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.
