Work-Life Balance Practices and Teacher Performance in Public Secondary Schools in Kenya

Abstract

The importance of Work-Life Balance (WLB) in organizations cannot be over-emphasized, for there is so much to lose or gain depending on whether the Work-Life Balance practices are available or not. The objective of this study was to investigate the influence of work-life balance practices (administrative adherence to leave policies, supportive work environment by the school administration, make-up time, and job sharing) on teachers' performance in public secondary schools in Homa-Bay County, Kenya. The variables of the study were discussed in relation to spillover theory. The study used a descriptive survey design. The sample included 320 teachers from 74 schools. Simple and stratified random sampling techniques were used. Questionnaires were used to collect data. Content validity was tested through expert judgement. Test re-test was used to test reliability. The reliability of the questionnaire instrument was 8.5. The study used Pearson correlation coefficient, ANOVA, and multiple linear regression analysis in the data analysis. The study established that work-life balance leads to an increase in teachers' performance. The study concluded that WLB translates to productivity and that people who combine all aspects of their life in a balanced manner are satisfied with their jobs. The study recommended, among others, that institutions invest in more work-life balance practices to enable teachers to maintain a healthy balance between work and their private lives. It is also recommended that policies and structures that enhance the WLB of teachers should be promoted. Additionally, it is recommended that the Teachers Service Commission should support regulations on work-life balance practices to improve teacher performance.