Abstract
The study assessed the relationship between work-life balance, mental well-being, and academic performance among 108 graduate students of St. Peter’s College pursuing a Master of Arts in Education majoring in Educational Management. The results indicated that students sometimes achieved work-life balance in managing self, time, stress, and leisure. Academic performance was rated as very satisfactory and satisfactory, with 40.7% of students attaining Grade Point Averages of 1.2-1.3 and 1.4-1.6 respectively. Students reported having positive mental well-being all the time. No significant association was found between academic performance and socio-demographic profiles, leading to the acceptance of the null hypothesis of no significant relationship. However, mental well-being was significantly related to socio-demographic profiles, particularly in terms of sex, rejecting the null hypothesis of no significant relationship. Mental well-being also demonstrated a highly significant relationship with work-life balance, resulting in the rejection of the null hypothesis stating no relationship between these variables. Academic performance was influenced by socio-demographic factors, especially sex, leading to the acceptance of the null hypothesis regarding variables singly or in combination predicting academic performance. Mental well-being was affected by socio-demographic factors such as length of service and work-life balance in managing time and stress, leading to the rejection of the null hypothesis of no variables predicting mental well-being. Therefore, work-life balance plays a crucial role in promoting mental well-being. While it strongly impacts mental well-being, its influence on academic performance is indirect and mediated by socio-demographic factors, underscoring the need for targeted support for graduate students’ well-being.
