The Relationship Between Work-Life Balance and Female Teachers' Performance in Government Aided Secondary Schools in Bushenyi District

Abstract

This study examined the relationship between work-life balance and female teachers’ performance in government-aided secondary schools in Bushenyi District, Uganda. A descriptive research design was adopted, combining both qualitative and quantitative approaches. Data were collected using structured questionnaires administered to 191 randomly selected female teachers and interviews conducted with 14 purposively selected headteachers and one District Education Officer. Quantitative data were analyzed using descriptive statistics and Pearson correlation, while qualitative data were analyzed thematically. The findings revealed a statistically significant and positive relationship (r = 0.665, p < .01) between work-life balance and job performance, indicating that improved personal well-being is associated with enhanced professional outcomes. The study recommends that education stakeholders develop clear policies on flexible scheduling, invest in childcare and mental health services, and institutionalize performance appraisal systems. Promoting work-life balance as a leadership priority can create an enabling environment that supports female teachers in achieving optimal performance.