Education
Volume: 150 , Issue: 1 , June Published Date: 14 June 2024
Publisher Name: IJRP
Views: 90 , Download: 47 , Pages: 1084 - 1096
DOI: 10.47119/IJRP1001501620246770
Publisher Name: IJRP
Views: 90 , Download: 47 , Pages: 1084 - 1096
DOI: 10.47119/IJRP1001501620246770
Authors
| # | Author Name |
|---|---|
| 1 | Sonia L. Dajao |
| 2 | Eden C. Callo |
Abstract
This study investigated the transformative learning through work-life balance, leisure, workloads of elementary teachers. The study employed a descriptive-correlational approach which includes 318 out of 572 public elementary teachers in Candelaria East and Candelaria West District of the Division of Quezon during the School Year 2023-2024.The data were gathered using a validated survey questionnaire. Frequency, percentage, mean, standard deviation, Pearson r and multiple regression were utilized as statistical treatment. Specifically, it sought to determine if work-life balance significantly relate to transformative learning. Likewise, it also sought to determine the mediating effect of leisure on the relationship between work-life balance and transformative learning. Moreover, it sought to find out whether teachers workload significantly moderate the relationship between work-life balance and transformative learning. Findings revealed that teachers respondents manifested the work-life balance, leisure and transformative learning. The variables that affect the teachers workload are the amount of non-teaching task such as data imputation, marking reporting is interpreted as moderately heavy workload. It is revealed in the study that there is a positive significant relationship between the work-life balance and the transformative learning. Moreover, leisure partially mediated the relationship between work-life balance and transformational learning underscores the intricate interplay between personal well-being and professional growth. However, workload is partially moderated to the work-life balance and transformative learning of teachers. The study recommends that through the assistance of the School Heads may develop and promote enriched leisure development programs understand and acknowledge teachers and other school personnel have variety of leisure needs. Activities that will assist teachers ongoing growth and development, including trainings in action research that involves collecting and analyzing data from their classrooms.