Work-Life Balance and Employee Engagement among

College Faculty in Kabacan, Cotabato

John Kenneth B. Aquiat

Vesta Arces C. Bañados

William T. Gonzaga

Hasniah R. Hadjinor

Shaira Andrea L. Santiago

2023
 CHAPTER I

INTRODUCTION

In the bustling world of academia, full-time college faculty members are often

faced with the formidable challenge of maintaining a harmonious work-life balance.

Work-life balance is usually overlooked in several industries, including the academe.

However, as advocates for higher education, fostering a healthy work-life balance for

college faculty is not just a personal matter but a crucial aspect of building a more

vibrant, productive, and fulfilling academic community. With a good work-life balance,

employers can reap a range of benefits. Among these are higher productivity, low

absenteeism, improved overall health of employees, and employee engagement. This

study will focus on the relationship between work-life balance and employee

engagement. In order for employees to be highly engaged in the long run, work-life

balance is essential. Employees need to feel permission to disconnect from work and

pursue activities on the life side of the balance. For their own long-term health and

wellbeing, people must be very intentional about creating a rich life beyond work alone

(Sampson, 2020).

According to Mahajan (2022), employee engagement levels are higher when

there is a work-life balance. Employees who have a healthy work-life balance also put in

more effort than those who don't. Giving workers control over their responsibilities and

having faith in them to do their task, as well as regularly interacting with them and

providing opportunities for constructive dialogue at work, can help achieve a healthy

balance. In research conducted by Limongco et al. al. (2018), work-life balance has a
significant impact on employee engagement. Additionally, it was mentioned that using

demographics can also alter how much work-life balance affects employee

engagement. They claimed that younger faculty members had a higher degree of work-

life balance than older faculty members, and that this is probably because the latter

believe they should simply retire and feel that their employers don't offer them as much

attention or responsibility as they should. Another example is how a faculty member's

work-life balance is negatively impacted by more duties when they work longer at an

institution.

Wedgwood (2022) suggests in an article for The Happy Index that employers

expect more from their employees, which leads them to feel pressured to achieve

greater results. However, these pressures have reached their breaking point as

employees realize that there is no better feeling than achieving a better balance in their

lives. It is important for employers to understand that balance is the key to creating

engaged and happy workers. By having a healthy work-life balance, it allows everyone

to excel at work and take care of their personal well-being outside of the office.

According to the same article, there had been a study conducted that caused a stir,

revealing that ever since the pandemic, people have become more focused on work-life

balance than salary.

There have been several studies globally that are related to work-life balance

and employee engagement, but there is limited to no research done on the said topic on

a national and local scale, especially for the academic industry. By conducting this

research, we will be able to bridge this gap by determining which factors of work-life

balance have the most influence on employee engagement and possibly providing
recommendations on how to improve work-life balance for much better employee

engagement. Increased dedication and motivation to work lead to increased

productivity, decreased absenteeism, and improved physical and mental health, which

are what employers can gain if employees have a satisfactory work-life balance. Finding

balance can also be beneficial for interpersonal connections (Thomas, n.d.).

This study is important in confronting the fast-paced and competitive academic

environment. The well-being and performance of college faculty are essential for the

success and reputation of higher education institutions. Balancing work and life, along

with keeping faculty engaged, is often challenging due to teaching, research,

administrative tasks, and high standards. This study will provide a better understanding

of the importance of work-life balance to college faculty member’s engagement. Also,

the study aims to provide faculty members and the academic industry with

recommendations to further improve employee engagement.

Data will be collected through a modified, adapted Likert questionnaire from the

research of Kluczyk (2013) for work-life balance and Emuron et al. (2022) for employee

engagement. Options for respondents range from 1 (strongly disagree) to 5 (strongly

agree). The method of data collection will be done online with the use of Google Forms.

Personal data to be collected will be limited to work email address, age, gender, and

marital status to ensure respondent confidentiality. Respondents are chosen using

purposive sampling and convenience sampling. Purposive sampling is applied as this

study requires its respondents to be full-time faculty members from a state university;

hence, some qualifications are required from the respondents, such as the level of

educational attainment, employment status, and place of employment. Convenience

sampling is applied in this study as well, due to the limited time available for the

researchers to perform the data gathering. The results will be shared in academic

journals and conferences so that more people, like researchers, faculty, students, and

others, will be interested in the topic. The results will also be shared with the university

from which the respondents originate for the potential improvement of the institution.

Statement of the Problem

This study investigates the relationship between work-life balance and the

employee engagement of full-time college faculty in Kabacan, Cotabato, for the

academic year 2023-2024.

The study will be guided by the following questions:

1. What is the work-life balance of full-time college faculty in Kabacan, Cotabato in

terms of:

1.1 Family-work conflict

1.2 Work-family conflict

1.3 Family satisfaction

1.4 Work satisfaction

2. What is the employee engagement among full-time college faculty in Kabacan,

Cotabato in terms of:

2.1 Vigor
 2.2 Dedication

2.3 Absorption

3. Is there any significant relationship between the work-life balance and employee

engagement of the full-time college faculty?

Hypothesis

Ho1. There is no significant relationship between work-life balance and employee

engagement among the full-time college faculty.

Review of Related Literature

This section represents the various concepts, facts, and theories from the

different authors and reading materials to clearly understand what that study is all

about.

Work-Life Balance

Malik (2023) defines work-life balance as the stability between the time, energy,

and attention individuals allocate to their professional commitments and personal lives,

including their family, social activities, hobbies, and personal well-being. It emphasizes

the need to achieve a symphonic and satisfying integration of both work and personal

aspects of life. There should be an evenness between professional life and personal

life. Work-life balance has various factors contributing to an employee and employer

perspective. Work-life balance catalyzes both the employee and employer a WIN-WIN

situation. An employee is highly committed and productive if he is able to maintain a

work-life balance in an organization. The organization can have a high number of

talented pools if it can facilitate its employees having a balance between work and

personal life (Kalaivani et al., 2023).

Several studies have created instruments to measure work-life balance. The goal

is to measure if an individual is spending too much time on his profession, using most of

his time in his personal life, or having a balance of both (Brackett, 2020).

Family-Work Conflict

Family-work conflict is defined as when family demands interfere with the

performance of work duties. It occurs when family role responsibilities prevent delivering

an acceptable performance level at work, for instance, caring for sick children and

marital strife (Miller et al., 2022). García et al. (1996) state that work factors that can

affect the family-work conflict are: a) work role stressors; b) characteristics of the task;

c) characteristics of the schedule; d) constant trips; e) changes of residence; f)

involvement with work; relevance; and career aspiration. Greenhaus & Beutell (1985)

mention that there exists a strong premise that work-family conflict and family-work

conflict are separate but interrelated forms of interrole conflict. Even though several

sources of work-family conflict have been acknowledged, researchers largely agree that

the general demands of a role, the time dedicated to a specified role, and the strain

created by a specified role are domain elements of work-family conflict and family-work

conflict (Netemeyer et al., 1996).

Work-Family Conflict

Work-family conflict is characterized as "a form of interrole conflict in which the

role pressures from the work and family domains are mutually incompatible in some

respect". That is, participation in the work-family role is made more difficult by virtue of
participation in the family-work role (Greenhaus & Beutell, 1985). The idea of work-

family conflict is grounded in resource drain theory, which suggests that individuals

have limited physical, psychological, and social resources to draw on while performing

in different roles. When individuals devote large quantities of their resources to one

domain of life, their performance in other domains may thus decline (Staines, 1980).

Work-family conflict is important because it is associated with an array of attitudinal and

behavioral outcomes in the workplace and in the family. A number of factors may

influence whether an individual experiences work-family conflict, including individual

differences, job characteristics, family characteristics, support, and organizational

policies (Stepanek & Paul, 2022).

Family Satisfaction

Soliz and Kellas (2014) define family satisfaction as perceptions of family quality

such as solidarity, happiness, and overall relational well-being. There are several scales

that are currently available to measure different aspects of family satisfaction. It is

possible to expect that individual satisfaction is also associated with family satisfaction

(Szcześniak & Tułecka, 2020), and various causal connections of this relationship can

be considered, but the object of evaluation (individual life vs. family life) is different. The

quality of family relationships is critical; people who are satisfied with their family life

have a higher level of wellbeing than those who have a more negative experience of

their family situation (Nordenmark, 2017). Zabriskie et al. (2013) mention that it is quite

clear that the construct of family satisfaction is one of significant interest and will

continue to be as long as scholars are interested in examining family variables and

clinicians are interested in influencing and measuring family outcomes.

Work Satisfaction

Work satisfaction refers to an employee's subjective experience of his work

situation and emotional responses on the level of feelings towards different facets of his

work role (Arya, 1984). Work satisfaction is not a unitary concept; it is a composite of

many dimensions and factors that contribute to an employee’s overall contentment with

their work (Kalleberg, 1977). Thus, this is more focused on the degree to which

employees like their job. According to the study of Mandjar and Turangan (2023),

companies that realize the importance of employee performance for their sustainability

must pay attention to the rights, obligations, and work satisfaction of their employees.

Nevertheless, in reality, there are still many companies that pay less attention to

employee work satisfaction, even though according to employees, work satisfaction is a

very crucial factor because feeling satisfied will determine positive behavior towards

their work, for example, the level of discipline and morale that tends to be higher.

Moreover, employees who are satisfied with their work will do their best to get the most

out of it to complete their tasks, which will undoubtedly support the productivity gains

that the company expects. In addition, the satisfaction felt by employees must be

maintained by the company to support the organization's life; many things can affect job

satisfaction, one of which is when employees feel the balance of the workload provided.

However, in practice, many companies provide an unbalanced workload. Employee job

satisfaction determines an employee's success in fulfilling a particular workload.

Excessive work can have a negative impact on job satisfaction. On the other hand, a

light workload can also affect employee job satisfaction.

Employee Engagement
 Employee engagement is a composition of motivational characters by the

emergence of vigor, dedication, and absorption (Schaufeli et al., 2002). Moreover, the

idea of employee engagement was emphasized and applied to employee corporate

relations, aligning closely with their growing intent for learning opportunities within

organizational settings (Vigoda-Gadot et al., 2013), and when employees are actively

involved, they not only recognize their roles in advancing business objectives but also

inspire and motivate their colleagues, fostering a collective drive towards achieving

organizational success.

Vigor

According to Michelli (2021), vigor is defined as ‘high levels of energy and mental

resilience while working’ and ‘the willingness to invest effort in one’s work and

persistence even in the face of difficulties.’ Vigor is a combination of drive and energy

that seems to guarantee workers’ long-term employability. It also affects their

willingness and ability to continue their present and future employment, as well as their

ability to satisfy the mental and physical demands of a job (Kodden and Hupkes, 2019).

In research by Ryan and Frederick (1997), they stated that vigor is necessary in

order to become engaged, and a lot of energy is needed to get started and keep active.

This is the reason why vigor is an important factor when it comes to employee

engagement, in addition to dedication and absorption (Kodden, 2020).

Dedication

Dedication, as described by Schaufeli & Bakker (2004), is the enthusiasm of

employees at work and how proud they are of the work done and the company they are

working for. In their research, employees with high dedication scores are enthusiastic
and happy with their work and company, and they see their jobs as challenging rather

than tiring, which helps them become more inspired to do well and increase their

performance. Dedication is considered the most important piece of employee

engagement. Robinson (n.d.) stated that the feeling of being effective counters a lack of

efficacy. This means that employees who are dedicated to doing well will continue to do

so as they perceive their work as challenging and accomplishing difficult tasks satisfies

them.

Absorption

The concept of absorption can be understood as the level of concentration

employees invest in their work. In this context, employee engagement serves as a

management approach that not only promotes focused engagement but also

encourages employees to collaboratively pursue and attain the goals of the organization

(Benson et al., 2013). This participation, in turn, encourages more intricate and

accountable work behavior (Ghitulescu, 2013; Yang, 2012).

Conceptual and Theoretical Framework

The study is primarily anchored on the Conservation of Resources (COR) theory

by Stevan Hobfoll.

Hobfoll (2007) states in the book, Encyclopedia of Stress (Second Edition),

Conservation of Resources theory “examines and describes the nature of psychological

stress and its likely consequences.” It further highlights that compared to traditional

stress theories (which concentrates more on people’s individual assessment of stressful

situations based on how much distress they experience), COR emphasizes that stress
is not a primary result of an individual’s assessment of events but rather a fundamental

environmental, social and cultural bases in terms of the demands placed on people to

acquire and preserve the conditions that guarantee their well-being and keep

themselves apart from those that threaten their well-being.

Furthermore, the Conservation of Resources Theory states that current

resources can bring out additional resources depending on the motivation levels of

employees. Employees, owing to their high degrees of motivation, are systematic and

agile. However, even employees with high degrees of motivation need breaks in

between to avoid the risks of experiencing burnout (Mahajan, 2022). Work-life balance

can be seen as a resource that can help college faculty conserve their resources and

maintain a high level of employee engagement. When college faculty have a good work-

life balance, they are less likely to experience resource depletion and more likely to be

engaged in their work.

Based on the COR theory, the study can hypothesize that permanent, full-time

college faculty members with better work-life balance will have higher levels of

employee engagement. A conceptual model is provided below to easily visualize the

variables and their corresponding indicators that will be used for this study.
INDEPENDENT VARIABLE DEPENDENT VARIABLE

WORK-LIFE BALANCE EMPLOYEE ENGAGEMENT

Family-Work
Vigor
Conflict
Dedication
Work-Family
Absorption
Conflict
Family Satisfaction
Work Satisfaction

MODERATING VARIABLE

PROFILE OF THE
RESPONDENTS

Age
Gender
Marital Status
Employment Status

Figure 1. Conceptual Framework of the study

 CHAPTER II

METHOD

This chapter represents the methods and procedures that will be used by the

researchers to conduct the study. In this chapter, the research design, research locale,

research respondents, research instruments, data gathering procedure, statistical

analysis, and ethical considerations will be discussed.

Research Design

The descriptive correlation survey method-questionnaire type was employed in

this study. The descriptive correlation survey method was designed to determine the

relationship between variables and analyze their cause and effect. According to

Sekaran and Bougie (2016), the descriptive correlation method explains that there is a

relationship between two variables. Finding a correlation does not mean that one

variable affects the other.

The study used adapted survey questionnaires from the studies of Kluczyk

(2013) for work-life balance and Emuron et al. (2022) for employee engagement. The

researchers find these adapted survey questionnaires to be the most convenient and

appropriate method for gathering responses from respondents, where we can determine

the work-life balance and employee engagement levels among permanent, full-time

college faculty members in Kabacan, Cotabato.

Research Locale

Kabacan is a municipality in the landlocked province of Cotabato. The

municipality has a land area of 448.09 square kilometers, or 173.01 square miles, which

constitutes 4.81% of Cotabato's total area. Its population, as determined by the 2020

Census, was 93,822. This represented 6.29% of the total population of Cotabato

province, or 1.91% of the overall population of the SOCCSKSARGEN region (Region

XII) in the island group of Mindanao. Based on these figures, the population density is

computed at 209 inhabitants per square kilometer, or 542 inhabitants per square mile

(PhilAtlas.com, 1990).

The study will be conducted at the University of Southern Mindanao (USM), the

only state university in Kabacan, Cotabato. Formerly known as the Mindanao Institute of

Technology (MIT), USM was founded by the late Bai Hadja Fatima Matabay Plang, a

dedicated Muslim educator and philanthropist. USM formally started its operations on

October 1, 1954, and later obtained its university status through P.D. 1312 on March 13,

1978. It is one of the country’s four major state universities to achieve agricultural

education excellence. Today, among 120 or so state-owned universities and colleges

(SUCs), it is one of the nine that has gained Level IV status (usm.edu.ph, 2023). The

total permanent, full-time teaching force population as of November 6, 2023, is 379.

The university has a total area of 5,129.97 hectares with four offsite campuses. It

has been producing marketable graduates for five decades now who have differentiated

themselves with these marks: leadership, industry, and job commitment.

 Figure 2. Location Map of University of Southern Mindanao (usm.edu.ph, 2023)

Research Respondents

Using Slovin’s formula, the researchers were able to compute a total of 192

respondents from USM to be the main respondents for this study. Slovin’s formula is

used to calculate an appropriate sample size for a population. The said formula was

attributed to Michael Slovin in 1960 and has been widely used in various studies as a

determinant for computing samples (statisticshowto.com, 2021). This number was

derived from the total identified permanent, full-time college faculty employees of USM
as of November 6, 2023, USM has among its population of teaching personnel for the

academic year 2023 - 2024.

All of the respondents were selected through purposive and convenience

sampling. Purposive sampling is used in research studies to select a specific group of

individuals or units for analysis. This method is appropriate when the researcher has a

clear idea of the characteristics or attributes they are interested in studying and wants to

select a sample representative of those characteristics. For this study, the purposive

sampling method may prove to be effective since only a limited number of respondents

can serve as primary data sources due to the nature of the research design and its

objectives. At the same time, convenience sampling is also considered for this study

due to the limited time to access other respondents. This sampling technique involves

choosing people who are easy for the researcher to reach and get in touch with

(Fleetwood, 2023). For the purpose of this study, the researchers have better access to

respondents from a state university in Kabacan, Cotabato.

This study limits the respondents to only full-time, permanent faculty members.

The researchers find that permanent, full-time employees are considered good

respondents due to the following reasons:

Stability and Commitment: Full-time employees typically have a stable job situation, and

the stability can be beneficial for researchers seeking consistent and reliable data over

time. Full-time employees usually have regular work schedules; hence, consistency in

availability allows researchers to have good accessibility to respondents.

Experience and Expertise: Permanent, full-time employees have a wealth of experience

and expertise in their field while maintaining their loyalty to the institution. This can be
valuable to the research as the respondents have a good understanding of the

institutional knowledge, thus providing a deeper understanding of the institution’s

practices and workplace dynamics.

While permanent, full-time employees are considered valuable respondents, the

researchers are also aware of the potential biases associated with this group. For

example, they may not represent the perspectives of part-time or contract-based

employees.

Research Instruments

The perceptions of the full-time college faculty towards their work-life balance

and employee engagement were collected through a modified, adapted 5-point Likert

questionnaires from studies by Kluczyk (2013) titled The impact of work-life balance on

the wellbeing of employees in the private sector in Ireland for the work-life balance

questions and Emuron et al. (2022) titled Employee engagement and job performance

of academic staff in public universities for the employee engagement questions. Before

distributing the questionnaires, they were presented to Professor Ronald Allan Zeta,

MAED, for evaluation, improvement, and validation by group experts. Pilot testing with

30 respondents was done for the modified, adapted questionnaires, which reflected the

following Cronbach’s alpha results. This shows that the modified, adapted

questionnaires used for this study are reliable and, therefore, a good fit for the study.
 Figure 3. Cronbach alpha results for the work-life balance questionnaire

and employee engagement questionnaire.

The modified, adapted questionnaires that were prepared and distributed among

the respondents are divided into two parts: Part I measures work-life balance, and Part

II measures employee engagement. Part I used indicators such as family-work conflict

(5 items), work-family conflict (5 items), family satisfaction (5 items), and work

satisfaction (3 items) as the indicators to measure work-life balance. Part II measures

employee engagement, with vigor (6 items), dedication (5 items), and absorption (7

items) as the indicators.

The 5-point Likert scale is being defined further through the following:

Numerical Weighted mean Verbal Mean Definition

Scale interval scale Interpretation Descriptive
Equivalent

5 4.21 – 5.00 Strongly Agree Very High The indicator

describes a very
strong
relationship.

4 3.41 - 4.20 Agree High The indicator

describes a strong
relationship.

3 2.61 - 3.40 Neither Agree Moderate The indicator

describes a
 nor Disagree moderate
relationship.

2 1.81 - 2.60 Disagree Low The indicator

describes a weak
relationship.

1 1.00 - 1.80 Strongly Very Low The indicator

Disagree describes a very
weak relationship.

Data Gathering Procedure

The following are the procedures that were observed in gathering the research

data:

1. The researchers have agreed to use purposive sampling and convenience

sampling to determine the respondents to the study. With this, the researchers sought

permission to conduct a survey from the Director of Research & Development Office

and Head Ethics Committee, who were concerned about this study.

2. Once approval from the Director of Research & Development Office and Head

Ethics Committee was secured, the data collection began; the questionnaires were

given to the respondents online through Google Forms by the researchers.

3. By filling out the online survey questionnaire, it served as the respondent’s

consent to actively participate in the study. The respondents are then informed that their

recorded responses will remain confidential and will be used for research purposes

only. The researchers instructed the respondents to answer the online survey
questionnaire with full honesty, to the best of their understanding, and that they may fill

out the online survey questionnaire at their preferred time.

4. Once the researchers were able to receive adequate number of responses as

required for this study, the online survey questionnaire was closed, and the responses

were retrieved, evaluated, and tabulated in a spreadsheet program. These were then

tallied by the researchers to ensure completeness before performing the appropriate

statistical procedures.

5. Appropriate statistical tools were used with the gathered data. All of the results

were done in tabular form and were interpreted based on the research's objectives.

Statistical Tools

The researchers used the following statistical tools in analyzing the data:

● Frequency and Percentage: This was used to determine the full-time faculty

practices in work-life balance and level of employee engagement.

● Mean: This was used to assess the practices in work-life balance and level of

employee engagement among full-time faculty.

● Pearson R: This was used to determine the relationship between work-life

balance and employee engagement.

Ethical Considerations

There are substantial ethical issues and concerns that must be observed to

ensure the well-being, rights, and dignity of the researchers and the respondents. With
this, the researchers will observe full ethical standards in the conduct of the study,

following the criteria for the evaluation of the study protocol, especially in population and

data management, such as, but not limited to:

● Informed Consent: USM’s permanent, full-time teaching personnel will have the

free will to participate in the study without any effects, penalties, or loss of

advantage. Thus, after describing and presenting to the respondents the

objectives and advantages of the research, they were closely regarded and

adhered to their freedom to contribute to the body of information.

● Privacy and Confidentiality: The personal information of the respondents that

may be requested in the research, such as their work email address, age, marital

status, and gender, will be handled with the utmost confidentiality. Furthermore,

Bradley (2014) stresses that it is a must for every scientist to consider the

confidentiality of the respondents in the research process in order to achieve

ethical consideration. Failure to tackle such issues entails putting respondents’

rights at risk.

● Justice and Fairness: The researchers of this study ensure that potential

vulnerable respondents are not exploited. The result of the study may be used to

the benefit of the USM teaching force, students, and top management in terms of

getting a clear rationalization of the work-life balance tenet that impacts

employees’ engagement.

● Minimizing Harm: The researcher will not require any high-risk scenarios in the

area of physical, psychological, or socio-economic issues that the respondents

 might encounter. The research questionnaire will be free of technical terms,

which the study respondents may find difficult to understand.

● Deception: This study will be performed in the absence of deception. Deception

is not part of the research, so the researcher will have no reason for deceit. Also,

the research could be practically carried out without any alteration. The

researchers assure that debriefing of respondents on research protocols will be

done and explained in detail prior to participation, and no false information is

guaranteed.

● Researcher Integrity: The researchers of the study will ensure that there will be

no conflict of interest between the main purpose of the study and the

researcher’s potential personal agenda other than those specified in the study. It

is also a guarantee for the respondents that the study will be developed with

immense integrity to make sure that the results are highly credible, valid, and free

from the influence of personal interests as well as secondary concerns such as

but not limited to financial or academic gains or recognitions, and that their

welfare and interests will be highly regarded and attended to with the utmost

respect.

● Respect for Respondents: Researchers are to treat all respondents with respect.

No respondent will be excluded from this study due to their cultural background,

beliefs, and values. Researchers are to respect the respondent’s autonomy and

provide informed consent through the course of data collection.

● Scientific Validity: The research design and methods used to conduct the study

are evaluated to ensure that they are scientifically valid and can contribute to
 knowledge. Researchers are to follow this ethical consideration with the highest

regard for integrity, ensuring that all protocols are strictly followed to avoid

fraudulent practices, and ensuring that all results produced from this study are

well grounded.

● Community Involvement: The researchers ensure that the results produced from

this study will be shared with the academic community in the form of academic

journals and conferences so that more people, like researchers, faculty, students,

and others, will be interested in the topic and may be used for institutional

improvements. The results will also be shared with the university from which the

respondents originate for the potential improvement of the institution’s work-life

balance and employee engagement practices.

● Compliance with Regulations: The researchers ensure that they have complied

with the regulations as required by the institution. A formal letter addressed to the

offices of the Director for Research & Development and the Head Ethics

Committee of USM was forwarded, which was duly approved to conduct the

study in their area of responsibility. Ethical issues and concerns were clarified in

detail in order to avert future challenges, doubts, hesitations, and other

discomforts. No study questionnaires will therefore be provided to any USM

employee without the consent of the approved channels of control.

 CHAPTER III

PRESENTATION AND ANALYSIS OF FINDINGS

This chapter presents the presentation and analysis of the findings. The data

were presented, analyzed, and interpreted based on the research questions of the

study. The data were in description placed in numerical tables. Pearson R correlation

analysis was used to determine and describe the significant relationship between work-

life balance and employee engagement and its indicators. Findings were made through

inferences and implications on the relationship between Work-life Balance and

Employee Engagement of the Full-time Faculty for school year 2023-2024.

Table 1. Descriptive Statistics on the Demographics of the Full-time College Faculty for
school year 2023-2024

Profile Variable Frequency Percentage

AGE 18 - 25 years old 124 64.58%

26 - 35 years old
36 - 45 years old
46 - 55 years old
56 - 65 years old
66 and above
57 29.69%
5 2.60%
4 2.08%
2 1.04%
0 0.00%

GENDER Male 48 25.00%

Female 144 75.00%

CIVIL STATUS Single 177 92.19%

Married / Cohabiting 15 7.81%
Separated / Divorced 0 0.00%
Widowed 0 0.00%
 Revealed in table 1 is the descriptive statistics on the demographics of the

respondents in terms of age, gender and civil status. Out of 192 respondents, 64.58%

were 18-25 years old,. The data shows that majority of the faculty members were within

age 18-25 years old. This can be explained by the study of Dos Santos (2019) that

there is a strong movement of young professionals for them to perform whatever task

given.

It can be seen in the table that there were 75% of the respondents are female

while 25% were male. It implies that majority of the respondents are dominated by

female. The result is supported by the study of Rivera and Tilcsik (2019) by the gender

advocacy where female had found their rightful place in the society.

In terms of civil status, 92.19% revealed that they are single while 7.81% said

that they are married. This implies that majority of the respondents are single and no

family obligations yet. This can be clarified by findings of Gülle and Soyer, (2016) that

the sense of achievement and responsibility leads people to do the best and work for

the organization and for themselves. When you are single means less family

responsibility, thus more time to do the professional work.

Table 2. Work-Life Balance of Full-time College Faculty in terms of Work-Family Conflict

Profile Variable Mean SD Description

The demands of my family or 2.92 Moderate

spouse/partner interfere with

work-related activities.

I have to put off doing things at 3.01 Moderate

work because of demands on my

 time at home.

Things I want to do at work don't 2.68 Moderate

get done because of the demands

of my family or spouse/partner.

My home life interferes with my 3.13 Moderate

responsibilities at work, such as

getting to work on time,

accomplishing daily tasks, and

working overtime.

Family-related strain interferes 2.95 Moderate

with my ability to perform job-

related duties.

Table 2 outlines the work-life balance of full-time college faculty specifically

focusing on the dimension of Work-Family Conflict. Across various

statements/indicators, such as family demands interfering with work-related activities

(mean-2.92), having to postpone work tasks due to demands at home (mean-3.01), and

family-related strain affecting job-related duties (mean-2.95), the results indicate a

moderate level of Work-Family Conflict among faculty members. This implies that

faculty members experience interference between their work and family responsibilities

to a moderate extent.

In agreement, Frone (2003), postulated that struggle is not uncommon in today's

dynamic work environment rather a normal aspect of balancing multiple roles, and when
struggle becomes too high, it may lead to adverse consequences for employee well-

being and job performance.

Table 2a. Work-Life Balance of Full-time College Faculty in terms of Family-Work

Conflict

Profile Variable Mean SD Description

The demands of my work interfere 2.98 Moderate

with my home and family life.

The amount of time my job takes up 3.10 Moderate

makes it difficult to fulfill my family

responsibilities.

Things I want to do at home do not 3.02 Moderate

get done because of the demands my

job puts on me.

My job produces strain that makes it 3.02 Moderate

difficult to fulfill family duties.

Due to work-related duties, I have to 3.31 Moderate

make changes to my plans for

family activities.

Showed in table 2a is the level of work-life balance of full-time college faculty in

terms of family-work conflict. Through various statements, such as work demands

interfering with home and family life (mean- 2.98), the time job takes up impacting family

responsibilities (mean-3.10), and work-related duties requiring changes to family activity

(mean -3.31), the results indicate a moderate level of Family-Work Conflict among
faculty members. This implies that faculty members experience a moderate degree of

interference between the family and professional obligations.

The study of Kossek and Ozeki (1998) suggests that moderate levels of family-

work conflict are a common challenge in balancing work and family life. Additionally,

organizations can play a crucial role in alleviating a conflict through supportive policies

and practices.

Table 2b. Work-Life Balance of Full-time College Faculty in terms of Family Satisfaction

Profile Variable Mean SD Description

In most ways, my family-life is close 3.70 High

to my ideal.

The conditions of my family-life are 3.75 High

excellent.

I am satisfied with my family life. 3.93 High

So far, I have gotten the important 3.69 High

things I want in my family-life.

If I could live my family over, I 3.67 High

would change almost nothing.

It was presented in table 2b the level of the work-life balance of full-time college

faculty, focusing on Family Satisfaction. In statement that most ways, my family-life is

close to my ideal (mean-3.70), the conditions of my family-life are excellent (mean-

3.75), I am satisfied with my family life (mean-3.93), so far, I have gotten the important

things I want in my family-life (mean-3.69), if I could live my family over, I would change
almost nothing (mean-3.67): This implies a strong contentment with the current state of

their family life among faculty members and that a sense of alignment between

expectations and reality.

Table 2c. Work-Life Balance of Full-time College Faculty in terms of Work Satisfaction

Profile Variable Mean SD Description

Generally speaking, I am very 3.57 High

happy with my work.

I frequently think of leaving this 2.69 Moderate

job.

I am generally satisfied with the 3.63 High

kind of work I do in my job.

Table 3. Employee Engagement of Full-time College Faculty in terms of Vigor

Profile Variable Mean SD Description

When I get up in the morning, I feel 3.45 High

like going to work.

At work, I feel bursting with energy. 3.40 Moderate

At my work, I always persevere, 3.58 High

even when things don't go well.

I can continue working for very long 3.34 Moderate

periods of time.
 At my job, I am very resilient 3.42 High

mentally.

During duty work, I feel very strong 3.44 High

and vigorous.

Table 3a. Employee Engagement of Full-time College Faculty in terms of Dedication

Profile Variable Mean SD Description

My job is very challenging. 3.83 High

I find the work that I do full of 3.87 High

meaning and purpose.

My job inspires me and gives me 3.91 High

hope.

I am enthusiastic about my job. 3.70 High

I am proud of the work that I do. 3.91 High

Table 3b. Employee Engagement of Full-time College Faculty in terms of Absorption

Profile Variable Mean SD Description

Time flies when I am working. 3.70 High

I just realized it was past time.

When I am working, I forget 3.25 Moderate

everything else around me.

I get carried away when I am 3.35 Moderate

working.
 It is difficult for me to detach 3.28 Moderate

myself from my job.

I am immersed in my work. 3.46 High

I feel happy when I am 3.56 High

working intensely.

I love doing my work because 3.73 High

I just realize time has passed.

Revealed in Table 3b is the employee engagement of Full-time College Faculty

in terms of Absorption. Respondents, on average, report high levels of absorption in

specific aspects of their work, such as feeling that time flies when working intensely

(mean-3.70), being immersed in their tasks (mean- 3.46), and experiencing happiness

during intense work (mean-3.56). This implies that there is a positive emotional

connection and a deep involvement of faculty members in their professional

responsibilities or roles. Statements such as forgetting everything else around them

when working (mean- 3.25), getting carried away in their tasks (mean-3.35), and finding

it difficult to detach from their job (mean-3.28), indicate a moderate level of absorption.

This implies that while there is engagement, there are variations in how deeply faculty

members immerse themselves in their work.

The result of the study coincides to the discoveries of Schaufeli, Salanova,

González-Romá, and Bakker (2002), which posited that the high absorption levels are

associated with a state of flow, where individuals experience intense focus and

enjoyment in their work, contributing to overall job satisfaction.

Table 4. Total Mean Score of Work-life Balance and Employee Engagement of the Full-

time College Faculty

 Work-Life Balance Mean Score Description

Work-Family Conflict 2.94 Moderate

Family-Work Conflict 3.09 Moderate

Family Satisfaction 3.75 High

Work Satisfaction 3.30 Moderate

Total Mean Score 3.27 Moderate

Employee Engagement

Vigor 3.44 High

Dedication 3.84 High

Absorption 3.48 High

Total Mean Score 3.59 High

Overall Total Mean Score 3.41 High

Presented in Table 4, this analysis attempts to determine the effect of employee

engagement on the promotion of work-life balance in the workplace. The highest mean

is the level of employee engagement of full-time college faculty in terms of dedication at

3.84, signifying that most of their engagement is rooted in their dedication towards work

or could also be because of their passion for their chosen profession. The second

highest mean is the level of work-life balance of full-time college faculty in terms of

family satisfaction, with an average of 3.75, which pertains to the employees’ personal

satisfaction and relationship satisfaction among family members. The respondents are

focused on doing their work as shown with a mean of 3.48 on the level of employee

engagement of full-time college faculty in terms of absorption. With a mean of 3.44,

results show that the respondents are mentally resilient and enthusiastic towards their
work as shown in the level of employee engagement of full-time college faculty in terms

of vigor. Employees show a moderate level of work-life balance in terms of work

satisfaction with an average mean of 3.30. The second to the lowest average mean is

the level of work-life balance of full time college faculty in terms of family-work conflict

with the value of 3.09 compared to the lowest mean score which is the level of work-life

balance of full-time college faculty in terms of work-family conflict with an average mean

of 2.94.

Table 5. Significant Relationship between Work-life Balance and Employee

Engagement of the Full-time Faculty for school year 2023-2024
Pearson r Sig. Decision on Ho
Work-Life The demands of
Balance my family or
spouse/partner 0.113 0.120 Accept Ho
Work-Family interfere with
Conflict work-related
activities.

I have to put off

doing things at
work because of 0.108 0.136 Accept Ho
demands on my
time at home.

Things I want to
do at work don't
get done because 0.179 0.013 Reject Ho
of the demands
of my family or
spouse/partner.

My home life
interferes with
my 0.108 0.135 Accept Ho
responsibilities
at work, such as
getting to work
 on time,
accomplishing
daily tasks, and
working
overtime.

Family-related
strain interferes
with my ability 0.084 0.249 Accept Ho
to perform job-
related duties.

Family-Work The demands of

Conflict my work
interfere with 0.074 0.306 Accept Ho
my home and
family life.

The amount of
time my job
takes up makes 0.335 0 Reject Ho
it difficult to
fulfill my family
responsibilities.

Things I want to
do at home do
not get done 0.245 0.001 Reject Ho
because of the
demands my job
puts on me.

My job produces
strain that makes
it difficult to 0.229 0.001 Reject Ho
fulfill family
duties.

Due to work-
related duties, I
have to make 0.271 0 Reject Ho
changes to my
plans for family
activities.
 Family In most ways,
Satisfaction my family-life is
close to my 0.404 0 Reject Ho
ideal.
The conditions
of my family-life
are excellent. 0.357 0 Reject Ho

I am satisfied 0.193 0.007 Reject Ho

with my family
life.

So far, I have
gotten the
important things 0.322 0 Reject Ho
I want in my
family-life.

If I could live
my family over,
I would change 0.165 0.022 Reject Ho
almost nothing.

Work Generally
Satisfaction speaking, I am
very happy with 0.504 0 Reject Ho
my work.

I frequently 0.145 0.042 Reject Ho

think of leaving
this job.

I am generally
satisfied with the
kind of work I 0.579 0 Reject Ho
do in my job.

Employee When I get up in

Engagement the morning, I
feel like going to 0.113 0.120 Accept Ho
Vigor work.

At work, I feel 0.108 0.136 Accept Ho

bursting with
 energy.

At my work, I
always
persevere, even 0.179 0.013 Reject Ho
when things
don't go well.

I can continue 0.108 0.135 Accept Ho

working for very
long periods of
time.

At my job, I am 0.084 0.249 Accept Ho

very resilient
mentally.

During duty 0.074 0.306 Accept Ho

work, I feel very
strong and
vigorous.

Dedication My job is very 0.335 0 Reject Ho

challenging.

I find the work

that I do full of
meaning and 0.245 0.001 Reject Ho
purpose.
My job inspires 0.229 0.001 Reject Ho
me and gives me
hope.

I am enthusiastic 0.271 0 Reject Ho

about my job.

I am proud of 0.404 0 Reject Ho

the work that I
do.
 Absorption Time flies when
I am working. I
just realized it 0.357 0 Reject Ho
was past time.

When I am
working, I forget
everything else 0.193 0.007 Reject Ho
around me.

I get carried 0.322 0 Reject Ho

away when I am
working.

It is difficult for 0.165 0.022 Reject Ho

me to detach
myself from my
job.

I am immersed 0.504 0 Reject Ho

in my work.

I feel happy
when I am 0.147 0.042
working Reject Ho
intensely.

I love doing my
work because I
just realize time 0.579 0 Reject Ho
has passed.

According to the respondents, they think that the things they want to do at work

don't get done because of the demands of their family or spouse/partner with at their

work, they always persevere, even when things don't go well, it has a significant

association with a p-value of 0.013, it also has a significant association with the

respondents amount of time their job takes up makes it difficult to fulfill their family

responsibilities with their job is very challenging with a p-value at 0.000, it also had a
significant association with the respondents about the things they want to do at home do

not get done because of the demands their job puts on them with they find the work that

they do full of meaning and purpose with a p-value of 0.001.In the area of “My job

produces strain that makes it difficult to fulfill family duties”, it has a significant

association with “My job inspires me and gives me hope” with a p-value of 0.000, it also

have a substantial association with “Due to work-related duties, they have to make

changes to their plans for family activities with they are enthusiastic about their job with

a p-value of 0.000. Another significant association with “ In most ways, their family-life is

close to their ideals with “They are proud of the work that they do” with a p-value of

0.000. In the area of “The conditions of my family-life are excellent”, it has a significant

association with “ Time flies when they are working. They just realized it was past time”

with a p-value of 0.000. Another significant association with the respondents is that they

are satisfied with their family life with when they are working, they forget everything else

around them with p-value of 0.007. It also has a substantial association with “So far, I

have gotten the important things I want in my family-life with “I get carried away when I

am working” with a p-value of 0.000. In the area of “If I could live my family over, I would

change almost nothing”, it has a significant association with “It is difficult for me to

detach myself from my job” with p-value of 0.022.

Also a significant association with “Generally speaking, they are very happy with

their work with they are immersed in their work with a p-value of 0.000. Another

significant association with they frequently think of leaving this job with they feel happy

when they are working intensely with a p-value of 0.042. Lastly, in the area of “I am

generally satisfied with the kind of work I do in my job”, it has a significant association
with “I love doing my work because I just realize time has passed”, with a p-value of

0.000. Based on the results, there is a significant relationship between Work-life

Balance and Employee Engagement of the Full-time Faculty for school year 2023-2024.

This is supported by Dinh’s study (2020), in order to engage employees in work,

employers should actively balance the demands on employees with opportunities for

appropriate renewal from periods of stress. Hence, Dinh suggests that workloads

increase motivation and productivity, and managers should conduct and assess training

skills and working experience on the job annually for individual discussion. Supervisors

and managers are part of the equilibrium conscious-ness cycle to help employees see

the alignment of their jobs with the organization's objectives and their personal issues,

as well as cultivate a perceived of Work-Life balance for employees. Managers should

establish open and two-way communications with their employees to create trust and a

supportive culture in order to deal with not only organizational tasks but also their

concerns about their personal lives.

CHAPTER IV

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

Presented mainly in this chapter were the summary, conclusions, and

recommendations derived from this research’s outcomes entitled Work-Life Balance

and Employee Engagement among College Faculty in Kabacan, Cotabato.

 Essential components of the professional well-being of college instructors in

Kabacan include work-life balance and employee engagement. Keeping a balance

between research, instructional responsibilities, and personal obligations enhances

professional satisfaction. It is imperative to acknowledge the distinct obstacles

encountered by educators in Kabacan, cultivate a comforting workplace culture, and

encourage efficient time management. Job satisfaction and productivity are increased

when employees are engaged, which is demonstrated by their feeling of purpose and

participation in decision-making. In Kabacan, maintaining a healthy work-life balance

has a good effect on both faculty retention and general academic success.

Summary

1. The majority of the survey participants, based on their socio-demographic profile,

were precisely 64.58% in the bracket of 18–25 years old, with a frequency of 124.

Furthermore, the most significant proportion of respondents were female, accounting for

75% with a frequency of 144. Regarding civil status, singles constituted the highest

percentage at 92.19% and a frequency of 177.

2. The Level of Work-Life Balance of College Faculty in terms of Work-Family

Conflict. The level of work-life balance of full-time college faculty in terms of work-family

conflict in general is described as "moderate,” as indicated in the table above, with a

weighted mean of 2.94 as the component mean. For the highest mean, “My home life

interferes with my responsibilities at work, such as getting to work on time,

accomplishing daily tasks, and working overtime," the total is 3.13, with a mean

descriptive equivalent of “moderate” in the level of work-life balance of full-time college

faculty in terms of work-family conflict. On the other hand, the lowest outcome found in

“Things I want to do at work don’t get done because of the demands of my family or

spouse/partner” had a mean of 2.68 and was described as “moderate.”

3. The Level of Work-Life Balance of College Faculty in terms of Family-Wok

Conflict. The level of work-life balance of full-time college faculty in terms of family-work

conflict in general is described as "moderate,” as indicated in the table above, with a

weighted mean of 3.09 as the component mean. For the uppermost mean, “Due to

work-related duties, I have to make changes to my plans for family activities,” with a

mean of 3.31 and "moderate,” as described in the level of work-life balance of full-time

college faculty in terms of family-work conflict, Conversely, the lowest outcome found in

“Things I want to do at home do not get done because of the demands my job puts on

me” and “My job produces strain that makes it difficult to fulfill family duties” with a mean

2.68 and described as “moderate” in the level of work-life balance of full-time college

faculty in terms of family-work conflict.

4. The Level of Work-Life Balance of College Faculty in terms of Family

Satisfaction. The level of work-life balance of full-time college faculty in terms of family

satisfaction in general is described as "high,” as indicated in the table above, with a

weighted mean of 3.75 as the component mean. For the top mean,“ I am satisfied with

my family life” with a mean of 3.93 and descriptive equivalent of “high” in level of work-

life balance of full-time college faculty in terms of family satisfaction. On the other hand,

the lowest outcome found in “If I could live my family over, I would change almost

nothing” with a mean of 3.67 and described as “moderate” in the level of work-life

balance of full-time college faculty in terms of family satisfaction.

5. The level of work-life balance of college faculty in terms of work satisfaction. The

level of work-life balance of full-time college faculty in terms of work satisfaction in

general is described as "moderate,” as indicated in the table above, with a mean of 3.30

as a component. For the highest mean, “I am generally satisfied with the kind of work I

do in my job,” with a mean of 3.63 and a descriptive equivalent of “high” in the level of

work-life balance of full-time college faculty in terms of work satisfaction. On the

contrary, the lowest outcome found in “I frequently think of leaving this job” with a mean

of 2.69 and described as “moderate” in the level of work-life balance of full-time college

faculty in terms of work satisfaction.

6. The level of Employee Engagement among college faculty in terms of vigor The

level of employee engagement of full-time college faculty in terms of vigor in general is

described as "high,” as indicated in the table above, with a mean of 3.44 as a

component. For the uppermost mean, “At my work, I always persevere, even when

things don’t go well,” with a mean descriptive equivalent of “high” in the level of

employee engagement of full-time college faculty in terms of vigor, Conversely, the

lowest outcome found was “I can continue working for very long periods of time,” with a

mean of 3.34 and described as “moderate” in the level of employee engagement of full-

time college faculty in terms of vigor.

7. The level of employee engagement of full-time college faculty in terms of

dedication The level of employee engagement of full-time college faculty in terms of

dedication in general is described as "high,” as indicated in the table above, with a

mean of 3.84 as a component. The top means are “My job inspires me and gives me

hope” and “I am proud of the work that I do,” with a mean of 3.91 and a descriptive
equivalent of “high” in the level of employee engagement of full-time college faculty in

terms of dedication. On the other hand, the lowest outcome found was “I am

enthusiastic about my job,” with a mean of 3.70 and described as “high” in the level of

employee engagement of full-time college faculty in terms of dedication.

8. The level of employee engagement of full-time college faculty in terms of

absorption The level of employee engagement of full-time college faculty in terms of

absorption in general is described as "high,” as indicated in the table above, with a

mean of 3.48 as a component. For the top mean, “I love doing my work because I just

realize time has passed,” with a mean of 3.73 and a descriptive equivalent of “high” in

the level of employee engagement of full-time college faculty in terms of absorption, On

the other hand, the lowest outcome found in “When I am working, I forget everything

else around me” had a mean of 3.25 and was described as “moderate” in the level of

employee engagement of full-time college faculty in terms of absorption.

9. Based on the survey’s statistical results, there is a highly significant relationship

between work-life balance and the employee engagement of college faculty in Kabacan,

Cotabato, for the academic year 2023-2024. Therefore, the hypothesis was rejected.

Conclusion

In conclusion, the development of employee involvement and the prioritization of

work-life balance among college faculty in Kabacan are critical to the success of the

academic community. Establishing a balanced relationship between work and personal

obligations improves faculty well-being and supports long-term job satisfaction and
overall productivity. By acknowledging the distinct obstacles encountered by educators

in Kabacan, and putting supportive policies in place, the university can foster an

atmosphere that fosters both personal satisfaction and group achievement. In the end,

putting an emphasis on work-life harmony and staff involvement creates the groundwork

for a resilient and driven college faculty in Kabacan.

Based on the following findings, a conclusion is drawn.

1. The researcher found that most of the respondents of this study, precisely

64.58%, were 18–25 years old. Furthermore, the most significant proportion of

respondents were female, accounting for 75%. Regarding civil status, singles

constituted the highest percentage at 92.19%.

2. The researchers concluded that the level of work-life balance of full-time college

faculty in terms of work-family conflict faced by the faculties is “My home life interferes

with my responsibilities at work, such as getting to work on time, accomplishing daily

tasks, and working overtime.”

3. The researchers determined that the level of work-life balance of full-time college

faculty in terms of family-work conflict faced by the faculties is “Due to work-related

duties, I have to make changes to my plans for family activities.”

4. The researchers identified that the level of work-life balance of full-time college

faculty in terms of family satisfaction faced by the faculties is “I am satisfied with my

family life.”
5. The researchers found out that the level of work-life balance of full-time college

faculty in terms of work satisfaction faced by the faculties is “I am generally satisfied

with the kind of work I do in my job.”

6. The researchers concluded that the level of vigor faced by full-time college

faculty employees in terms of vigor is “At my work, I always persevere, even when

things don’t go well.”

7. The researchers determined that the level of dedication faced by full-time college

faculty in terms of employees dedication is “At my work, I always persevere, even when

things don’t go well.”

8. The researchers identified that the level of employee of full-time college faculty in

terms of absorption faced by the employees is “I love doing my work because I just

realize time has passed.”

9. There is a significant relationship between work-life balance and the employee

engagement of college faculty in Kabacan, Cotabato, for the academic year 2023-2024.

Recommendations

Based on the conclusion, the following were the suggested recommendations:

Work-Family Conflict: Addressing this work-family conflict necessitates a

comprehensive approach that includes the formulation of family-friendly policies, open

communication channels, and recognition programs that acknowledge and support

faculty in their dual roles. By bridging these gaps, academic families can harmonize the

interplay between work life and family commitments, fostering a more inclusive and

supportive environment for all.

Family-Work Conflict: Faculty members find themselves entangled in time

pressures, juggling multiple responsibilities without a clear delineation between personal

and professional life. The rigidity of schedules and limited flexibility within the institution

hinder faculty members’ ability to harmonize work and personal commitments,

impacting both work-life balance and employee engagement.

Family Satisfaction: Faculty members must relish the assurance of quality time

with their families. Flexible schedules and family-centric policies contribute to an

environment where educators can actively participate in their family lives.

Work Satisfaction: This work satisfaction can cultivate a sense of contentment,

allowing educators to thrive both inside and outside the university. This empowerment

accommodates personal commitments and a sense of trust and responsibility among

the academic community.

Vigor: Let this vigor radiate through every lecture, research endeavor, faculty

meeting, and commitment to work-life balance and employee engagement. Be a

dynamic force, breathing life into the academic journey of these extraordinary faculty.

Dedication: These dedications can create a conducive environment for work-life

balance and enhance employee engagement among college faculty in Kabacan. It

serves as a testament to the importance of fostering a harmonious balance between

professional endeavors and personal well-being.

 Flexible Work Arrangements: Introduce flexible work schedules or remote work

options to accommodate faculty members' diverse personal and professional

commitments.

This can contribute significantly to achieving a better work-life balance.

Training Programs: Provide workshops and training sessions focused on time

management, stress reduction, and effective work-life integration. Equip faculty with

tools to manage their workload efficiently while maintaining personal well-being.

Clear Communication Channels: Establish transparent communication channels

between faculty and administration. Regularly seek feedback and address concerns

promptly, fostering a sense of involvement and engagement.

Recognition and Appreciation: Acknowledge and appreciate the efforts of faculty

members through regular recognition programs. Feeling valued contributes to higher

levels of engagement and job satisfaction.

Collaborative Decision-Making: Involve faculty in decision-making processes

related to their work environment and responsibilities. This collaborative approach

enhances a sense of ownership and commitment.

Mental Health Support: Offer counseling services and resources to support the

mental health and well-being of faculty members. Recognize the importance of mental

health in achieving a healthy work-life balance.

Promote a Positive Work Culture: Foster a positive and inclusive work culture

that encourages camaraderie and teamwork. This can significantly contribute to higher

levels of job satisfaction and engagement among faculty.

Implementing these recommendations can create a conducive environment for work-life

balance and enhance employee engagement among college faculty in Kabacan.

Regular assessments and adjustments based on faculty feedback will further refine

these initiatives for sustained effectiveness.

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Survey Questionnaire
Work-Life Balance and Employee Engagement among College Faculty in

Kabacan, Cotabato

Thank you for participating in our research study. Your input is valuable in helping us

understand Work-Life Balance and Employee Engagement among College Faculty in

Kabacan, Cotabato. This questionnaire is designed to gather information that will

contribute to our research. Rest assured that your responses will remain confidential

and will be used for research purposes only.

*Work Email Address : ___________________________

Instructions: Please indicate your answer with each item by selecting ( ✓) your preferred

response.

*Age

18 - 25 : _____

26 - 35 : _____

36 - 45 : _____

46 - 55 : _____

56 - 65 : _____

66 and above : _____

*Gender
 Male : _____

Female : _____

*Marital Status

Single : _____

Married / Cohabiting : _____

Separated / Divorced : _____

Widowed : _____

Instructions: Using the 1–5 scale, please indicate your agreement with each item by selecting

(✓) your preferred response.

1 - Strongly Disagree

2 - Disagree

3 - Neither Agree nor Disagree

4 - Agree

5 - Strongly Agree

Work-Life Balance Questionnaires

(Source: Kluczyk, M. (2013). The impact of work-life balance on the wellbeing of

employees in the private sector in Ireland. https://www.semanticscholar.org/paper/The-

impact-of-work-life-balance-on-the-wellbeing-of-Kluczyk/

9ee11ad838ec39c7688383dcc23ec1cb1ce0679f)
*Work-Family Conflict 1 2 3 4 5

1. The demands of my family or spouse/partner

interfere with work-related activities.

2. I have to put off doing things at work because

of demands on my time at home.

3. Things I want to do at work don't get done

because of the demands of my family or

spouse/partner.

4. My home life interferes with my responsibilities

at work, such as getting to work on time,

accomplishing daily tasks, and working

overtime.

5. Family-related strain interferes with my ability

to perform job-related duties.

*Family-Work Conflict 1 2 3 4 5

1. The demands of my work interfere with my

home and family life.

2. The amount of time my job takes up makes it

 difficult to fulfill my family responsibilities.

3. Things I want to do at home do not get done

because of the demands my job puts on me.

4. My job produces strain that makes it difficult to

fulfill family duties.

5. Due to work-related duties, I have to make

changes to my plans for family activities.

*Family Satisfaction 1 2 3 4 5

1. In most ways, my family-life is close to my

ideal.

2. The conditions of my family-life are excellent.

3. I am satisfied with my family life.

4. So far, I have gotten the important things I

want in my family-life.

5. If I could live my family over, I would change

almost nothing.

*Work Satisfaction 1 2 3 4 5
 1. Generally speaking, I am very happy with my

work.

2. I frequently think of leaving this job.

3. I am generally satisfied with the kind of work I

do in my job.

Employee Engagement Questionnaires

(Source: Emuron, L., & Matagi, L. (2022). Employee engagement and job performance

of academic staff in public UNiversities. ResearchGate.

https://www.researchgate.net/publication/363854895_Employee_Engagement_and_Jo

b_Performance_of_Academic_Staff_in_Public_UNiversities?

fbclid=IwAR3k322Z7nbiiSUX7HUHeQvvPsMEnPIcF2p0PI3llm7yw38odqjJ8OrljUo)

*Vigor 1 2 3 4 5

1. When I get up in the morning, I feel like going

to work.

2. At work, I feel bursting with energy.

3. At my work, I always persevere, even when

things don't go well.

4. I can continue working for very long periods of

 time.

5. At my job, I am very resilient mentally.

6. During duty work, I feel very strong and

vigorous.

*Dedication 1 2 3 4 5

1. My job is very challenging.

2. I find the work that I do full of meaning and

purpose.

3. My job inspires me and gives me hope.

4. I am enthusiastic about my job.

5. I am proud of the work that I do.

*Absorption 1 2 3 4 5

1. Time flies when I am working. I just realized it

was past time.

2. When I am working, I forget everything else

around me.
 3. I get carried away when I am working.

4. It is difficult for me to detach myself from my

job.

5. I am immersed in my work.

6. I feel happy when I am working intensely.

7. I love doing my work because I just realize time

has passed.

THANK YOU FOR COMPLETING OUR QUESTIONNAIRE!

Thank you for responding to our study. We genuinely appreciate your responses.