Self-Care Practices, Strategies, and Work-Life Balance Among Secondary Teachers: Input to Management Support

This study aimed to explore the role of self-care practices in helping secondary school teachers achieve a healthy work-life balance amidst the growing demands of the teaching profession. Specifically, the research focused on the educators of Lutucan Integrated National High School (LINHS), who face numerous responsibilities such as instructional planning, administrative tasks, extracurricular involvement, and emotional support for students, all while coping with a nationwide teacher shortage. The study employed a quantitative research design to examine the relationship between secondary school teachers’ self-care practices, strategies, and their impact on work-life balance. Data were collected through a researcher-made online survey consisting of four sections: respondents’ profiles, self-care practices, self-care strategies, and perceptions of work-life balance. Hypothesis testing was conducted using the Pearson Product-Moment Correlation at a 0.01 level of significance. Results revealed that key self-care dimensions—mindfulness practices, physical activity, effective time management, and boundary setting—were significantly correlated with higher levels of work-life balance among teachers. These findings emphasize the importance of self-care in enhancing teacher well-being, job satisfaction, and professional effectiveness. The study recommends institutionalizing self-care initiatives and implementing work-life policies that support the holistic wellness of educators to reduce stress, sustain motivation, and ensure quality education.