Work-Life Balance and Teacher Work Engagement among Pre-Primary School Teachers in Greater Mukono, Uganda

Miria Nandera, Wilson Mugizi, and Josephine Matha Apolot
Kyambogo University, Uganda.
Email: mirianander@gmail.com

Abstract: This study examined the relationship between work-life balance and teacher work engagement among pre-primary school teachers in Greater Mukono, Uganda. The study specifically examined the levels of work-life balance and teacher work engagement and the relationship between the two variables. An explanatory sequential mixed-methods design was employed. Quantitative data were collected from 153 pre-primary teachers using structured questionnaires, while qualitative data were obtained from 20 key informants. Descriptive statistics and Spearman’s rank-order correlation were used to analyse the quantitative data, while qualitative data were analysed using content analysis. The findings showed that teachers reported high levels of work engagement (M = 4.35, SD = 0.37) and moderate overall work-life balance (M = 3.58, SD = 0.37). Overall work-life balance was weakly and positively related to teacher work engagement, but the relationship was not statistically significant (ρ = .150, p = .064). At the dimensional level, work flexibility was positively and significantly associated with teacher work engagement (ρ = .205, p = .011), whereas workload and personal life were not significantly associated with engagement. Qualitative findings indicated that predictable work schedules, weekends, and school holidays provided teachers with opportunities to attend to personal responsibilities while maintaining their professional roles. The findings suggest that although overall work-life balance was not significantly associated with teacher work engagement, work flexibility may be an important aspect of the work environment for sustaining teachers’ engagement. The study recommends strengthening flexible work practices where these are compatible with teaching requirements.