A Comparative Analysis on Work-Life Boundaries, Burnout and Job Satisfaction of Junior High School Teachers Across Life-Career Stages: Insights for Crafting Age Sensitive Teacher Wellness Program

Abstract

This study examined the work–life boundaries, burnout, and job satisfaction of junior high school teachers in selected mega public secondary schools in Valenzuela City. Specifically, it determined the levels of work–life boundaries in terms of physical, temporal, and psychological dimensions; burnout in terms of emotional exhaustion, depersonalization, and reduced personal accomplishment; and job satisfaction in terms of intrinsic, extrinsic, and relational factors. It further investigated differences across life-career stages, examined the relationships among the variables, and assessed the extent to which work–life boundaries and burnout predict job satisfaction.
A sequential explanatory mixed-method design was employed, combining quantitative survey data with qualitative responses from open-ended questions. The respondents consisted of 250 junior high school teachers from five selected mega public secondary schools. Quantitative data were analyzed using weighted mean, Analysis of Variance (ANOVA), Pearson r correlation, and multiple regression analysis, while qualitative data were analyzed using thematic analysis to explain the quantitative results.
The findings revealed that teachers generally maintain work–life boundaries, although temporal and psychological aspects are less stable due to workload demands. Teachers experience moderate levels of burnout, particularly emotional exhaustion, while maintaining a strong sense of personal accomplishment. Job satisfaction is generally high in intrinsic and relational aspects but relatively low in extrinsic factors. No significant differences were found in work–life boundaries and burnout across life-career stages, whereas job satisfaction showed a significant difference, with teachers in the transitioning stage reporting higher satisfaction. Significant relationships were observed among the variables. Regression analysis further indicated that burnout is a stronger predictor of job satisfaction compared to work–life boundaries.
Qualitative findings supported these results by highlighting themes related to workload demands, administrative responsibilities, coping strategies, and the importance of institutional support. These findings explain how and why teachers experience challenges in maintaining boundaries while sustaining motivation and professional commitment.
Based on the findings, the study concludes that teacher well-being is influenced by both organizational conditions and psychological factors, with burnout playing a critical role in shaping job satisfaction. The results provided the basis for the development of a structured, school-based teacher wellness program aimed at strengthening work–life boundaries, reducing burnout, and enhancing job satisfaction