Teachers’ Work-life Balance as a Mediator in Instructional Supervision Practices and Organizational Performance

Abstract

How school leaders perform their instructional supervision is linked to low or high organizational performance. Likewise, the teachers' work-life balance should not be compromised in attaining a good performance. Based on this premise, this study aimed to determine if the teacher's work-life balance mediates instructional supervision practices and organizational performance. The study used a descriptive-correlational research design. The researcher utilized a questionnaire to gather data from the 230 teacher respondents. The results revealed that respondents observed the instructional supervision practices and highly practiced their work-life balance. On the other hand, organizational performance regarding learner outcomes was observed; teachers highly practiced their performance and strongly agreed that school-based management was highly practiced. Furthermore, a significant relationship existed between the perceived school head instructional supervision practices and organizational performance. Moreover, work-life balance significantly mediated the relationship between the extent of the practice of instructional supervision and the level of organizational performance. Thus, this study suggests that school leaders may employ instructional supervision to support teachers in striking a work-life balance, as improving organizational performance requires both work-life balance and excellent supervision.