongly linked to psychological well-being and work-life balance, such that one’s improvement
could lead to an improvement in the other. The high psychological well-being of teachers may be connected to teachers’ reporting
better work-life balance and vice versa. That means interventions to improve teachers’ mental health (e.g., stress management and
emotional support programs) can also improve their ability to deal with work as well as personal life. On the one hand, teachers who
face work-life imbalance seemingly experience declines in their psychological well-being, but those who struggle in terms of those
two are likely to be affected by declines in their psychological well-being.
A similar work found that work-life imbalance was causing a huge amount of psychological ill health, which their study showed was
a prominent factor. Strategies were essential to improve this balance to benefit people psychologically. The findings lend support to
the need to integrate approaches to mental health and work-life balance, particularly in high-pressure settings. (Yayla & Ilgin, 2021)
Statement Problem number 4: Do the demographics age and years of teaching service moderate the relationship between work-
life balance and psychological well-being?
Table 5. The moderating effect of age on the relationship between psychological well-being and
work-life balance
Predictor B 95% CI SE t p
Constant 77.68 76.98, 78.37 0.35 219.03 <0.001
Psychological well-being (X) 0.49 0.43, 0.54 0.03 17.33 <0.001
Age (M) 0.32 -0.05, 0.70 0.19 1.69 0.09
X M Interaction -0.01 -0.04, 0.01 0.01 -0.94 0.35
Note. 95% CI: 95% Confidence Interval; X: predictor variable; M: moderator variable

The results of testing the moderating effect of age on the relationship between psychological well-being and work-life balance using
the PROCESS Macro are shown in Table 6. The results reveal that psychological well-being has a strongly positive correlation with
work-life balance (B = 0.49, p <0.001), but age itself was not a significant moderator (B = 0.32, p = 0.09). Age also didn’t significantly
alter the amount of well-being predicted by work-life balance (B = -0.01, p = 0.35).
The results suggest that age, a demographic variable, does not modulate the relationship between psychological well-being and work-
life balance for teachers. In contrast to the idea that older people have better coping strategies, or resilience, to blunt the impact of

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work-related stress, this is not the case. Since there are no major differences in moderation, interventions aimed at promoting better
work-life balance and psychological well-being should be equally effective across age groups, regardless of age-specific factors.
Furthermore, the hypothesis regarding age’s moderating effect, was accepted.
The results of the study are consistent with those found by Zhou et al. (2024), who also found nonsignificant associations between age
and different forms of well-being. According to their research, demographic variables like age and education level have a weaker
correlation with well-being than metrical factors of old job like burnout and distress, which points out that personal factors of
psychological health or of activity in the work environment may be more immediate to be well-being rather than age. The absence of
a large amount of moderating effect of age on the association between psychological well-being and work-life balance in this study
also supports the idea that age does not really make a difference in the outcomes of well-being, dismissing the presumption that older
workers would be better able to deal with the problems or exhibit more resilience. Instead, this underscores the need to concentrate on
work-related factors and mental health aspects of interventions aimed at the betterment of well-being and not on age distribution
variations.
Conclusions
This study provided strong evidence that psychological well-being and work-life balance are intertwined among teachers, particularly
so in the post-pandemic context in which stressors on and changes to the educational environment were more than ever present. While
none of these factors has discernible moderation by age or years of teaching service, the relationship between these two indicates that
if either can be improved, the outcome could be enhanced by enhancing the other. Given that the psychological well-being of teachers
should also be addressed by work-life balance as an important factor in the whole mental health.
Additionally, no main effects of age or tenure were significant, indicating that interventions aimed at improving psychological well-
being and work-life balance with teachers are supportable across different age and experience levels. This suggests that the challenge
of psychological well-being and work-life balance is experienced by teachers at any stage of their careers. Demographic factors do not
explain stressors such as workload, emotional exhaustion, or the demands concerning the post-pandemic educational environment.
Universal needs and resource management are two factors of Self-Determination Theory and Conservation of Resources Theory, which
cannot easily be affected by age or tenure. Therefore, any interventions designed to enhance teachers' well-being and work-life balance
are generally applicable to all teachers, experienced or otherwise.
Targeted Self-Care Programs: The study informs the development of targeted self-care programs specifically for teachers by identifying
the common challenges found in all people who are teachers, as well as the significance of dealing with both psychological well-being
and work-life balance. The study’s findings will guide the program design based on the study results.
Since there is no significant moderation by either age or years of teaching experience, all of these stressors are universally experienced
by teachers. Consequently, instead of targeting demographic differences, the self-care program has to target the common challenges
involved in the self-care process.
Study findings suggested a strong relationship between psychological well-being with work-life balance. Thus, the program has to
integrate the two aspects, showing strategies aimed at psychological well-being and practical strategies concerning the workplace.
In agreement with the findings, the program will be designed so that the experience of the teacher, irrespective of age, experience, and
the stage of their career at the time of applying for the program, does not influence the actual relationship between their well-being and
work-life balance. Rather, the interventions will not be targeted at one age or tenure but the well-being challenges teachers face in
common.
Focusing on these topics, the self-care program will create an approach to address the most pressing problems concerning psychological
well-being and work-life balance among teachers from all stages of a teaching career.
Moreover, the following additional recommendations were offered:
Work-Life Balance Initiatives: Policies and practices that should be implemented in schools and educational institutions in order to
provide a healthy work-life balance to teachers should be addressed. Things could include flexible scheduling, professional
development training involving time management, or stress relief.
Emotional and Mental Health Support: Accessible mental health resources also require schools to offer them, which include counseling
sessions, peer support networks, and workshops on emotional resilience. The fact that there is a clear relationship between work-life
balance and psychological well-being makes comprehensive mental health key to supporting teachers’ overall well-being.
Policy Advocacy: Policymakers should promote systemic change by reducing teachers’ workload, improving mental health, and
advocating for teacher well-being to be front and center in educational policy.
Regular Monitoring and Evaluation: To track that these things are getting better and there are areas where they need to add on in terms
of support, assessing regularly how the teachers’ work-life balance and psychological well-being are. This would also enable continued
learning of interventions to accommodate the changing needs of teachers.

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Future research: To measure the effect of psychological well-being in relation to work-life balance, researchers must look for more
effective and stronger moderators such as self-esteem, level of happiness, motivation, and so on.
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Affiliations and Corresponding Information
Iris V. Mente
Saint Paul University
Quezon City, Inc. – Philippines
Clarissa F. Delariarte
Saint Paul University
Quezon City, Inc. – Philippines

Mente & Delariarte 948/948