Influence of work-life balance of preschool teachers to their self-efficacy through student engagement in synchronous online classes

• Main Authors: Regis, Grace, Repotente, Hannah, Hernandez, Kristine U.
• Format: text
• Published: Animo Repository 2021
• Subjects: Work-life balance; Self-efficacy; Teachers—Psychology; COVID-19 Pandemic, 2020- —Influence; Psychology; Social and Behavioral Sciences
• Online Access: https://animorepository.dlsu.edu.ph/faculty_research/11236
• Institution: De La Salle University

This study aimed to describe the work-life balance of preschool teachers and student engagement in an online setting with a goal in answering the following research questions: (1) How do the pandemic experiences affect the work-life balance of the preschool teachers? (2) How does the shift to an online learning environment affect student engagement? (2.1) What is the connection between the work-life balance of the preschool teachers and student engagement? The researchers used a qualitative descriptive analysis method, specifically narrative analysis, where the researchers arranged the data per teacher and student in a narrative format in order to see a clear picture of work-life balance and student engagement for each teacher and students under them. For this study, 11 preschool students participated in an online observation, and 4 preschool teachers participated by answering a 15-item work-life balance questionnaire and by answering questions in a one-on-one interview on work-life balance and student engagement. Findings revealed that two of the preschool teachers were described to have a “Harmonious Work-Life” while the other two preschool teachers were described to have a “Somewhat in Control Work-Life”. In addition, student engagement in an online setting may vary according to attentiveness, cognitive effort, mindfulness and enthusiasm. Key Words: work-life balance; self-efficacy; student engagement; online environment; pandemic experiences