The factors affecting university teachers’ work-life balance during the

COVID-19 outbreak in Hanoi

Abstract
The global spread of the Covid-19 pandemic has had a major effect on people's lives
and work, raising new challenges about adaptability and the balance of life and work in
the face of unpredictable disease evolution. To remain stable and relevant in an ever-
changing environment, organizations and employees must adapt and develop new ways
of working, as well as take precautions to protect their health during the epidemic. The
present COVID-19 epidemic has accelerated the trend toward online work while
emphasizing the critical necessity of employee health and adaptability in reacting to
significant changes in employment and work. This study focuses on the important drivers
of work-life balance among university teachers in Hanoi. Quantitative research
methodologies were used to evaluate assumptions about the impact of two distinct
variables, namely job satisfaction, life satisfaction, and mental & physical health
problems in the higher education sector in Hanoi. Closed-ended online questionnaires
have been distributed to 30 university lecturers of 3 selected universities in Hanoi. The
findings show that job satisfaction, life satisfaction, and mental & physical health
problems, have a positive relationship with teachers’ work-life balance.

I. Introduction
COVID-19 began spreading late in 2019 and soon spread to most countries and regions,
disrupting daily life. Social separation, the most widely known disease-fighting strategy,
was also adopted in Vietnam, radically changing people's life. Due to its instructional
weakness, COVID-19 has forced thousands of schools worldwide to close. Social
distance has changed how students study and work toward virtualization, transforming
teaching and learning in Vietnam. With limited access to wireless technology, online
education is often new and difficult for instructors in Vietnam (Dinh, P.L., Nguyen, T.T.,
2020). Teachers face everyday challenges to preserve work-life balance and job
satisfaction, as they are held accountable for leading a country's youngsters. (Singh,
Nakave, Shah, 2020). The research aims to discover University teachers’ work-life
balance during the COVID-19 outbreak in Vietnam.

II. Literature review

Work-life balance
Work-life balance is an important factor as it directly affects the quality of life and
health of individuals (Haar, Russo, Sue, & Ollier-Malaterre, 2014). A lack of work-life
balance, according to Nhi Nguyen (2020), can affect one's physical and emotional health,
as well as cause other problems. Work-life balance is determined by a person's
permeability, adaptability, and compatibility. Work-life boundaries can be expanded or
altered as necessary.
Work-life balance among educators has proven to be one of the greatest obstacles,
particularly in light of the current Covid – 19 pandemic (Sundari, et al., 2020). Numerous
teachers report that achieving a work-life balance during Covid-19 faced great problems.
The majority of the day spent at home differs significantly from the workday. If
boundaries are not established, work and home may become indistinguishable. 74% of
educators surveyed by Education Support (2020) reported that their incapacity to transfer
their attention from work to private life negatively influences their work-life balance.
Many educators struggle to balance their personal and professional obligations. E-
learning programs with work-from-home processes, however, eliminate the physical and
psychological boundaries between profession and life.
Job satisfaction
According to Znidarsic and Maric (2021), job satisfaction is an individual's motivation
and working outlook. Physical and mental health are affected by job satisfaction
(Ghasemi& Elwood, 2022). Hong, Liu, and Zhang (2021) found that a reduction in
workload improved job satisfaction.
Job satisfaction is how educators experience their jobs (Han, Mahmood, Montes &
Saleem, 2021). Covid-19 decreased teacher satisfaction and increased fatigue (Li &Yu,
2022). Teachers indicated their employment and potential obstacles favorably before the
pandemic. Stress and depression affect satisfaction with online teaching. Job satisfaction
assists educators in comprehending their obligations and digital literacy.
Due to a lack of control over working hours, stress, and work overload, telework can be
difficult for certain professions. A healthy work-life balance throughout the pandemic,
according to Prasad, B. M. (2020), demands separating work and family time and
encouraging job satisfaction. Work-life misalignment and job satisfaction are the results
of excessive labor and lengthy hours.
According to Pham et al., Vietnamese teachers have difficulties when teaching online
courses across multiple platforms (2021). Professional development programs that
emphasize interpersonal relationships and teamwork may be impacted. The fact that
online instructors must design engaging learning materials increases their workload.
Teachers should investigate the evolution of online courses.
Due to the requirement to take online exams throughout the program, e-learning has an
impact on evaluation (Adedoyin & Soykan, 2020). Teachers have limited oversight over
students' online performance, making it difficult to confirm that they independently
complete assignments. According to Heng and Sol (2021), the rapid transition to online
learning has increased teachers' workloads and decreased their job satisfaction.
Life satisfaction
Life satisfaction is a key predictor of perceptual well-being, companionship, and
partnership, as well as an individual's satisfaction. (Znidari, J. et al., 2021) Life
satisfaction is more generalized and is regarded as a common reaction and attitude toward
life eventually, ranging from negative to positive.
Although life satisfaction is usually steady over time, numerous stressful situations can
have a significant impact on the level of subjective well-being over the long term (Lucas,
Clark, Georgellis & Diener, 2004). The COVID-19 pandemic has diminished instructors'
life satisfaction, irritation, and frustration (Karakose, T. et al, 2021).
Mental and Physical health problems
According to Lizana et al. (2021), the health emergency viewpoint depicts the terrible
situation in several developed and growing nations, where the psychological impact on
the population has been established as being rather severe. Before the Covid-19 epidemic,
the teacher labor pool had faced poorer quality of life due to a variety of factors. Covid-
19 work remotely might induce physical and mental fatigue.
According to a study by Pham, P.T., et al. (2021), extrinsic support shows to have a
negative effect on instructors during the Covid-19 situation, compared to their typical
teaching careers. Erdi et al. found that during the Covid-19 epidemic, those forced to stay
at home due to social isolation experienced musculoskeletal and mental issues (2021).
Educators may not have sufficient time to react personally or environmentally to the
sudden implementation of obligatory homework. Anxiety and sadness are consequences
of the epidemic and changing employment conditions (Erdi, K. et al, 2021). The
combination of growing job stress related to online learning and pandemic stress
increased teacher anxiety and fatigue.
Overworked educators suffered from burnout (Lizana et al, 2021). Teachers confront a
variety of pressures, including a poor working environment and conflicts with children
and their families. According to several teachers, their lengthy workdays and regular
post-work tiredness contribute to the increasing prevalence of obesity and inactivity.
COVID-19 can cause mental, biological, and physical damage. Regarding Akour et al.
(2020), there is no age or gender-specific influence of COVID-19 on the psychological
health of participants. Even people without a pre-existing mental disorder are capable of
developing new psychological symptoms. The current pandemic's implications and
mitigation techniques, notably remote instruction, may have cognitive effects on teachers.

Research gap
Published research on the impact of Covid-19 on education often selects students for
research rather than teachers such as Dinh, L. P., & Nguyen, T. T. (2020) research. The
study articles about this subject in Vietnam are frequently regarding K-12 teachers, not
university faculty, such as Pham, P. T. et al (2021), and Rabaglietti, E. et al (2021)
research. My research paper will examine the factors affecting the work-life balance of
lecturers in Hanoi-Vietnam during the Covid-19 era.

Hypothesis
 Considering a review of the literature, the two distinct elements influencing university
instructors' work-life balance: Job satisfaction, Life Satisfaction, and Mental & Physical
health problems are selected for research based on their relevance and appropriateness for
the research aims.
H1: There is a positive link between job satisfaction and work-life balance among
teaching professionals as a result of working from home during Covid-19.
H2: There is a positive link between life satisfaction and work-life balance among
university teachers during Covid-19.
H3: There is a negative link between mental & physical health problems and work-life
balance among university teachers during Covid-19.
Conceptual framework

III. Research methodology

After a careful review of several research approaches, the quantitative approach was
chosen for the data collection portion of this study. Quantitative research is a set of
strategies for exploring social issues using numerical and statistical data (Watson,
R., 2015). Statistical analysis is used in quantitative research to test hypotheses. It
examines statistical data for patterns and relationships and verifies findings. Large
amounts of data are typically collected via surveys and questionnaires containing closed-
ended questions. This study uses quantitative methods to provide general data on a large
sample. This research methodology increases the sample's impartiality and
generalisability by focusing on quantity. Using the quantitative method provides the
quality and convenience of the acquired data at a lower cost than the qualitative
approach.
 Five sections of the questionnaire correspond to demographics and dependent and
independent variables. The first component has three demographic questions regarding
gender, workplace, and work experience. The following section consists of 20 Likert 5-
point scale questions, varying from strongly disagree to strongly agree along with a range
of 1 to 5. The first seven job satisfaction questions are supported by research by Sundari,
K. N. et al. (2020) and Lassoued, Z. et al (2020). Using a study article by Diener, E et al.,
four questions about life satisfaction were developed (1985). The remaining five mental
and physical health problems questions are supported by the research of Kayabnar (2021)
and Lizana (2021). Lastly, there are four work-life balance questions based on Sundari,
K. N's (2020) and Irawanto, D. W.'s (2021) study articles.

Sample size - Sampling method

This study uses primary data for research. A sample of 50 lecturers from the three
universities in Hanoi: NEU, FTU, and BUV, has been selected to gather information.
Social media networks were used to distribute Google Forms-created online surveys to
prospective respondents. After summarizing the data, 45 of 50 potential participants
respond to the survey (90%).
For the sampling method, the research the non-probability sampling method (snowball
sampling). Each survey is comprised of closed-ended questions using the Likert scale and
multiple choices questions. The information provided by respondents is then gathered by
Google Form's own system. The data is then analyzed using descriptive statistics,
correlation, and Regression with analysis tools – Excel. Since this study report collects
data quantitatively, Excel is utilized to make the procedure more efficient and less
problematic. The dependent and independent factor responses were numbered from 1 to
5, which correspond to strongly disagree, disagree, neutrality, agree, and strongly agree.
In addition, answers to the demographic section are given specific numbers. The value of
the gender variable goes from 0 to 1, with female equaling 0 and male equaling 1. As per
the university variable, teachers at NEU are labeled as 1, those at FTU as 2, and those at
BUV as 3. The number of years' experience is applied in the order as follows from 1 to 4:
under 2 years is 1, 2-5 years is 2, 6-10 years is 3, and above 10 years is 4.
 Table 1. Demographic data

The data collecting participants are 45 university professors, 27 of who are female (60
%) and 18 of whom are male (40%). These university teachers represent three Hanoi-
based universities: NEU, FTU, and BUV. In terms of teaching experience, instructors
with 2-5 years of teaching experience and 6-10 years of teaching experience are the
subjects that contribute the most to this study, respectively accounting for 40% and
35.56%. Lecturers with more than ten years of teaching experience provided 8 responses
(17.77%), whereas lecturers with less than 2 years of experience accounted for 6.67%.

 Survey link: https://forms.gle/jmVLwZCGbknMz3y1A

 Raw data:
https://docs.google.com/spreadsheets/d/1gP7pJRyLiblAP9uvNlzitOeKgCpCtlCyZ
7IIRJGBnhU/edit#gid=0
 Survey data link:
https://docs.google.com/spreadsheets/d/1ArH2c23YR0LpLsnys2etB_qsrVMRpf0
viwEOZ5rYd1I/edit?usp=sharing

IV. Major findings

 Table 2. Descriptive statistics
The descriptive statistic indicated the disparity between the collected results. As can be
seen, the majority of ratios are constant and relatively modest. In the column for Standard
Deviation, the ratios were all less than 0.35, suggesting that the responses of the
participants were not uniquely different.

Table 3. Correlation data

The correlation coefficient demonstrates positive associations between work-life

balance,  job satisfaction, life satisfaction, and mental and physical health issues.
According to the table, there is a significant positive relation (0.38 coefficient) between
teachers' job satisfaction and work-life balance. With a coefficient of 0.21, life
satisfaction was ranked second. Physical and mental health issues had the least impact on
teachers' work-life balance, with a value of 0.04.
 Table 4. Regression data

Multiple regression analysis was used to determine if there is an association between

working remotely, health factors, and work-life balance among Hanoi university
instructors. The coefficient of multiple determination, R, is the Correlation coefficient
between the regression model's predictand and the dependent variable's actual values. R
equal 0,454 demonstrates a moderate degree of affiliation in this case. The R square is
0,206, indicating that including all of our independent factors into a regression model
explained 20.6% of the variability in our dependent variable.
Factors associated with job satisfaction have a substantial effect on the dependent
variable of work-life balance. The coefficient value of 0,49 indicated that one unit change
in the independent variable, job satisfaction factors, resulted in a change in the dependent
variable, work-life balance. The positive coefficient for life satisfaction (0,354) indicates
that when the independent variable grows, the dependent variable (work-life balance)
tends to increase. The coefficient of the variable physical and mental health problems is
0.009, which is a rather low indicator that the influence of this variable is not strong on
work-life balance.
The job satisfaction variable indicates a positive value, confirming what was previously
discovered (H1). Additionally, the P-value is 0,01, which is less than 0,1. Consequently,
the number is statistically significant and can be used to strengthen the initial hypothesis
(H1). Therefore, the greater the job satisfaction, the better the work-life balance of the
teacher.
The actual research results are consistent with the findings of previous studies on the
topic of work-life balance, such as the study by Pham, P. T., et al. (2021), which
demonstrated that teacher satisfaction and online teaching effectiveness affect the rapid
changes in work and life habits caused by school closures. Kotini-Shah, P., et al. (2022)
found that the increased workload associated with working online decreases teachers' job
satisfaction and has detrimental consequences on their lives. Work-life balance is
positively and significantly affected by job satisfaction. Irawanto, D. W et al (2021) is
stated that job satisfaction has a positive and significant effect on work-life balance and
that when an employee has a high level of job satisfaction and is content with their
position, they tend to have more flexibility in balancing their work and home lives.
In contrast to the prior variable, the P-values for the life satisfaction and physical and
mental health problems variables are 0,13 and 0,9, respectively, which is greater than 0,1.
Even if its direction reflects that of the hypothesis, the aforementioned figure is not
statistically significant which can not be used to support the independent hypothesis (H2
and H3).
In addition, life satisfaction variable has a positive value and a positive association with
work-life balance, which corresponds to the sign of this study hypothesis and is similar to
the findings of prior study publications on this subject. The research of Žnidaršič, J. et al
(2021) shows the result that greater life satisfaction has a beneficial impact on work-life
balance. Karakose, T., et al. (2021) found strong evidence that life satisfaction is
proportional to work-life balance and inversely proportional to work-family conflict in
their study. A study by Landolfi, A.et al (2021) also showed that teachers in the Covid-19
period with higher life satisfaction will have a higher work-life balance than those with
low life satisfaction.
The physical and mental health variable has a positive value and connection with work-
life balance, the P-value of this variable is larger than 0,1 (0,9), which does not
correspond to the sign of this research hypothesis (H3) and it goes against the H3.
 V. Recommendations
The paper's limitations include time limits and a lack of skill in professional academic
research. This research report has a limited research scope, focusing on three universities
in Hanoi. The research topic is limited to the higher education sector and does not apply
to other sectors. The study used a quantitative research method, which has the drawbacks
of lack of specificity and coverage. Future research relating to this project's scope should
exploit other factors, broaden the study area and sample size, and also employ more
sophisticated data gathering, inquiry, and processing approaches. In addition, this
research does not use any qualitative tools. As a result, it will be advantageous to utilize a
qualitative method to discover the views, needs, and teachers ’ attitude regarding their job
satisfaction, life satisfaction, health concerns, and work-life balance.
Regarding the advice for the universities where I conduct research, I recommend that
the university should design and establish a suitable work schedule and distribute the
workload equitably among academics to reduce work overload and assist teachers in
managing student quality. Universities can host training sessions on how to utilize online
work tools for educators to increased the job satisfaction of teachers. In addition,
institutions should provide mental and physical health counseling sessions for instructors
whose well-being and mental health are significantly impacted by a job shift.

VI. Conclusion
Studying factors affecting the work-life balance of university instructors in Hanoi
during the COVID-19 outbreak was a major focus of the research work. Online surveys
were used to collect primary data for the study, which was supported by secondary data
sources generally gathered from literature reviews and online journals. The study's
findings revealed a positive link between two elements classified as job satisfaction, life
satisfaction, physical and mental health issues, and teachers' work-life balance. The
research findings still have some limitations that lead to unsatisfactory results, due to its
small sample size and its inefficient questionnaires, which are the reasons the study only
supported one hypothesis, but there are still some recommendations for universities to
support teachers on how to maintain their work-life balance throughout the Covid-19.
Reflective journal
This research paper intends to answer personal curiosity regarding teachers' work-life
balance in the period of Covid-19 while acquiring the essential ability to manage and
perform important academic research. The research paper is divided into various phases
with 5 logbooks to monitor the study's progress. Since this is my first personal research
paper, I am encountering many challenges throughout the research phase; but with the
guidance of my lecturer and tutor, I was able to complete it.
In logbook 1, I discovered research topics, research aims, research objectives, aims, and
academic papers on the same topic. During this term, I have learned how to select the
appropriate research topic and object, as well as how to formulate the appropriate
research aim and research objective following S.M.A.R.T criteria for the topic. As this is
my first personal research paper, I had difficulty finding the correct topic and objective,
but I was able to complete it with the support of the lecturer and tutor.
In logbook 2, I learned how to create Gantt and WBS charts, and make Resource and
Cost Management Plan, Risk Management Plan, Quality Management Plan, Stakeholder
Management Plan for my research. As a result, the study is more manageable, as the
appropriate task is established orderly and closely monitoring the work's progress.
In logbook 3, I was able to conduct research on previous academic studies about the
work-life balance of teachers, summarize the information from those research papers,
formulate a hypothesis for my research paper, and find a suitable methodology. In this
phase, I struggle to find and select a suitable academic paper to read and to select the
independent variable for my research paper. This causes my prior work to have several
hypotheses, hence making the study convoluted and unclear. However, with the lecturer's
and tutor's feedback and revisions, I was able to produce a more comprehensive work.
The A1.1 assignment supports me in synthesizing and completing the previous two
logbooks.
 During logbook 4, I was instructed on how to make questions for the survey since I was
choosing a quantitative method for my research. I find it difficult to select survey
questions given that previous studies have all utilized surveys with an excessive number
of questions. Therefore, I chose to develop the questionnaire for this research study by
combining the most specific questions from multiple research studies on the same issue.
Logbook 5, I have learned how to handle data acquired using Excel and provides me
with statistical data from which to form objective assessments. At this stage, I find it
difficult to analyze the data in a suitable order and to provide recommendations to the
universities for which I do research. I find it tough to adapt to the regression model, as it
is a novel and complex task. With the lecturer and tutor's corrections and suggestions, I
was able to complete the analysis process.

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Appendix
Survey questions