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Work – Life Balance among Nursing Faculty in a University
Cheryl I. Lagaac
Faculty of the Graduate School University of Cebu Cebu City
DOI: https://dx.doi.org/10.51244/IJRSI.2025.12110152
Received: 06 December 2025; Accepted: 16 December 2025; Published: 20 December 2025
ABSTRACT
Understanding the work-life balance (WLB) of nursing faculty is crucial for ensuring their overall well-being
and quality of life. Identifying factors that contribute to a healthy work-life balance can ultimately lead to
improved job satisfaction and retention. Work-life balance among nursing faculty is a critical issue due to the
demanding nature of the profession, which includes teaching responsibilities, clinical duties, research
requirements, and administrative tasks. This study determined the work-life balance of nursing faculty in a
university. Descriptive correlational research was employed. A researcher modified questionnaire was used to
obtain the profile of the 73 research respondents as well their work-life balance
Majority of the subjects are between the ages of 40 to 59 years old, female, married, master’s degree holder,
from UC- Banilad campus, and have 1 year to less than 5 years length of service.Overall, the respondents have
balanced work-life. In terms of the specific indicators of work-life balance, the respondent’s have balanced
work-life in terms of overall satisfaction and well being, work environment and culture, support and resources,
and personal life impact. However, they have unbalanced work-life in terms of workload and flexibility,
technology and connectivity, and rest and recuperation. In general, there is no significant relationship between
the profile of the respondents in terms of age, gender, campus assigned and length of services, however there is
significant relationship in terms of marital status and educational attainment. The study offers valuable insights
into the work-life balance of nursing faculty, revealing that while demographic and professional characteristics
play a role, they do not significantly impact their work-life balance. Further, work-life balance of nursing faculty
suggest that they are supported by systems that help them manage their professional and personal responsibilities
effectively. However, the study also identifies areas where work-life balance is compromised such as heavy
workloads and limited flexibility, technological connectivity and insufficient rest and recuperation. The study
recommends the implementation of the proposed action plan aimed at addressing these challenges to improve
the work-life balance of the respondents conduct further studies on work-life balance of nurses.
Keywords: Work-life balance, nursing faculty, University of Cebu, Philippines
INTRODUCTION
Rationale
Understanding the work-life balance (WLB) of nursing faculty is crucial for ensuring their overall well-being
and quality of life. Identifying factors that contribute to a healthy work-life balance can ultimately lead to
improved job satisfaction and retention. High levels of stress and poor work-life balance can lead to burnout and
turnover of faculty members. Additionally, potential faculty members may consider work-life balance as a factor
when choosing where to work, so institutions with supportive policies and practices may have an advantage in
recruiting top faculty members.
Globally, the concept on work-life balance has become critical in the last two decades not only because of the
increasing demands of today’s competitive work environments but also of the strengthening of family structure
as a vital component that influence work performance, work quality and work satisfaction (Bhende et al., 2020).
It is believed that organizations are most successful when employees are satisfied with their jobs. A study on the
importance of work-life balance to employees and the relationship of their
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private lives to their work showed 83% of the participants would take a job that pays less if the job provided
them with better work-life balance, 56%value quality of work-life so much that no amount of raise would get
them to sacrifice their work-life balance, 51% perceives quality work-life as having the flexibility and autonomy
to pivot personal needs when they arise during workday, and 23% perceives quality of work-life as work time
not interfering with their personal time (Tomb, 2023).
Nursing faculty members often face significant stress due to the demands of teaching, research, and clinical
practice. Work-life balance among nursing faculty is a critical issue due to the demanding nature of the
profession, which includes teaching responsibilities, clinical duties, research requirements, and administrative
tasks (Boamah et al., 2022). According to Crouch (2022), the American Association of Colleges of Nursing
(AACN) in a survey found 63% of nursing faculty reported moderate to high levels of work-related stress,
primarily due to heavy workloads, administrative demands, and student-related issues. Nursing faculty also often
face high expectations for research productivity, which can conflict with teaching and service responsibilities,
contributing to work-life imbalance.
Additionally, nursing faculty typically work long hours, often exceeding 50 hours per week. This includes time
spent on teaching, preparing for classes, grading, research, and administrative duties (Gaeeni et al., 2021). Over
70% of nursing faculty spend more than 40 hours per week on work-related activities, with a significant portion
dedicating additional hours to research and scholarly activities (Hosseini et al, 2022). Moreover, job satisfaction
among nursing faculty is often influenced by their ability to achieve work-life balance. Owens et al. (2018)
reported that 45% of nursing faculty considered leaving their positions citing work-life imbalance as a significant
factor. Faculty members who report better balance tend to have higher job satisfaction and are less likely to leave
the profession.
In an attempt to comprehensively understand the work-life balance of nursing faculty in the Philippines, the
researcher conducted a preliminary review on PubMed, ProQuest and Google Scholar on related studies from
2014 to 2023 and found thirty (38) published research on quality of work life of employees and five (5) on the
quality of work-life of nursing faculty.
According to Lim (2022), 42% of employees in the Philippines are resigning before reaching their second year
in their jobs because of work-life conflict and 83% resigning to look for better career prospects. Pasay-an et al.
(2014) explained that nursing educators, although they generally find their work meaningful, often experience
high levels of stress and burnout due to heavy workloads, insufficient resources and the dual demands of teaching
and clinical responsibilities. Appiah (2020) stated that supportive leadership, collegial relationships, and
opportunities for professional development significantly enhance the QWL. However, lack of administrative
support and recognition were common concerns.
Being a nursing faculty, the proponent of this research observed that faculty members with increased workload
and long work hours often feel imbalanced work-life which consequently resulted to verbalizations of
dissatisfaction and possible resignation if unaddressed. This poses a risk of increased faculty turnovers which
will lead to increase in company expenditure for training and development of new employees. She also observed
that metrics on employee performance evaluation were in place but there were no evaluation tools used in the
department to measure work-life balance of employees nor were there attempts to measure employee
satisfaction.
The proponent also heard feedback from informal conversations with other faculty members that they sometimes
feel their work has already negatively impacted their personal and family life, thus expressing the essential need
to assess work-life balance of nursing faculty in their performance metrices. These prompted the author of this
research to conduct a study to comprehensively assess the work-life balance of nursing faculty with an intention
of proposing an action plan to improve employees’ work-life balance and address the prevailing issues of
employee dissatisfaction, increased employee turnovers, and promote retention and development of talented
employees.
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Theoretical Background
The study is anchored on the Spillover Theory by Staines (1980) and supported by the Two Factor Theory by
Herzberg (1975) and the Hierarchy of Needs Theory by Maslow (1940).
The Spillover Theory, extensively developed by Graham Staines, explores the intricate dynamics between work
and personal life, asserting that experiences in one domain inevitably impact the other. This theory provides a
nuanced understanding of how work-related experiences, both positive and negative, permeate into personal life
and vice versa, shaping an individual's overall well-being. Staines' theory delves into the duality of spillover
effects, categorizing them into positive and negative spillover (Wayne et al., 2022).
Positive spillover refers to beneficial experiences and emotions in one domain that enhance the quality of life in
another. For instance, job satisfaction, professional achievements, and positive work relationships can lead to
increased happiness, self-esteem, and a sense of fulfillment that extends into personal life. When individuals feel
valued and accomplished at work, these positive emotions can spill over, fostering improved relationships,
greater engagement in leisure activities, and a more positive outlook on life. This positive spillover contributes
to a harmonious balance between work and personal life, where successes and joys in one area reinforce and
elevate the other (Sirgy & Lee, 2018).
Conversely, negative spillover occurs when stress, dissatisfaction, and negative experiences in one domain
adversely affect another. High job stress, conflicts with colleagues, or job dissatisfaction can lead to increased
tension, irritability, and conflicts in family life. The burden of work-related stress often manifests as reduced
patience, lower energy levels, and emotional exhaustion at home, impacting relationships and diminishing
overall quality of life. Negative spillover highlights the detrimental effects of an imbalanced work-life
relationship, where the pressures and demands of one domain can disrupt and undermine well-being in another
(Brough et al., 2020).
The mechanisms through which spillover occurs are multifaceted. The affective mechanism involves the transfer
of emotions and moods from one domain to another. Positive emotions such as happiness and satisfaction from
work can enhance mood and interpersonal interactions at home, while negative emotions like stress and
frustration can lead to conflicts and reduced quality of life. The time-based mechanism focuses on how the
allocation of time in one domain affects the time available for another. Long working hours can encroach on
family time and leisure activities, leading to time scarcity and increased stress. The energy-based mechanism
highlights how the expenditure of physical and mental energy in one domain depletes the resources available for
another. Exhaustion from work can limit the energy available for personal activities, reducing engagement and
satisfaction (Wayne et al., 2022).
Graham Staines' Spillover Theory provides a comprehensive framework for understanding the complex interplay
between work and personal life. By recognizing the bidirectional influence of work and personal experiences
and identifying the mechanisms through which spillover occurs, this theory offers valuable insights into
achieving a balanced and fulfilling life. Addressing both work-related and personal factors, and considering
individual differences, is crucial for promoting positive spillover and mitigating negative spillover, ultimately
enhancing overall well-being and quality of life.
Frederick Herzberg's Two-Factor Theory, also known as the Motivation-Hygiene Theory, revolutionized the
understanding of workplace motivation and job satisfaction when it was introduced in the late 1950s. Herzberg's
research led him to identify two distinct sets of factors that influence employee attitudes and behaviors at work:
motivators and hygiene factors. These factors play different roles in the workplace, with motivators primarily
driving job satisfaction and hygiene factors preventing job dissatisfaction (Alshmemri et al., 2017).
Motivators are factors intrinsic to the job itself and are related to the nature of the work and the experiences of
the employees. These include achievements, recognition, the work itself, responsibility, advancement, and the
possibility for personal growth. When these factors are present and positively experienced by employees, they
lead to higher levels of job satisfaction and motivation. For example, when employees feel that their
achievements are recognized and appreciated, they are more likely to be motivated to maintain or improve their
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performance. Similarly, opportunities for advancement and personal growth can inspire employees to develop
their skills and take on new challenges, contributing to a sense of fulfillment and enthusiasm about their work
(Alrawahi et al., 2020).
In contrast, hygiene factors are extrinsic to the job and are associated with the conditions surrounding the work
environment rather than the work itself. These factors include company policies, supervision, salary,
interpersonal relations, working conditions, and job security. While these factors do not necessarily motivate
employees to perform better, their absence or inadequacy can lead to job dissatisfaction. For instance, poor
working conditions, inadequate salary, and unsatisfactory company policies can create an environment where
employees feel undervalued and demotivated. However, even when hygiene factors are adequately addressed,
their presence alone does not necessarily lead to high levels of motivation or job satisfaction. Instead, they serve
to prevent dissatisfaction, creating a neutral state where employees are neither dissatisfied nor particularly
motivated (Koncar et al., 2022).
Applying Frederick Herzberg's Two-Factor Theory to work-life balance involves addressing both intrinsic and
extrinsic factors to enhance employee satisfaction and well-being. Intrinsic factors such as opportunities for
personal growth, recognition, and meaningful work can boost motivation and improve overall life satisfaction.
Extrinsic factors like flexible working hours, adequate salary, and supportive company policies help prevent
dissatisfaction. By fostering a work environment that enhances intrinsic motivators and ensures supportive
extrinsic conditions, organizations can promote a healthy work-life balance, leading to increased employee
engagement, productivity, and retention. This holistic approach addresses both the drivers of satisfaction and the
prevention of dissatisfaction.
Another supporting theory for this study is Maslow’s Hierarchy of Needs Theory. The theory posits that human
needs can be arranged in a hierarchical order, with each level building upon the previous one. The Hierarchy of
Needs Theory is often depicted as a pyramid, with five hierarchical levels representing different categories of
human needs. The levels, from the base to the apex, are the physiological needs, safety needs, love and
belongingness needs, esteem needs, and self-actualization needs (Hopper, 2020).
At the base of Maslow's pyramid are the physiological needs, which are the most basic and essential for human
survival. These needs include food, water, air, shelter, and other physical necessities. Without satisfying these
fundamental needs, individuals cannot focus on higher-order needs. (Trivedi & Mehta, 2019). The second level
is safety needs, which encompass the desire for security, stability, and protection from harm. This includes
personal safety, financial security, health and well-being, and a safe living environment. People seek to establish
a sense of order and predictability in their lives, striving to create environments where they and their loved ones
feel secure. (Desmet & Fokkinga, 2020).
The third level, love and belonging needs, reflects the human desire for interpersonal relationships, affection,
and a sense of connection with others. This includes friendships, romantic relationships, family bonds, and social
groups. Fulfilling these needs involves building meaningful relationships and being part of a community (Navy,
2020). The fourth level is esteem needs, which are divided into two categories: self-esteem and the esteem
received from others. Self-esteem involves feelings of competence, confidence, achievement, and self-respect,
while esteem from others encompasses recognition, status, admiration, and respect. Fulfilling esteem needs
provides individuals with a sense of value and accomplishment, boosting their confidence and motivating them
to achieve even more (Hale et al., 2019).
At the top of Maslow's pyramid is self-actualization, which represents the realization of an individual's full
potential and the pursuit of personal growth, creativity, and self-fulfillment. Self-actualization is about achieving
personal goals, exploring one's talents and abilities, and striving for a sense of purpose and meaning in life. It
involves the continuous process of becoming the best version of oneself and seeking experiences that lead to
personal growth and fulfillment (Tekke, 2019).
Maslow's Hierarchy of Needs Theory presents a comprehensive framework for understanding human motivation
by categorizing needs into five hierarchical levels. It applies to work-life balance by emphasizing that fulfilling
basic needs like safety, belonging, and esteem is foundational to achieving a balanced life. Organizations can
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support work-life balance by ensuring fair compensation, promoting a safe and supportive work environment,
fostering positive relationships, recognizing achievements, and providing opportunities for personal growth. By
addressing these needs comprehensively, employers empower employees to manage their professional
responsibilities effectively while maintaining overall well-being and satisfaction in their personal lives (Rojas et
al., 2023).
Teaching in the nursing department involves a combination of theoretical instruction and practical, hands-on
training. It is aimed at equipping students with the knowledge, skills, and competencies necessary to provide
high-quality healthcare. The nature of teaching in nursing is multifaceted, often encompassing classroom
lectures, laboratory simulations, clinical rotations, and interactive seminars (Horntvedt et al., 2018).
Fundamentally, teaching in the nursing department include theoretical instruction through classroom lectures or
online learning systems; practical training through laboratory simulations and clinical rotations; and interactive
learning through group work, projects, seminars and workshops (Dehghanzadeh & Jafaraghaee, 2018).
The functions of the nursing faculty being an educator, mentor or advisor, researcher, administrator and
community advocate. As an educator, the nursing faculty is involved in delivering lectures, guiding laboratory
exercises, and supervising clinical practice. She is also responsible in designing and updating the curriculum to
ensure it meets current healthcare standards and practices. As mentor or advisor, the nursing faculty is involved
in student support by providing academic and career guidance, mentoring students throughout their educational
journey, and role modeling by demonstrating professional behavior and ethical practices (Bagley et al., 2018).
Engaging in research to advance the field of nursing, improve patient care, and contribute to evidence-based
practice is also one of the functions of a nursing faculty. It is also imperative that she shares research outcomes
through publications and conferences. In this connection, a nursing faculty must also keep herself updated with
essential nursing knowledge and skills through continuing professional development. Additionally, a nursing
faculty could also function as administer by overseeing academic programs, ensuring compliance with
accreditation standards, and managing resources. She also takes part in policy development, participating in the
creation of policies that affect the nursing department and its stakeholders. Furthermore, a nursing faculty is also
tasked with community involvement by engaging in community health initiatives, providing education, and
promoting health and wellness to the community (Kan & Stabler-Haas, 2024).
In today’s fast-paced world, the pursuit of success often comes at a cost, our work-life balance. Defined as the
equilibrium between professional responsibilities and personal life, achieving a harmonious balance between the
two has become increasingly challenging. The incessant demands of work, coupled with the desire for personal
fulfillment and well-being, highlight the need to reassess our priorities and adopt strategies that promote a
healthier integration of work and life (Perreault & Power, 2023).
Work-life balance has become a pivotal concept in contemporary society, reflecting the evolving attitudes
towards personal well-being and professional fulfillment. At its core, work-life balance embodies the aspiration
to harmonize the demands of work with the pursuits of personal life, aiming for a state where individuals can
effectively manage their professional responsibilities while enjoying a satisfying personal life. This equilibrium
is crucial for maintaining physical health, nurturing relationships, pursuing interests outside of work, and overall,
achieving a sense of fulfillment and happiness (Kelliher et al., 2019).
In the modern context, achieving work-life balance has become increasingly challenging yet more essential than
ever. The rapid pace of technological advancements, globalization, and the interconnected nature of the economy
have blurred the boundaries between work and personal life. Remote work, flexible hours, and digital
connectivity have provided unprecedented freedom and convenience but have also contributed to the expectation
of constant availability and responsiveness. As a result, individuals often find themselves grappling with longer
work hours, heightened job demands, and difficulty unplugging from work-related responsibilities even during
personal time (McKenna, 2023).
The significance of work-life balance extends beyond individual well-being; it also profoundly impacts
organizational productivity, employee satisfaction, and retention rates. Research consistently shows that
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employees who experience a healthy work-life balance are more engaged, motivated, and productive. They
exhibit higher job satisfaction, reduced absenteeism, and are less likely to experience burnout or stress-related
health issues. Organizations that prioritize work-life balance foster a positive organizational culture, attract top
talent, and maintain a competitive edge in the market. Moreover, they demonstrate a commitment to employee
welfare and recognize the value of supporting employees in achieving a sustainable balance between their
professional and personal lives (Hutagalung et al., 2020).
Achieving work-life balance involves navigating several key factors that influence an individual's ability to
manage their time, energy, and priorities effectively. These factors include time management, flexibility and
autonomy, supportive organizational culture, technology and connectivity, wellness and self-care, clear
communication and boundaries, and personal reflection and goal Setting (Yester, 2019).
Efficiently allocating time to work tasks and personal activities is essential for balancing competing demands.
Strategies such as prioritization, setting boundaries, and effective delegation help individuals optimize their time
and maintain focus on both work and personal commitments. Organizations that offer flexibility in work
schedules, remote work options, and autonomy in decision-making empower employees to tailor their work
arrangements to fit their personal lives. This flexibility promotes work-life balance by allowing individuals to
manage work demands while accommodating personal responsibilities and interests (Hirschi et al., 2019).
Additionally, a positive and supportive organizational culture plays a critical role in fostering work-life balance.
Policies that promote work-life integration, such as parental leave, wellness programs, and flexible leave
policies, demonstrate organizational commitment to employee well-being and facilitate a conducive
environment for achieving balance. While advancements in technology enable remote work and connectivity,
they also present challenges in maintaining boundaries between work and personal life. Establishing digital detox
periods, implementing communication norms, and utilizing technology mindfully can help individuals manage
their availability and mitigate the risk of work-related stress encroaching on personal time (Junior et al., 2021).
Moreover, prioritizing physical, mental, and emotional well-being is fundamental to achieving work-life balance.
Incorporating self-care practices such as regular exercise, mindfulness techniques, adequate sleep, and healthy
eating habits supports overall health and resilience in managing the demands of work and personal life. Effective
communication with colleagues, supervisors, and family members is crucial in setting expectations and
boundaries. Clearly defining work hours, availability for communication, and personal commitments helps
manage responsibilities and reduces misunderstandings or conflicts that may arise from blurred boundaries.
Lastly, regular self-assessment and goal setting enable individuals to align their priorities with their values and
aspirations. Reflecting on what matters most in both professional and personal domains guides decision-making
and resource allocation, facilitating a balanced approach to life (Saraswati & Lie, 2020).
Literature suggests several key factors influencing and leading to the achievement of positive work-life balance.
In synthesis, these are workload and flexibility, rest and recuperation, technology and connectivity, support
guides decision-making and resource allocation, facilitating a balanced approach to life (Saraswati & Lie, 2020).
Indicators of good work-life balance, particularly concerning workload and flexibility, are essential for creating
environments where employees can effectively manage their professional responsibilities while enjoying a
fulfilling personal life. These indicators reflect the extent to which organizations prioritize the well-being and
satisfaction of their employees, fostering a culture that supports work-life integration and enhances overall
productivity and morale (Wöhrmann et al., 2020).
A key indicator of good work-life balance is a manageable workload that aligns with employees' capabilities and
resources. This involves assigning realistic tasks and responsibilities that allow employees to complete their
work within regular working hours (Basem et al., 2020). A manageable workload entails employees have a clear
understanding of their roles, responsibilities, and performance expectations, reducing uncertainty and stress;
realistic deadline on tasks and projects are assigned with reasonable due dates that consider workload capacity
of employees and allow for adequate planning and prioritization; having supportive resources in which
employees have access to necessary resources, tools, and support systems to facilitate efficient task completion
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without undue strain; and regular monitoring and assessment of workload distribution to ensure fairness and
prevent excessive workloads for individuals or teams (Çelik & Köse, 2022).
Another crucial indicator of work-life balance is flexibility in work arrangements, which enables employees to
manage personal commitments alongside their professional responsibilities. Offering options for flexible work
hours, such as compressed workweeks, staggered start/end times, or part-time arrangements, allows employees
to adjust their schedules to accommodate personal obligations. Providing opportunities for remote work or
telecommuting gives employees the flexibility to work from home or other locations, reducing commuting time
and enhancing work-life integration (Bjärntoft et al., 2020).
In addition, job sharing arrangements, where two or more employees share the responsibilities of a full-time
position, provide flexibility and workload balance while ensuring continuity of work. Comprehensive leave
policies, including vacation days, personal days, parental leave, and sabbatical options, support employees in
taking time off for rest, relaxation, and personal pursuits without repercussions (Lott, 2020).
Organizations that prioritize work-life balance often promote policies and practices that support employees in
integrating work and personal life harmoniously. Offering wellness programs that promote physical and mental
health, such as fitness classes, counseling services, and mindfulness sessions, contributes to overall well-being
and reduces stress. Implementing policies that support employees with caregiving responsibilities, such as
childcare assistance, eldercare support, and flexible parental leave options, acknowledges diverse family
dynamics and promotes inclusivity. Fostering a supportive workplace culture that values work-life balance
through leadership commitment, open communication, and recognition of achievements promotes a positive
environment where employees feel respected and appreciated (Sánchez-Hernández et al., 2019).
Moreover, establishing feedback mechanisms, such as employee surveys, focus groups, or regular check-ins,
allows organizations to assess the effectiveness of work-life balance initiatives and make adjustments based on
employee feedback. This demonstrates responsiveness to employee needs and enhances engagement in work-
life balance initiatives. Encouraging healthy boundaries between work and personal life by respecting
employees' non-working hours, limiting after-hours communication, and promoting a culture of disconnecting
during vacations or time off supports sustainable work-life balance (Wood et al., 2020).
Indicators of good work-life balance in terms of rest and recuperation are essential for ensuring that employees
have adequate time to recharge, rejuvenate, and maintain overall well-being. Rest and recuperation play a crucial
role in preventing burnout, enhancing productivity, and promoting long-term job satisfaction. Offering sufficient
paid time off, including vacation days, holidays, and personal leave, is fundamental to supporting rest and
recuperation. Employees should have the opportunity to take regular breaks from work to relax, unwind, and
attend to personal matters without concerns about income or job security. Adequate time offs allows employees
to recharge mentally and physically, returning to work refreshed and more productive.
In addition, promoting a workplace culture that values breaks and lunch hours encourages employees to take
regular pauses during the workday. Breaks provide opportunities for mental rest, social interaction, and physical
movement, which can help reduce stress and improve focus. Employers can support this by providing designated
break areas, encouraging employees to step away from their workstations, and respecting scheduled lunch
breaks. Providing wellness programs and resources supports employees in maintaining physical and mental
health, which are essential for effective rest and recuperation. Wellness initiatives may include access to fitness
facilities or classes, stress management workshops, mindfulness programs, and employee assistance programs
(EAPs) for counseling and emotional support. These programs empower employees to prioritize self-care and
adopt healthy lifestyle habits, contributing to improved overall well-being (Kowitlawkul et al., 2019).
Furthermore, establishing clear policies on overtime and workload management helps prevent excessive work
hours and promotes a healthy work-life balance. Organizations should monitor workload distribution, set
realistic expectations for work completion, and discourage a culture of constant overtime. Employees should
feel empowered to discuss workload concerns and seek support when needed, ensuring that work demands do
not compromise their ability to rest and recuperate adequately. Promoting sleep hygiene practices and raising
awareness about mental health issues are crucial for supporting rest and recuperation. Educating employees
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about the importance of sleep, providing tips for improving sleep quality, and offering resources for managing
stress and anxiety contribute to better overall health and well-being. Employers can facilitate workshops or
seminars on these topics and integrate mental health support into their wellness programs (Fontinha et al., 2019).
Lastly, encouraging a culture that respects employees' non-working hours helps maintain boundaries between
work and personal life, facilitating effective rest and recuperation. Employers should discourage after-hours
emails or calls, establish norms for work-related communication during evenings and weekends, and support
employees in disconnecting from work responsibilities during their time off. This approach fosters a healthier
work-life balance and reduces the risk of burnout (Kim & Chon, 2022).
Indicators of good work-life balance in terms of technology and connectivity emphasize the importance of
leveraging technology to enhance efficiency while promoting strategies that respect boundaries, support well-
being, and encourage flexibility. By implementing these indicators, organizations create environments where
employees can thrive professionally and maintain fulfilling personal lives, ultimately fostering a positive
workplace culture and sustainable organizational success. As technology continues to evolve and play a
significant role in the workplace, it becomes essential to implement strategies that promote a healthy balance
between digital connectivity and offline time (Lien & Hung, 2023).
Setting clear communication norms helps manage expectations regarding availability and response times.
Organizations can establish guidelines on appropriate use of communication tools such as emails, instant
messaging platforms, and video conferencing. Encouraging employees to prioritize face-to-face interactions for
critical discussions and establishing specific time frames for responding to non-urgent messages helps prevent
constant connectivity and supports work-life boundaries (Gabriel et al., 2022).
Encouraging employees to take regular digital detox periods fosters a healthier relationship with technology and
promotes mental well-being. Digital detoxes can range from designated hours or days free from work-related
technology to encouraging unplugged vacations where employees disconnect entirely from digital devices. This
practice allows individuals to recharge, reduce stress, and engage more fully in personal activities without the
distractions of work-related communications (Fonseca, 2023).
Providing remote work options allows employees to work from locations outside the traditional office
environment, which can enhance flexibility and work-life balance. Remote work reduces commuting time,
provides a more comfortable and personalized work environment, and allows employees to better manage
personal commitments. Organizations that support remote work typically see increased productivity, higher job
satisfaction, and improved retention rates among employees who value the flexibility to integrate work and
personal life more seamlessly (Rathnaweera & Jayathilaka, 2021).
Leveraging technology to enhance work efficiency and productivity can indirectly support work-life balance by
reducing time spent on repetitive tasks or administrative duties. Implementing project management tools,
collaboration platforms, and workflow automation software streamlines processes, allowing employees to
complete tasks more efficiently and potentially reduce work hours. This efficiency provides employees with
more time for personal pursuits and activities outside of work (Johnson-Hoffman, 2019).
Promoting work-life integration practices recognizes that work and personal life are interconnected aspects of
individuals' overall well-being. This approach encourages employees to blend work and personal responsibilities
in a way that supports their individual preferences and lifestyles. Examples include flexible scheduling, allowing
parents to attend school events during work hours, or providing resources for employees to pursue personal
interests during breaks or downtime (Wei & Villwock, 2021).
Offering training sessions or workshops on healthy technology use educates employees on strategies for
managing digital distractions, maintaining focus, and setting boundaries. Topics may include time management
techniques, mindfulness practices, and tips for maintaining work-life balance in a digitally connected world. By
empowering employees with skills to effectively navigate technology, organizations promote a healthier work-
life balance and reduce the negative impact of constant connectivity on well-being. Integrating wellness
programs that address the impact of technology and connectivity on well-being can enhance work-life balance.
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Programs may include stress management workshops, ergonomic assessments for remote workers, mental health
resources, and initiatives to promote physical activity and healthy lifestyle choices. By prioritizing employee
well-being, organizations demonstrate their commitment to supporting a balanced approach to work and life
(Stephen et al., 2024).
Indicators of good work-life balance in terms of personal life impact emphasize the importance of fostering
holistic well-being, maintaining meaningful relationships, pursuing personal interests, and prioritizing self-care.
Organizations that promote these indicators create environments where employees can thrive personally and
professionally, leading to enhanced job satisfaction, improved productivity, and a positive organizational culture.
By prioritizing work-life balance, individuals achieve a more fulfilling and balanced life, contributing to their
overall happiness and success (Amah et al., 2021).
A significant indicator of work-life balance is the ability to prioritize and nurture personal relationships.
Employees with good work-life balance allocate sufficient time to spend with family, friends, and loved ones.
They participate in social activities, celebrations, and events that enrich their personal lives and contribute to a
sense of belonging and happiness outside of work. Employees who maintain good work-life balance have
opportunities to pursue hobbies, interests, and passions outside of their professional commitments. Engaging in
hobbies such as sports, arts, reading, or volunteering provides individuals with a sense of fulfillment, relaxation,
and personal growth. These activities serve as outlets for creativity, stress relief, and personal development,
contributing positively to overall life satisfaction (Mikołajczyk, 2021).
Prioritizing physical and mental health is essential for achieving work-life balance. Employees with good
balance make time for regular exercise, nutritious eating habits, and adequate sleep. They also practice
mindfulness, meditation, or other relaxation techniques to manage stress and maintain mental well-being. By
prioritizing self-care, individuals enhance their resilience, energy levels, and overall quality of life (Brough et
al., 2020). Moreover, achieving a balance between work and personal life includes financial stability and
security. Employees who feel financially secure are better able to focus on personal priorities without undue
stress related to financial concerns. Good work-life balance allows individuals to manage their finances
effectively, plan for the future, and enjoy leisure activities or travel experiences that enrich their personal lives
(Gragnano et al., 2020).
Feeling a sense of purpose and fulfillment in both professional and personal domains is a key indicator of work-
life balance. Employees who find meaning in their work, pursue personal goals, and contribute to causes they
care about experience greater satisfaction and happiness. They align their values with their daily activities,
making meaningful contributions at work while also enjoying fulfilling experiences outside of work. Maintaining
emotional well-being and resilience is essential for navigating challenges and transitions in both work and
personal life. Employees with good work-life balance develop coping strategies, seek support from loved ones
or counselors, and practice self-awareness and emotional regulation. They effectively manage stressors,
setbacks, and changes, maintaining a positive outlook and adaptive response to life's ups and downs (Rothausen
& Henderson, 2019).
Work-life balance involves integrating work and life roles in a way that supports overall well-being. Employees
who successfully integrate these roles experience harmony rather than conflict between their professional
responsibilities and personal aspirations. They align their work schedules, commitments, and priorities with their
personal values and goals, creating a cohesive and fulfilling life experience (Cvenkel, 2021).
Work-life balance may be influenced by demographic factors such as age, gender, cultural context and family
responsibilities. Understanding these dynamics is essential for developing effective workplace policies and
practices that support diverse employee needs.
Work-life balance varies significantly with age due to changing career stages and personal responsibilities.
Younger employees, typically in their 20s and early 30s, often experience challenges in balancing work and
personal life as they strive to establish their careers. This period is characterized by longer working hours and
high job demands, which can lead to increased stress and work-family conflict. As individuals progress to mid-
career (30s to 40s), they often face the peak of work-life balance challenges due to heightened family
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responsibilities, such as raising children and managing household duties. This stage is marked by a high
incidence of work-family conflict, as balancing career advancement with family obligations becomes more
demanding (Mensah & Adjei, 2020).
In contrast, older employees, generally in their 50s and beyond, tend to experience improved work-life balance.
This improvement is attributed to greater job stability, fewer family responsibilities as children become
independent, and the proximity to retirement, which can provide greater flexibility and control over work
schedules. This U-shaped relationship suggests that work-life balance declines into mid-career and increases as
individuals approach retirement (Thrasher et al., 2022).
Gender plays a crucial role in shaping work-life balance experiences. Research indicates that men and women
encounter different levels of work-family conflict and stress across their life stages due to societal norms and
role expectations. For instance, women often face greater work-family conflict during child-rearing years,
balancing professional duties with childcare and household responsibilities. This period can be particularly
challenging for women in managerial roles, as they navigate conflicting expectations from both gender and
professional roles (Feeney & Stritch, 2019).
Men, on the other hand, typically experience higher levels of work interfering with family life when their children
are in their teenage years. However, work-family conflict tends to decrease for men in the "empty nest" stage,
when children leave home, while women may continue to experience steady levels of work-family conflict later
in life. These gender differences underscore the importance of tailored support and policies that address the
unique needs of male and female employees at different life stages (Thrasher et al., 2022).
Family responsibilities, such as caring for children or elderly parents, significantly impact work-life balance.
Employees with young children often face the greatest challenges, as they juggle the demands of work with
intensive childcare responsibilities. Flexible work arrangements, such as telecommuting and flexible hours, can
help alleviate some of these pressures. Additionally, support from employers, such as parental leave and
childcare facilities, plays a critical role in enabling employees to achieve a better work-life balance (Gragnano
et al., 2020).
The cultural and organizational context also influences work-life balance. In countries with generous social
policies, such as extensive parental leave and quality childcare services, employees report better work-life
balance and health outcomes. Conversely, in countries with less supportive welfare systems, employees may
experience higher levels of work-family conflict and associated health problems.
Organizational culture and policies are equally important. Companies that promote a supportive work
environment, provide flexible working options, and foster a culture that values work-life balance can
significantly enhance employee well-being and productivity. Conversely, organizational cultures that prioritize
long working hours and high job demands can exacerbate work-life balance issues (Smith et al., 2019).
Work-life balance is crucial for nurses as they navigate demanding and often emotionally taxing roles within
healthcare settings. Nurses play a pivotal role in patient care, requiring them to manage critical responsibilities,
long shifts, and unpredictable workloads. Achieving and maintaining work-life balance is essential not only for
their personal well-being but also for sustaining high-quality patient care and professional longevity (Steele,
2019).
Firstly, maintaining work-life balance helps nurses preserve their physical and mental health. The demanding
nature of nursing can lead to physical exhaustion, stress, and burnout if not managed effectively. By prioritizing
adequate rest, nutrition, and exercise outside of work hours, nurses can enhance their resilience and ability to
cope with the demands of their profession. This, in turn, reduces the risk of burnout and contributes to sustained
energy levels and overall well-being (Yayla et al., 2021).
Secondly, work-life balance allows nurses to nurture their personal relationships and interests outside of work.
Building strong connections with family and friends, pursuing hobbies, and participating in community
activities are essential for social and emotional fulfillment. These activities provide nurses with opportunities to
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recharge, gain perspective, and maintain a healthy work-life integration that supports their overall happiness and
satisfaction (Higgins, 2020).
Furthermore, achieving work-life balance promotes job satisfaction and professional fulfillment among nurses.
When nurses feel supported in balancing their work commitments with personal needs, they are more likely to
experience higher job satisfaction and motivation. This positive work environment fosters a sense of loyalty
and commitment to their profession and organization, contributing to lower turnover rates and improved
retention of experienced nursing staff. Moreover, work-life balance is instrumental in preventing burnout among
nurses, which is a prevalent concern in the healthcare sector. Burnout can lead to emotional exhaustion,
depersonalization, and reduced job performance, ultimately impacting patient care quality. By implementing
strategies that support work-life balance, such as flexible scheduling, adequate staffing levels, and wellness
programs, healthcare organizations can mitigate burnout risk and maintain a resilient nursing workforce (Dousin
et al., 2021).
Additionally, promoting work-life balance among nurses contributes to enhanced patient outcomes. Nurses who
are physically and emotionally well-supported are better equipped to deliver compassionate, patient-centered
care. They can maintain focus, make informed decisions, and communicate effectively with patients and their
families, fostering trusting relationships and positive health outcomes (Kelly et al., 2019).
Work-life balance is indispensable for nurses' well-being, job satisfaction, and the delivery of quality patient
care. Healthcare organizations play a pivotal role in creating supportive environments that prioritize nurses'
work-life balance through policies, resources, and leadership commitment. By investing in initiatives that
promote physical and mental health, foster personal development, and reduce work-related stressors,
organizations can empower nurses to thrive both personally and professionally. Ultimately, a balanced approach
to work and life not only benefits nurses individually but also strengthen healthcare systems and enhances the
overall quality of patient care.
Work-life balance is paramount among nursing faculty as they navigate the dual demands of teaching, clinical
practice, research, and personal responsibilities. Maintaining a healthy balance is crucial for sustaining their
well-being, job satisfaction, and effectiveness in educating future nurses. Firstly, achieving work-life balance
allows nursing faculty to prevent burnout and reduce stress levels. The nursing profession is inherently
demanding, requiring long hours, emotional resilience, and a commitment to patient care. Without adequate
balance, faculty members risk exhaustion and diminished job satisfaction, which can impact their teaching
effectiveness and overall quality of work (Rashmi & Kataria, 2023). Secondly, work-life balance enables nursing
faculty to model healthy behaviors for their students. By demonstrating how to manage workload, prioritize self-
care, and maintain personal relationships, faculty members contribute to the development of well-rounded
nursing professionals who understand the importance of holistic well-being (Ronase, 2022).
Moreover, work-life balance fosters a positive organizational culture within academic institutions. Faculty
members who feel supported in achieving balance are more likely to be engaged, productive, and committed to
their roles. This, in turn, enhances collaboration among colleagues, promotes innovation in teaching
methodologies, and attracts and retains talented educators (Dwi, 2018).
Lane and Serafica (2015) highlighted that excessive workload and high job demands were major stressors.
Faculty members reported that these stressors negatively impacted their personal lives and overall job
satisfaction. Bautista et al. (2020) focused on the challenges nursing faculty face in balancing their roles as
educators, researchers, and practitioners. The study found that role conflict and ambiguity were prevalent,
leading to increased stress and reduced work-life balance. Recommendations included clearer role definitions
and support for balancing multiple responsibilities. Hernandez et al. (2021) explained that nursing faculty
members faced challenges in adapting to online teaching, increased workload, and maintaining work-life balance
during and after the Covid – 19 pandemic, emphasizing the need for flexible work arrangements and institutional
support during crises.
The pursuit of work-life balance is not a one-size-fits-all endeavor but a dynamic and individualized journey
shaped by personal preferences, career aspirations, and life circumstances. It requires ongoing adaptation, self-
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awareness, and proactive management of priorities to navigate the complexities of modern work environments
effectively. Recognizing the importance of work-life balance as a determinant of overall well-being and
productivity, individuals and organizations alike can collaborate to create environments that support and
prioritize holistic success (Khatri & Shukla, 2022).
In conclusion, prioritizing work-life balance among nursing faculty is essential not only for their personal health
and job satisfaction but also for the overall success and resilience of nursing education programs. Academic
institutions play a crucial role in supporting faculty members by implementing policies that promote flexibility,
provide resources for self-care, and recognize the unique challenges faced by nursing educators. By investing in
work-life balance, institutions contribute to a sustainable and effective workforce that positively impacts the
future of nursing education and healthcare delivery.
The Problem
Statement of the Problem
This study determined the work – life balance of nursing faculty in a selected university in Cebu City. The
findings served as bases for a proposed action plan.
Specifically, this sought to address the following:
1. What is the profile of the respondents in terms of:
1.1 age;
1.2 gender;
1.3 marital status;
1.4 educational attainment;
1.5 campus assigned; and
1.6 length of service?
2. What is the work – life balance of the respondents in terms of:
2.1 workload and flexibility;
2.2 rest and recuperation;
2.3 technology and connectivity;
2.4 support and resources;
2.5 work environment and culture;
2.6 personal life impact and job satisfaction; and
2.7 overall satisfaction and well-being?
3. Is there a significant relationship between the respondents’ profile and their work – life balance?
4. Based on the findings of the study, what action plan may be proposed?
Statement of Null Hypothesis
Ho: There is no significant relationship between the respondents’ profile and their work – life balance.
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Significance of the Study
This research work will benefit the following:
Nursing Faculty. This study on the work-life balance of nursing faculty helps empower faculty members to
identify stressors and adopt effective coping strategies, leading to improved mental and physical health
outcomes. Enhanced work-life balance fosters greater job satisfaction and engagement, positively impacting
teaching quality and student learning experiences. Understanding faculty work-life balance facilitates the
implementation of supportive policies whilst promoting retention, reducing turnover rates, encouraging personal
growth, and professional development, and developing a sense of fulfillment.
Nursing Students. This research can assist in informing strategies to enhance teaching quality and faculty
engagement, thus positively impacting student learning experiences. The results of this study can augment
develop approaches to enhance faculty well-being and satisfaction, which can impact the supportive learning
environment, facilitating student success, and contributing to a stronger nursing education system.
School Administration. Studying the work-life balance of nursing faculty provides valuable insights for school
administrators to implement supportive policies and practices. This fosters faculty retention, enhances teaching
quality, and ensures a positive learning environment. By addressing faculty needs, the school administration can
strengthen the nursing education system, ultimately benefiting students and the healthcare workforce.
Philippines Nurses Association. This study offers the Philippine Nurses Association valuable data to advocate
for supportive policies and resources to assist nursing faculty attain optimum work-life balance. Understanding
faculty needs can lead to initiatives promoting well-being, positive professional participation and professional
development. By prioritizing faculty satisfaction, the association contributes to a healthier nursing workforce.
Ultimately, this benefits both faculty members and the broader nursing community, ensuring sustainable
excellence in education and healthcare delivery.
Association of Dean in Philippine Colleges of Nursing (ADPCN). Researching the work-life balance of
nursing faculty benefits the Association of Deans in Philippine Colleges of Nursing by highlighting areas for
policy improvement and support. It provides insights into the challenges faculty face, aiding in the development
of initiatives to reduce burnout and enhance job satisfaction. Understanding these dynamics can lead to better
retention rates, increased productivity, and improved quality of education for nursing students. Additionally,
fostering a supportive work environment can attract talented educators, ultimately elevating the standards of
nursing education and healthcare outcomes in the Philippines.
Commission on Higher Education. This study equips the Commission on Higher Education with essential data
to strengthen education policies promoting nursing faculty well-being and professional growth. These initiatives
can lead to higher education programs that fosters improved job satisfaction and enhanced effective teaching
practices. By prioritizing faculty support, the commission strengthens the quality of nursing education, ensuring
a skilled workforce that meets the healthcare demands of the nation, ultimately enhancing healthcare delivery
and outcomes.
Department of Labor and Employment. This study provides the Department of Labor and Employment with
insights to create regulations and programs supporting fair working conditions and employee well-being. By
prioritizing faculty welfare, the department contributes to a healthier and more productive workforce, ultimately
benefiting the entire healthcare system and society at large.
Department of Health. The work-life balance of nursing faculty provides the Department of Health with
insights to design programs that support faculty well-being. Understanding their needs can lead to initiatives
promoting mental health, retention, and job satisfaction. By prioritizing faculty welfare, the department
strengthens the nursing workforce, ensuring high-quality education and healthcare services. Ultimately, this
contributes to a healthier population and a more resilient healthcare system.
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Researcher. As a member of the nursing faculty herself, this study offers an opportunity to the researcher to
contribute to the field of nursing education workforce development. It provides insights into the factors
influencing faculty well-being, job satisfaction, and retention. By uncovering effective strategies and
interventions, researchers can support faculty members in achieving a healthier balance between their
professional and personal lives, ultimately enhancing their overall quality of life and job performance.
Future Researchers. This study provides future researchers with a foundation to explore ongoing challenges,
develop innovative solutions, and contribute to the advancement of knowledge in nursing education and
workforce dynamics.
RESEARCH METHODOLOGY
Research Design
This research utilized a descriptive correlational research design to determine the work – life balance among
nursing faculty members in a selected university through the use of a researcher modified instrument as
illustrated in the following research flow:
Figure 1 Research Flow
Research Environment
This study was conducted in the Colleges of Nursing of three University of Cebu campuses namely University
of Cebu – Banilad (UCB), University of Cebu – Lapu-Lapu and Mandaue (UCLM), and University of Cebu –
Pardo and Talisay (UCPT).
University of Cebu – Banilad is located in Governor Cuenco Avenue Banilad at the center of a residential and
business district in Cebu City. This institution of higher learning offers students professional teaching
instructions set on industry-based and world-class standards. Linkages and partnerships with various industries
allow a more significant immersion and on-the-job training for its students. The campus is an institution of higher
learning that offers a variety of medical programs that includes Medical Technology, Diploma in Midwifery and
Bachelors of Science in Nursing and other courses such as BS Computer Science, BS Information Technology,
BS Information Management, BS Computer Engineering, BS Electronics and Communications Engineering,
Elementary Education (BEEd), Secondary Education (BSEd), BS Criminology, BS Hotel and Restaurant
Management, Tourism, Customs Administration, and Law.
University of Cebu – Lapu-Lapu and Mandaue sits at the foot of the old Mactan Bridge, connecting the cities of
Mandaue and Lapu-Lapu. Established in 1995, this satellite campus of UC was opened in the vicinity of Lapu-
Lapu and Mandaue, while staying true to its origins. UCLM upholds and realizes the vision of UC through the
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formation of an empowered community of person, who, through character formation and academic excellence
contributes to the development of society. The campus offers variety of courses such as BS Nursing, BS Marine
Transportation, BS Marine Engineering, BS Computer Science, BS Information Technology, BS Computer
Engineering, BS Electronics and Communications Engineering, BS Electrical Engineering, BS Industrial
Engineering, Elementary Education (BEEd), Secondary Education (BSEd), BS Criminology, BS Commerce, BS
Accountancy, BS Hotel and Restaurant Management and BS Customs Administration.
University of Cebu – Pardo and Talisay (formerly the St. Paul College Foundation, Inc.) is located along N.
Bacalso Ave., Bulacao Pardo, Cebu City nearing the border of Cebu City and Talisay City. Aligning itself to the
vision-mission of the entire university, UCPT aims to be forefront in providing world class education to its
students. The Campus offers courses such as BS Nursing, BS Information Technology, BS Tourism, Elementary
Education (BEEd), Secondary Education (BSEd), and BS Customs Administration.
The College of Nursing of the three campuses envisions to provide quality nursing education and produce
topnotch, globally competitive and competent nurses. The nursing and healthcare undergraduates of the school
are trained in two of Cebu's premier and technologically advanced medical establishments, the University of
Cebu Medical Center and the St. Vincent’s General hospital with affiliations to renowned tertiary hospitals such
as the Visayas Community Medical Center. These hospitals serve to cater the related learning experience and
clinical exposure of its students.
Research Respondents
The research respondents were the 73 nursing faculty members of the university’s college of nursing in three
campuses, UCB, UCLM and UCPT. In order to gather a more inclusive and comprehensive information on
nursing faculty work – life balance, the student imposed the use of complete enumeration which meant that all
86 faculty members were supposedly the total number of respondents for this study and asked to participate.
However, upon data gathering, only 73 nursing faculty from the various campuses completely answered the
research instrument thus the actual responses were only 73. Below is the distribution of the respondents
according to campus.
Table 1 Distribution of Respondents
University of Cebu - Campus
Total Number of Nursing Faculty
Actual Respondents
Banilad
42
40
Lapu-Lapu and Mandaue
25
22
Pardo and Talisay
19
11
Population Total
86
73
Research Instrument
The study utilized a researcher-modified questionnaire based on the Transformative Work – Life Balance Survey
Questionnaire developed by the National Institute of Occupational Safety and Health. The modified
questionnaire is subdivided into two parts. Part I, consisted of the profile of the respondents in terms of age,
gender, marital status, educational attainment, campus assigned; and length of service. Part II, will consist of 35
statements that determined the nursing faculty’s work – life balance in terms of the six components as workload
and flexibility, rest and recuperation, technology and connectivity, support and resources, work environment and
culture, personal life impact, and job satisfaction. Five (5) statements were used as indicators for each of the
given component.
Scoring Information. Each statement was rated by the respondents using the following parameters: (4) strongly
agree, if the respondents believe that the statement is true all the time; (3) agree, if the respondents believe that
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the statement is true most of the time; (2) disagree, if the respondents believe that the statement is sometimes
true; and (1) strongly disagree, if the respondents believe that the statement is untrue. All statements for work-
life balance will be rated using the above scale.
To determine the respondents’ work – life balance, a hypothetical mean range was used for the interpretation of
the responses as indicated in the following:
Scale
Hypothetical Mean Range
Interpretation
Meaning
4
3.25 – 4.00
Strongly Agree
Highly unbalanced
3
2.50 – 3.24
Agree
Unbalanced
2
1.75 – 2.49
Disagree
Balanced
1
1.00 – 1.74
Strongly Disagree
Highly Balanced
Reliability Testing. The reliability of the researcher modified questionnaire was tested by asking 20 nursing
faculty from University of San Jose Recoletos - College of Nursing to answer the research instrument given that
they provided their consent to participate in the study. The research instrument was tested using Cronbach’s
Alpha at 0.05 level of significance to which revealed an excellent reliability score of 0.93 which means the
instrument can be administered to the actual respondents.
Research Procedures
The research procedures started by sending a transmittal letter to the Dean of the University of Cebu Graduate
School asking for approval to conduct the study. Once approved, the next step was to submit the study to a panel
of experts for design hearing and approval. Once the notice to conduct the study was given, the researcher
subjected the research questionnaire to a content expert for face validity to ensure that it can measure what it
purports to measure before conducting the dry run procedures. After which, the researcher sent out transmittal
letters addressed to the Dean of University of San Jose Recoletos - College of Nursing to ask permission to
conduct the dry run procedures to validate the reliability of the research instrument. Once reliability of the
questionnaire was established, transmittal letters were sent to the Human Resource Director, Dean of the College
of Nursing and the Level Chairpersons of UCB, UCLM and UCPT Colleges of Nursing to ask permission and
approval to conduct the study and distribute the research questionnaire to the actual respondents. The research
respondents of the study who qualified the inclusion criteria were approached a day prior to the actual data
collection to acquire their verbal consent to participate in the study.
Data Collection. During data collection, the actual respondents of the study were approached for their informed
consent. The details of the informed consent as well as the aim of the study were explained to the respondents.
Once consent to participate in the study was given, the researcher asked the respondent to answer the research
instrument. Data collection was done by sending out the questionnaire to the respondents thru google form using
their e-mail address that they personally provided to the researcher. The researcher ensured that the respondents
understand the statements in the questionnaire by noting on the questionnaire that should there be statement that
the respondents find difficult to comprehend, they can contact the researcher at any time for clarification.
All answered questionnaires were double checked for possible missed or unanswered items before closing the
data collection to ensure the completeness of information. Thirteen out of 86 respondents refused to answer some
of the items of the questionnaire thus their responses were not included in the tabulated and computed results.
The tabulated responses were tallied and subjected to treatments using both descriptive and inferential statistics.
At the end of the study, the answered questionnaires were deleted to maintain confidentiality. A soft copy of the
tabulated responses was kept for reference but will be deleted as soon as the study is completed.
Statistical Treatment. The responses of the respondents pertaining to their profile and work-life balance were
subjected to statistical treatment using different statistical tools. A statistician was be commissioned for the
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treatment of data while the interpretation was a collaborative effort between the statistician and the researcher.
The respondents’ answers were recorded and grouped according to their category and computed using the
following statistical tools.
Simple percentage was used to determine the percentage distribution of the respondents’ profile in terms of their
age, gender, civil status, educational attainment, campus assigned, and length of service. Weighted mean was
used to determine the respondents’ work – life balance. Chi-square was used to determine the significant
relationship between the profile of the respondents and their work – life balance.
Ethical Considerations
Ethical considerations were strictly followed in the conduct of this research work. There were four ethical
standards that were followed for this research endeavor. These includes the principle of respect, confidentiality,
beneficence and justice. The first principle conformed to the respect of persons. In accordance to this concept,
the respondents were not forced or coerced to participate in this study. The respondents exercised their right to
autonomy and self-determination. They reserved right to decide what activities they will partake or will not in
the study. The respondents had the right to be informed of what the research undertaking is all about, they were
made to understand what form of information were collected from them and make rationale decision on the
impact of participating in this study. Their participation was their choice without coercion, restriction or
influence. Their willingness to participate was evidenced by their signed informed consent.
The second principle adhered to was confidentiality. The researcher took utmost effort never to share or disclose
any respondent’s pertinent information outside the context of this study. All documented information collected
were used for data tabulation and interpretation only. Any written and electronic documentation related to this
research was appropriately disposed of at the ends of the study.
The third principle adhered to was beneficence. The researcher ascertained that this study maximized its benefit
and minimized if not eliminated related risks. It was rudimentary that the researcher did not cause any harm to
the respondents in the implementation of the research procedure, collection and treatment of data.
The last principle was justice which encompassed the equitable selection of the research respondents. This was
ensured by following the inclusion and exclusion criteria set forth in this study. All respondents were subjected
to the same data collection procedure by answering the predetermined research questionnaire. The study ensured
that respondents shall be the primary beneficiary of the research.
Definition Of Terms
The following terms are operationally defined for better understanding of how these terms are utilized in the
study.
Nursing Faculty. This refers to all currently employed, full-time nursing instructors in the college who holds
teaching, related learning experience (RLE) and administrative functions.
Profile. This represents the demographic characteristic of the respondents in term of age, gender, marital status,
educational attainment, job position, and length of service.
Proposed Action Plan. This refers to the desired plan of action that will be implemented by the researcher based
on the findings of the study in order to enhance the quality of work life of employees.
Work – Life Balance. This refers to the employees’ broader employment-related experience in terms of the
seven components to achieve equilibrium between work and personal life.
Presentation, Analysis, And Interpretation Of Data
This chapter presents, analyzes, and interprets the data collected by the researcher to evaluate the work-life
balance of nursing faculty in a university. It begins by detailing the respondents' profiles, including their age,
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gender, marital status, educational background, assigned campus, and length of service, followed by an
examination of their work-life balance. Additionally, this chapter explores the significant relationship between
the respondents' profiles and their work-life balance. A thorough interpretation of the findings is provided to
offer deeper insights into the results of the study.
Respondents’ Profile
Table 2 shows the profile of the respondents as to age, gender, marital status, educational background, assigned
campus, and length of service.
Table 2 Profile of the Respondents n = 73
PROFILE
FREQUENCY
PERCENTAGE
Age
18 - 39
26
36
40 - 59
40
54
60 and above
7
9
Gender
Male
19
26
Female
54
74
Marital Status
Single
26
36
Married
37
51
Cohabiting
3
4
Widow/er
7
9
Educational Attainment
College Graduate (BSN)
12
17
Master’s Degree Level
22
30
Master’s Degree Holder
28
39
Doctoral Degree Level
8
10
Doctoral Degree Holder
3
4
Campus Assigned
UC - Banilad
40
55
UC - Lapu-Lapu and Mandaue
22
30
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UC - Pardo Talisay
11
15
Years of Service
6 months to less than 1 year
22
30
1 years to less than 3 years
28
38
3 years to less than 5 years
5
7
5 years and above
18
25
Table 1 presents the demographic profile of the respondents in terms of age, gender, civil status, educational
attainment, campus assignment, and length of service. The majority of the respondents were aged 40–59 years
(54%), with fewer respondents aged 60 years and above (9%). Most respondents were female (74%), reflecting
the gender distribution typical of the nursing profession. More than half were married (51%), while a small
proportion reported cohabiting (4%). In terms of educational attainment, most respondents held a master’s degree
(39%), whereas only a small percentage had completed a doctoral degree (4%). The majority were assigned to
the UC–Banilad campus (55%), and most had been in the academe for one year to less than three years (38%).
The age distribution of nursing faculty in this study aligns with international findings indicating that most nursing
educators are mid-career professionals, typically between 40 and 60 years old (Carver et al., 2021). This trend
reflects the common pathway into academia, where nurses first gain extensive clinical experience and
subsequently pursue advanced degrees before transitioning to teaching roles. Achieving the educational
qualifications required for faculty positions often takes several years, particularly for those pursuing graduate
studies while employed in clinical practice. As a result, many nurses enter academic roles later in their
professional lives.
Faculty members within this age group are often considered to be at the peak of their professional and scholarly
productivity. Additionally, academic positions may be perceived as offering more stable schedules compared to
clinical practice, making them attractive to mid-career nurses seeking long-term professional stability and
leadership opportunities (Farber et al., 2020).
The predominance of female faculty observed in this study is consistent with the broader gender composition of
the nursing profession. Historically, nursing has been culturally associated with caregiving roles traditionally
assigned to women, resulting in a female-dominated workforce and, consequently, faculty population. Although
male representation in nursing education has gradually increased, it remains limited due to persistent societal
norms, gender stereotypes, and the smaller pool of male nurses eligible for academic roles (Da Silva et al., 2022).
Regarding civil status, the higher proportion of married faculty may be attributed to the alignment of academic
careers with mid-life stages, during which long-term partnerships are more common. Moreover, the relatively
structured nature of academic work may be more compatible with family responsibilities compared to the
demands of bedside nursing.
Marriage may provide emotional and financial support that enables nursing faculty to pursue advanced education
and sustained career development. These factors may partly explain the higher proportion of married individuals
among nursing faculty compared to those who are single. Marital and family responsibilities have also been
shown to influence career progression and work–life balance among faculty members (Farber et al., 2020).
In terms of educational attainment, most nursing faculty members hold a master’s degree, which remains the
minimum qualification for teaching in many nursing education institutions. A master’s degree provides advanced
clinical knowledge, leadership skills, and pedagogical competence necessary for curriculum development and
evidence-based instruction. This qualification also aligns with accreditation and regulatory standards that aim to
ensure the quality of nursing education programs. However, there is an increasing emphasis on doctoral-level
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preparation, particularly for faculty engaged in research, leadership, and administrative roles, reflecting current
trends in faculty professional development (McCauley et al., 2020).
With regards to campus assignment, the higher concentration of faculty at the UC–Banilad campus may be
attributed to its larger nursing student population, which necessitates a greater number of teaching personnel
compared to the other campuses.
Concerning length of service, the higher proportion of faculty with one to less than three years of academic
experience reflects the transitional nature of early academic careers. Many nursing educators enter academia
after extensive clinical practice and require an adjustment period to adapt to academic responsibilities such as
curriculum development, student assessment, and scholarly activities. This early-career phase is often
characterized by exploration and professional decision-making regarding long-term career paths.
Furthermore, the multifaceted demands of nursing faculty roles—including teaching, advising, research, and the
need to maintain clinical competence—may contribute to increased workload and occupational stress. When
combined with comparatively lower compensation and high performance expectations, these factors may lead
to early attrition among new faculty members, with some returning to clinical practice or seeking more
manageable work environments (Singh et al., 2020).
Respondents’ Work-Life Balance
Table 3 presents the work-life balance of the nursing faculty in terms of workload and flexibility; rest and
recuperation; technology and connectivity; support and resources; work environment and culture; personal life
impact and job satisfaction; and overall satisfaction and well-being.
Table 3 Respondents’ Work-Life Balance n=73
INDICATORS
Weighted Mean
Interpretation
A. WORKLOAD and FLEXIBILITY
1. I find myself working beyond my contracted hours.
2.94
Unbalanced
2. I am unable to take needed short breaks during work hours.
2.73
Unbalanced
3. I cannot comfortably adjust my work schedule for personal
commitments.
2.62
Unbalanced
4. I feel the need to always work on weekends.
2.58
Unbalanced
5. My current work position do not allow for flexibility in work
schedule and work role.
2.47
Balanced
AGGREGATE MEAN
2.67
Unbalanced
B. REST AND RECUPERATION
1. It is easy for me to switch off from work during my days off.
2.60
Unbalanced
2. I feel that taking my leaves negatively impacts my work and team.
2.56
Unbalanced
3. I usually feel exhausted at the end of a work day.
2.77
Unbalanced
4. I am unable to use my vacations days without feeling guilty.
2.12
Balanced
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5. I usually work during times that should be for rest.
2.63
Unbalanced
AGGREGATE MEAN
2.54
Unbalanced
C. TECHNOLOGY AND CONNECTIVITY
1.
I am expected to constantly respond to work emails and messages
even outside working hours.
2.79
Unbalanced
2. I feel pressure to remain connected to work even on holidays.
2.42
Balanced
3. I frequently check work related messages during my personal
time.
2.92
Unbalanced
4. My work does not provide me with necessary tools to work
effectively from off site locations.
2.51
Unbalanced
5. My work communication frequently disrupts my personal time.
2.41
Balanced
AGGREGATE MEAN
2.61
Unbalanced
D. SUPPORT AND RESOURCES
1. We are not provided with any wellness resources in our company.
2.59
Unbalanced
2. I do not feel supported by my immediate supervisor when
discussing work – life balance concerns.
2.11
Balanced
3. Our company does not have employee support programs or
counselling services in place.
2.30
Balanced
4. There are no adequate resources and training to manage work
related stress in my company.
2.44
Balanced
5. We do not talk or discuss about work – life balance with my
colleagues.
2.34
Balanced
AGGREGATE MEAN
2.42
Balanced
E. WORK ENVIRONMENT AND CULTURE
1. I feel that my work environment have implicit expectations for
me to work longer than my contracted hours.
2.41
Balanced
2. My colleagues and superior do not openly talk about issues
concerning our work hours.
2.12
Balanced
3. Our company culture does not prioritize personal well-being.
2.30
Balanced
4. I am not comfortable speaking up when I feel overwhelmed with
work.
2.44
Balanced
5. I do not get praises or recognition from people for being able to
maintain work-life balance.
2.34
Balanced
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AGGREGATE MEAN
2.32
Balanced
F. PERSONAL LIFE IMPACT
1. I feel my work schedule do not permit quality time with loved
ones?
2.48
Balanced
2. My personal relationships are strained due to work-related
commitments.
2.26
Balanced
3. I have curtailed personal activities and hobbies because of work.
2.45
Balanced
4. My work does not allow time for regular exercises or relaxation
activities.
2.56
Unbalanced
5. I miss important personal events die to work commitments.
2.36
Balanced
AGGREGATE MEAN
2.42
Balanced
G. OVERALL SATISFACTION AND WELL-BEING
1. I am highly dissatisfied with my current work-life balance.
2.15
Balanced
2. My work-life balance has not improved in the last year.
2.15
Balanced
3. My work life balance affect my overall mood and motivation at
works.
2.46
Balanced
4. I am considering a job change primarily due to work-life balance
issues.
2.05
Balanced
5. I would describe my work-life balance as the worst.
1.87
Balanced
AGGREGATE MEAN
2.14
Balanced
OVERALL MEAN
2.45
BALANCED
Legend:
3.26-4.00
Highly Unbalanced 1.76 - 2.50 Balance
2.51 -3.25 Unbalanced 1.00 - 1.75 Highly Balanced
Table 2 shows that the respondents have balanced work-life as indicated by the overall weighted mean of 2.45.
On the specific indicators for work-life balance, it is revealed that the respondents have the highest balanced
work-life in terms of overall work satisfaction and well-being at 2.14 weighted mean, followed closely by
balanced work environment and culture at 2.32 weighted mean. This indicates that the respondents successfully
achieved and sustained work satisfaction and well-being, supported by a workplace environment and culture that
fosters a healthy work-life balance. Additionally, the respondents were able to achieve balanced work-life by
being provided with essential support and resources at work as indicated by the weighted mean of 2.42.
Furthermore, on the indicators of the personal life impact of their work, the respondents were able to achieve a
balance between work and their personal life as indicated by 2.42 weighted mean.
However, the table also shows that the respondents have unbalanced work-life in terms of workload and
flexibility, technology and connectivity, and rest and recuperation, as indicated by the aggregate mean of 2.67,
2.61, and 2.54 respectively. This suggests that the respondents may feel burdened by an excessive workload,
long hours, and high expectations, which could negatively impact other aspects of their lives. This situation is
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somewhat expected, as many nursing faculty take on overloads due to a shortage of clinical instructors and
educators relative to the large number of nursing students enrolled across the three colleges of nursing.
In terms of technology and connectivity, the advances in technology such as instant messaging, social media,
and improved personal contact blur the boundaries between work and personal life. Being expected to respond
to emails, messages, or tasks outside of work hours creates a "24/7 availability" (Motaghi et al., 2023). culture
which could be very stressful for many nursing faculty. Additionally, Over-reliance on technology for work can
cause mental fatigue, reduce productivity, and hinder the ability to unplug and recharge (Sarkar et al., 2025).
In addition, insufficient rest and being unable to recuperate from work leading to an unbalanced work-life often
means many nursing faculty sacrifices sleep and downtime to meet work demands, impacting physical and
mental health. Without enough time to relax and pursue hobbies or personal interests, individuals may feel
drained, reducing their ability to perform effectively at work or enjoy life.
According to Motaghi et al. (2023), an imbalance between workload and work flexibility significantly affects
the work-life balance of nursing faculty, leading to various negative outcomes. Nursing faculty often juggle
multiple responsibilities, including teaching, research, administrative duties, and clinical practice. This heavy
workload can lead to stress and burnout, adversely affecting their personal lives. Perceived excessive workload
among nurses negatively impacts their work-life balance, increasing their desire to leave the profession.
Additionally, rigid work schedules and limited flexibility in academic roles can exacerbate work-life imbalance.
The inability to adjust work hours to accommodate personal commitments makes it challenging for nursing
faculty to manage both professional and personal responsibilities effectively (Farber et al., 2020).
Insufficient rest and recuperation significantly disrupt the work-life balance of nursing faculty, leading to
detrimental effects on both professional performance and personal well-being. Chronic fatigue resulting from
inadequate rest impairs cognitive functions such as attention, memory, and decision-making. In the academic
setting, this can lead to decreased teaching effectiveness, reduced research productivity, and a higher likelihood
of errors in administrative tasks. Dyrbye et al. (2022) found that medical educators experiencing burnout, often
due to insufficient rest, reported lower job satisfaction and diminished professional efficacy.
The lack of adequate rest contributes to heightened stress levels, emotional exhaustion, and a range of health
issues, including increased susceptibility to illnesses and mental health disorders like depression and anxiety.
When work demands encroach upon time designated for rest and personal activities, nursing faculty may find it
challenging to engage in family life, social interactions, and leisure pursuits. This imbalance can strain personal
relationships and diminish overall life satisfaction (Søvold et al., 2022).
Moreover, the increasing reliance on technology in academia affect the delineating boundaries between work
and personal life. The expectation to be constantly available through digital platforms can lead to digital fatigue
and encroach on time meant for rest and personal activities. This can have explicit negative impact on the persons
mental and physical health which consequently impacts work performance and productivity (Mordi et al., 2024).
Despite these highlighted unbalances in the work-life of nursing faculties in the university in terms of workload
and flexibility, rest and recuperation, and technology and connectivity, the respondents are still able to achieve
an overall balanced work-life balance which is much attributed to the support and resources they get from their
supervisors, and the positive work environment and culture. In the context of University of Cebu, the institution
puts great value to ICARE which stands for Innovation, Camaraderie, Alignment, Respect and Excellence.
As a foremost educational institution in information technology, communications and connectivity, UC’s
innovations in technology and connectivity significantly mitigate work-life imbalance by promoting flexibility
and efficiency in classroom delivery. Remote work tools, cloud-based systems, and virtual collaboration
platforms such as their Learning Management System (LMS) enable employees to better manage their classes
even beyond the classroom improving their productivity which in turn can consequently enhance their personal
time management. When used responsibly, these innovations empower the nursing faculty to manage their time
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effectively, reduce stress, and achieve a better balance between professional responsibilities and personal well-
being.
Furthermore, the core values on camaraderie, respect and excellent practiced by UC can also attribute to the
achievement of its nursing faculty’s work-life balance. Camaraderie fosters a supportive and collaborative work
environment where team members help one another, share responsibilities, and encourage open communication.
This sense of belonging can ease individual burdens and promote collective problem-solving, reducing stress.
The core value of respect ensures that employee’s time, boundaries, and personal commitments are
acknowledged and valued by every member of the faculty. It encourages administration to listen to staff needs,
arrange for more flexible work arrangements as needed by the faculty, and avoid unrealistic expectations that
may lead to burnout.
Lastly, when excellence is pursued not just through output but also through sustainable practices, it shifts focus
from overwork to smart, balanced performance. Excellence under these values includes encouraging rest,
recognizing achievements, and supporting employee well-being as essential for long-term success. Together,
these values create a culture where workload is fairly distributed, flexibility is embraced, and rest is respected—
not seen as a weakness. This balanced approach enhances morale, productivity, and retention, ultimately
benefiting both individuals and organizations.
Relationship Between the Respondents’ Profile and Their Work-Life Balance
Table 4 presents the significant relationship between the respondents’ profile and work-life balance.
Table 4 Test of Significant Relationship Between the Respondents’ Profile and Their Work-Life Balance
Profiles
Computed
Chi-Square
Df
Critical
Value
P-value
Cramer’s
V
Decision
Interpretation
Age
8.34
3
12.82
0.0973
0.3938
Accept Ho
Not Significant
Gender
5.28
3
7.87
0.2456
0.5076
Accept Ho
Not Significant
Civil Status
13.26
6
9.57
0.0067
0.3483
Reject Ho
Significant
Educational
Attainment
27.43
15
15.67
0.0036
0.2153
Reject Ho
Significant
Campus Assigned
6.34
3
7.82
0.0678
0.3938
Accept Ho
Not Significant
Length of Service
24.37
9
43.92
0.0689
0.4283
Accept Ho
Not
Significant
Overall Mean
6.43
14
27.76
0.076
0.3976
Accept Ho
Not Significant
P value is significant if it is ≤ 0.05
Table 4 presents the results of Chi-square Test of Independence (x²) conducted to compare the significant
relationship between the respondents’ profile and their work-life balance. To test the null hypothesis if there is
no significant relationship between the two variables, Chi-square test of independence, P-value and Cramer’s V
value were computed. The table of revealed that there was no statistically significant relationship between
respondents’ profile in terms of age, gender, campus assigned and length of service to their work-life balance as
indicated by the computed values of chi square which are higher than the critical values, and p-values of less
than 0.05. This led to the acceptance of the null hypothesis which means that the respondents’ profile do not
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influence to their work-life balance. However, marital status and educational attainment were found to have
statistically significant relationship to their work-life balance as indicated by the p-value which is lesser than
0.05.
The result on the test for significant relationship between profile and work-life balance suggest that age, gender,
campus assigned, and length of service do not strongly influence how individuals perceive or manage their work-
life balance. Essentially, work-life balance is not determined or significantly affected by these characteristics.
This shows that work-life balance is multifaceted and is influenced more by factors like workload, institutional
policies, flexibility, and individual coping strategies rather than demographic variables. This could suggest that
even faculty of different ages or campuses may experience similar challenges due to shared systemic issues, such
as high workloads or insufficient support and not because of their demographics. Additionally, this means that
to work-life balance, such as burnout, stress, or over-commitment, might be universally experienced across
different demographic groups or assignments, rather than being unique to specific age groups, genders, or
campuses.
The significant relationship between marital status and work–life balance suggests that personal life
circumstances play an important role in how nursing faculty manage competing professional and personal
demands. Married faculty members may experience additional responsibilities related to family life, childcare,
or caregiving, which can intensify role strain when work demands are high. In contrast, single faculty members
may have greater flexibility in allocating time to work but may also experience limited personal support, which
can contribute to work-related stress and blurred work–life boundaries.
Educational attainment was likewise found to have a significant relationship with work–life balance among
nursing faculty. Higher educational qualifications are often associated with greater job autonomy, career
flexibility, and professional security. Faculty members with advanced degrees frequently occupy senior or
leadership roles that allow increased control over schedules and workload. Advanced education also enhances
competencies such as time management, critical thinking, and problem-solving, which may facilitate more
effective management of professional responsibilities. Although higher academic ranks may involve more
complex roles, including research and administrative duties, they may also offer opportunities for role variety
and reduced burnout through increased autonomy.
Consistent with these findings, Farber et al. (2020) noted that the relationship between faculty characteristics
and work–life balance varies across institutional contexts. Married and mid-career faculty members often
experience greater work–family strain due to concurrent professional and family responsibilities, whereas faculty
with higher educational attainment may experience both increased role demands and greater capacity to manage
them effectively. Experience and career maturity may further contribute to improved time management and
work–life integration.
Moreover, age and gender differences have also been shown to influence work–life balance among academic
staff. Younger faculty members may prioritize career advancement and engage in longer working hours, often
at the expense of personal life, while older faculty members may experience greater balance as professional and
personal demands decrease over time. Gender-related expectations may further shape work–life experiences, as
female faculty often shoulder a greater share of caregiving and household responsibilities, potentially placing
them at higher risk for work–life imbalance (Boamah et al., 2022).
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter provides an overview of the study, including a summary of the findings, the conclusions drawn by
the researcher based on these findings, and the recommendations proposed by the researcher.
Summary
This study determined the work – life balance of nursing faculty in selected colleges of nursing Cebu City. The
findings will serve as bases for a proposed action plan.
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Specifically, this sought to address the following:
1. What is the profile of the respondents in terms of:
1.1 age;
1.2 gender;
1.3 marital status;
1.4 educational attainment;
1.5 campus assigned; and
1.6 length of service?
2. What is the work – life balance of the respondents in terms of:
2.1 workload and flexibility;
2.2 rest and recuperation;
2.3 technology and connectivity;
2.4 support and resources;
2.5 work environment and culture;
2.6 personal life impact; and
2.7 overall satisfaction and well being?
3. Is there a significant relationship between the respondents’ profile and their work-life balance?
4. Based on the findings of the study, what action plan may be proposed?
The study utilized a quantitative descriptive correlational research design using a researcher modified
questionnaire to determine the work-life balance of nursing faculty in selected colleges of nursing. The study
was conducted at University of Cebu - Banilad, UC Lapu-lapu and Mandaue, and UC Pardo and Talisay. The
research respondents were the 73 nursing faculty from the three colleges who gave permission to participate in
the study. Information on the respondents’ profile, and their work-life balance were gathered. The collected
information were then tabulated, statistically treated, interpreted and analyzed. The profile of the respondents
was statistically treated using percentage distribution, while their work-life balance was determined using
weighted mean. Chi square was used to determine the significant relationship between the respondents’ profile
and their work-life balance.
Findings
The following are the findings of the study:
1. Majority of the subjects are between the ages of 40 to 59 years old, female, married, master’s degree holder,
from UC - Banilad, and 1 year to less than 3 years length of service.
2. Overall, the respondents have balanced work-life. In terms of the specific indicators of work-life balance,
the respondents have balanced work-life in terms of overall satisfaction and well-being, work environment
and culture, support and resources, and personal life impact. However, they have unbalanced work-life in
terms of workload and flexibility, technology and connectivity, and rest and recuperation.
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3. There is no significant relationship between the profile of the respondents and their work-
life balance.
Conclusion
The study offers valuable insights into the work-life balance of nursing faculty, revealing that while demographic
and professional characteristics play a role, they do not significantly impact their work-life balance. Overall, the
respondents show a balanced work-life, suggesting that nursing faculty are supported by systems that help them
manage their professional and personal responsibilities effectively. However, the study also identifies areas
where work-life balance is compromised. Faculty members face challenges such as heavy workloads and limited
flexibility, with rigid schedules and little room to adjust their work to personal needs. Additionally, the constant
connectivity enabled by technology blurs the line between work and personal life, contributing to stress and
digital fatigue. Finally, insufficient rest and recuperation due to demanding workloads negatively affect their
physical and mental health. Therefore, it is crucial for institutions to address workload management, offer more
flexible scheduling, and implement strategies to ensure faculty have sufficient time for rest and recovery,
fostering a healthier and more productive work environment.
Recommendations
Based on the findings and conclusion of the study, the following are recommended:
1. That the proposed action plan be implemented.
2. That the following relevant studies be undertaken by future researchers:
2.1 A Longitudinal Study on Work-Life Balance Across the Different Colleges in the University.
2.2 Effectiveness of Support Systems and Rest and Recreation Practices Among Educators in the University.
2.3 The Impact of Technology and Connectivity to Nursing Faculty’s Well-Being.
2.4 Comparative Study on the Gender and Marital Differences of Work-Life Balance Among Nursing and Non-
Nursing Faculties.
Proposed Action Plan
Rationale:
Nursing faculty play a critical role in preparing future healthcare professionals, yet they face significant
challenges related to workload, flexibility, technology and connectivity, and rest and recuperation. Heavy
teaching loads, administrative responsibilities, and research expectations may contribute to burnout and job
dissatisfaction. In addition, the increasing reliance on digital platforms for teaching and communication requires
adequate technological support and reliable connectivity to ensure seamless instruction and student engagement.
Furthermore, faculty often struggle to find time for rest and recuperation, which is essential for maintaining their
physical and mental well-being.
This action plan hopes to systematically address these concerns and create a supportive academic environment.
By implementing workload management strategies, promoting flexibility in work arrangements, improving
access to technology and connectivity, and prioritizing faculty well-being, institutions can enhance job
satisfaction, improve faculty retention, and ensure high-quality education for nursing students.
General Objectives:
This proposed plan aims to create a balanced and supportive work environment for nursing faculty by addressing
workload distribution,
providing
flexible work
arrangements,
and
enhancing access
to
technology and
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connectivity. Additionally, it aims improve faculty well-being by implementing policies and programs that
support rest and recuperation, stress management, and overall job satisfaction.
Areas of
Concern
Specific
Objective
Scheme of Implementation
Locus of
Responsibility
Time
Frame
Evaluation
Parameters
Nursing
Faculty
Workload
and
Flexibility
To ensure
equitable
distribution of
teaching,
research, and
administrative
responsibilities
among nursing
faculty.
To implement
flexible work
arrangements that
promote work-life
balance without
compromising
educational
quality.
To provide faculty
with adequate
support and
resources to
manage their
workload
effectively.
To enhance
faculty well-being
and job
satisfaction,
leading to
improved
retention and
performance.
Strategy 1: Workload
Redistribution
Review and standardize workload
allocation to ensure fairness and
balance. Implement a workload
policy that accounts for teaching,
research, and service duties.
Strategy 2: Flexible Scheduling
Develop and implement staggered
teaching schedules, hybrid course
delivery, and asynchronous
learning options.
Strategy 3: Task Prioritization
Identify non-essential
administrative tasks that can be
reduced, eliminated, or
reassigned.
Strategy 4; Adequate Staffing
Advocate for additional faculty
hires, teaching assistants, and
administrative support staff.
Strategy 5: Course Release
Opportunities
Provide course releases for faculty
engaged in high-priority research,
curriculum development, or
mentoring.
Strategy 6: Remote / Hybrid Work
Options
Establish guidelines allowing
faculty to work remotely for
research, grading, and
administrative tasks.
Strategy 7: Mental Health and
Well-being Support
Dean
Nursing
Education
Coordinator
Level
Chairmen
Academic
Affairs
Committee
Institutional
Heads
HR Department
Instructions
Committee
IT Department
Faculty Affairs
Committee
Nursing
Faculty
Researcher
3 to 6
months
Faculty
feedback on
workload
distribution,
policy
adoption rate
Number of
faculty
utilizing
flexible
scheduling,
student
performance
data
Reduction in
faculty
administrati
ve workload
Faculty -
student ratio,
faculty
satisfaction
surveys
Number of
faculty
granted
course
releases,
research
productivity
Faculty
participation
in remote
work
arrangement
s
Utilization
rates of
wellness
programs,
faculty well-
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Offer wellness programs,
counseling services, and flexible
leave policies.
Strategy 8: Recognition and
Incentives
Implement awards and financial
incentives for faculty who
demonstrate excellence in
teaching, research, and service.
being
surveys
Number of
faculty
recognized,
retention
rates
Technology
and
Connectivit
y Issues
Affecting
Nursing
Faculty's
Work-Life
Balance
To ensure nursing
faculty have
reliable
technology and
internet
connectivity to
minimize work-
related stress and
inefficiencies.
To promote
healthy work-life
balance by setting
clear digital
communication
policies and
boundaries.
To provide faculty
with necessary
training and
resources for
effective digital
time
management.
To establish
institutional
support
mechanisms that
reduce the burden
of technology-
related
disruptions on
personal and
professional life.
Strategy 1: Improve Internet and
Device Access
Provide faculty with institutional
internet access support and
updated hardware/software.
Strategy 2: Establish Digital
Communications Strategy
Develop guidelines on work-
related digital communication,
including after-hours
expectations.
Strategy 3: Time Management and
Digital Well-being Training
Conduct workshops on digital
efficiency, email management,
and preventing digital fatigue.
Strategy 4: Technical Support
Services
Ensure a dedicated help desk for
troubleshooting to prevent faculty
from spending excess time on IT
issues.
Strategy 5: Flexible and
Asynchronous Options
Implement tools that support
flexible teaching schedules, such
as learning management systems
and cloud collaboration.
Strategy 6: Monitor workload and
technology impact
Regularly assess faculty workload
and impact of technology on
Institutional
Heads
Dean
IT Department
Faculty
Development
Committee
Faculty Affairs
Committee
Nursing
Faculty
6 to 12
months
Faculty
satisfaction
surveys,
usage rates
of provided
tools
Policy
adoption
rate, faculty
feedback on
communicati
on load
Workshop
participation
, post-
training
assessments
Helpdesk
response
times and
issue
resolution
rates
Faculty
adoption and
satisfaction
with flexible
work
solutions
Faculty-
reported
stress levels,
work-life
balance
satisfaction
rates
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work-life balance through surveys
and feedback sessions.
Inadequate
Rest and
Recuperati
on
To promote a
healthier work-
life balance by
ensuring nursing
faculty have
adequate
opportunities for
rest and
recuperation.
To implement
policies that
support faculty
well-being,
including leave
policies,
workload
adjustments, and
wellness
initiatives.
To raise
awareness about
the importance of
rest and
recuperation in
sustaining faculty
effectiveness and
job satisfaction.
To establish
institutional
support
mechanisms that
encourage faculty
to take necessary
breaks and
maintain their
overall well-
being.
Strategy 1: Workload assessment
and adjustments
Conduct periodic reviews of
faculty workload and adjust
assignments to prevent burnout.
Strategy 2: Leave Policy
Enhancement
Strengthen leave policies,
including mental health days,
sabbaticals, and flexible
scheduling options.
Strategy 3: Wellness and
Recuperation Programs
Implement faculty wellness
programs such as mindfulness
sessions, relaxation spaces, and
guided physical activities.
Strategy 4: Encouraging Breaks
and Downtime
Develop policies to limit
excessive work hours, encourage
scheduled breaks, and prevent
after-hours work expectations.
Strategy 5: Mental Health and
Support Services
Provide access to counseling,
stress management resources, and
peer support groups.
Strategy 6: Recognition and
Incentives for Well-being
Introduce faculty well-being
awards and incentives for those
who actively maintain a healthy
work-life balance.
Institutional
Heads
Academic
Affairs
Committee
Dean
HR Department
Faculty
Development
Committee
Faculty Affairs
Committee
Nursing
Faculty
Faculty
feedback,
workload
distribution
reports.
Utilization
rates of leave
policies,
faculty well-
being
surveys.
Participation
rates,
faculty-
reported
well-being
levels.
Policy
adoption
rate, faculty
feedback on
work hours.
Utilization
rates of
mental
health
services,
stress level
assessments.
Number of
faculty
recognized,
retention
rates.
ACKNOWLEDGEMENT
The author expresses her heartfelt gratitude to Almighty God for His guidance, wisdom, and blessings
throughout the completion of this thesis.
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The author also acknowledges with profound gratitude the invaluable guidance and expertise provided by her
thesis panel members—Ms. Marijo Garcia, Ms. Estella Cabatana, and Dr. Helen Estrella. Their constructive
feedback, insights, and encouragement have been instrumental in refining this study;
Special thanks are extended to the respondents from the different schools namely: University of San Jose-
Recoletos, University of Cebu Lapulapu and Mandaue, University of Cebu Pardo-Talisay, and University of
Cebu Banilad, whose participation and cooperation were essential to the success of this research;
The author further expresses her sincere gratitude to her thesis adviser, Ms Piluchi Villegas, for the mentorship,
patience, and unwavering support throughout this academic journey. She is also grateful to the faculty and staff
of University of Cebu Banilad College of Nursing for the guidance and encouragement, which have significantly
enriched this study.
Finally, the author extends her appreciation to her friends, colleagues, and all those who, in one way or another,
contributed to the success of this thesis. Their kindness and support will always be remembered.
Dedication
This book is lovingly dedicated to the author’s family, especially to her beloved mother, Aurora, whose endless
support, unconditional love, and unwavering faith have been her guiding light.
To her dearest daughter, Charmaine Gayle, who is her greatest blessing and source of strength. This work is
inspired by the dream of giving her a brighter future. May this thesis serve as a testament to the values of
perseverance, determination, and love.
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APPROVAL SHEET
This thesis paper entitled WORK-LIFE BALANCE AMONG NURSING FACULTY IN A UNIVERSITY
prepared and submitted by Ms. Cheryl Lagaac in partial fulfillment of the requirements for the degree of Master
of Arts in Nursing has been examined and recommended for acceptance and approval for Proposal Hearing.
Thesis Committee
Piluchi Victorina M. Villegas, Mn
Adviser
Maria Estella P. Cabataña, Mn Marijo V. Garcia, Man
Member Member
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue XI November 2025
Page 1741
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Helen C. Estrella, Dm
Chairman
Panel Of Examiners
Approved by the Committee on Proposal Hearing with a grade of PASSED.
Piluchi Victorina M. Villegas, Mn
Adviser
Maria Estella P. Cabataña, Mn Marijo V. Garcia, Man
Member Member
Helen C. Estrella, Dm
Chairman
Accepted and approved in partial fulfillment of the requirements for the degree of Master of Arts in Nursing.
Comprehensive Exam : PASSED
Date of Oral Examination : December 21, 2024
Yolanda C. Sayson, Ed.D.
Dean
APPENDIX A – 1
Transmittal Letter To The Dean Of The Graduate Schoool
July 15, 2023
Yolanda C. Sayson, Ed.D.
Dean – Graduate School
University of Cebu
Main Campus
Dear DR. SAYSON:
Greetings!
I, the undersigned, am presently undertaking a research study entitled “WORK-LIFE BALANCE AMONG
NURSING FACULTY IN A UNIVERSITY”, this is in partial fulfillment of the requirements for the degree
of Masters of Arts in Nursing major in Nursing Administration. In connection with this, I would like to convey
my intent and ask for the approval of your good office to allow me to conduct the study.
Rest assured all pertinent data collected will be treated with utmost confidentiality and respondent personal
information will be maintained anonymous.
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Hoping for your positive response.
Respectfully yours,
CHERYL I. LAGAAC, RN, BSN
Masterand - Researcher
Noted by:
PILUCHI VICTORINA M. VILLEGAS, MN, RN
Research Adviser
Approved by:
YOLANDA C. SAYSON, Ed.D.
Dean
APPENDIX A – 2
Transmittal Letter To The Dean Of The College Of Nursing, University Of Cebu – Banilad
July 15, 2024
MERCY MILAGROS B. APUHIN, MN, RN
Dean – College of Nursing
University of Cebu
Banilad, Cebu City
Dear MRS. APUHIN,
Good day!
I, the undersigned, am presently undertaking a research study entitled “WORK-LIFE BALANCE AMONG
NURSING FACULTY IN A UNIVERSITY”. This is in partial fulfillment of the requirements for the degree
of Masters of Arts in Nursing major in Nursing Administration. This study endeavors to determine the work-life
balance of nursing faculty and educators which ultimately aims to develop an action plan to enhance and improve
their individual quality of work life.
In connection with this, I would like to ask the permission of your good office to allow me to conduct the study
in your prestigious institution by asking all your faculty members to answer a research survey pertinent to their
work-life balance. Rest assured all information gathered through this study will be treated with utmost
confidentiality and ethical protocol will be adhered to during the data collection process.
Hoping for your kind consideration and approval.
Respectfully yours,
MS. CHERYL I. LAGAAC, RN, BSN
Researcher, University of Cebu – Graduate School
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Noted by:
MS. PILUCHI VICTORINA M. VILLEGAS, MN, RN
Research Adviser / MAN Program Coordinator
DR. YOLANDA C. SAYSON, Ed.D.
Dean Graduate School
Approved by:
MRS. MERCY MILAGROS B. APUHIN, RN, BSN
Dean – College of Nursing
UC – Banilad
APPENDIX A – 3
Transmittal Letter To The Dean Of The Collge Of Nursing, University Of Cebu – Lapu-Lapu
& MANDAUE
July 15, 2024
CARMEN P. VILLARANTE, Ed.D, MAN, RN
Dean – College of Nursing
University of Cebu
Lapu-Lapu and Mandaue Campus
Dear DR. VILLARANTE,
Good day!
I, the undersigned, am presently undertaking a research study entitled “WORK-LIFE BALANCE AMONG
NURSING FACULTY IN A UNIVERSITY”. This is in partial fulfillment of the requirements for the degree
of Masters of Arts in Nursing major in Nursing Administration. This study endeavors to determine the work-life
balance of nursing faculty and educators which ultimately aims to develop an action plan to enhance and improve
their individual quality of work life.
In connection with this, I would like to ask the permission of your good office to allow me to conduct the study
in your prestigious institution by asking all your faculty members to answer a research survey pertinent to their
work-life balance. Rest assured all information gathered through this study will be treated with utmost
confidentiality and ethical protocol will be adhered to during the data collection process.
Hoping for your kind consideration and approval.
Respectfully yours,
MS. CHERYL I. LAGAAC, RN, BSN
Researcher, University of Cebu – Graduate School
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Noted by:
MS. PILUCHI VICTORINA M. VILLEGAS, MN, RN
Research Adviser / MAN Program Coordinator
DR. YOLANDA C. SAYSON, Ed.D.
Dean Graduate School
Approved by:
CARMEN P. VILLARANTE, Ed.D, MAN, RN
Dean – College of Nursing
UCLM
APPENDIX A – 4
Transmittal Letter To The Dean Of The Collge Of Nursing, University Of Cebu – Pardo
And Talisay
July 15, 2024
GWEN BELARMINO, MAN, RN
Dean – College of Nursing
University of Cebu
Pardo and Talisay Campus
Dear MS. BELARMINO:
Good day!
I, the undersigned, am presently undertaking a research study entitled “WORK-LIFE BALANCE AMONG
NURSING FACULTY IN A UNIVERSITY”. This is in partial fulfillment of the requirements for the degree
of Masters of Arts in Nursing major in Nursing Administration. This study endeavors to determine the work-life
balance of nursing faculty and educators which ultimately aims to develop an action plan to enhance and improve
their individual quality of work life.
In connection with this, I would like to ask the permission of your good office to allow me to conduct the study
in your prestigious institution by asking all your faculty members to answer a research survey pertinent to their
work-life balance. Rest assured all information gathered through this study will be treated with utmost
confidentiality and ethical protocol will be adhered to during the data collection process.
Hoping for your kind consideration and approval.
Respectfully yours,
MS. CHERYL I. LAGAAC, RN, BSN
Researcher, University of Cebu – Graduate School
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Noted by:
MS. PILUCHI VICTORINA M. VILLEGAS, MN, RN
Research Adviser / MAN Program Coordinator
DR. YOLANDA C. SAYSON, Ed.D.
Dean Graduate School
Approved by:
GWEN BELARMINO, MAN, RN
Dean – College of Nursing
UCPT
APPENDIX A – 5
Transmittal Letter To The Dean Of The Collge Of Nursing, Cebu Institute Of Technology
University
July 15, 2024
JUDITH ISMAEL, PhDNSc, MAN, RN
Dean – College of Nursing
University of Cebu
Lapu-Lapu & Mandaue
Dear DR. ISMAEL:
Good day!
I, the undersigned, am presently undertaking a research study entitled “WORK-LIFE BALANCE AMONG
NURSING FACULTY IN A UNIVERSITY”. This is in partial fulfillment of the requirements for the degree
of Masters of Arts in Nursing major in Nursing Administration. This study endeavors to determine the work-life
balance of nursing faculty and educators which ultimately aims to develop an action plan to enhance and improve
their individual quality of work life.
In connection with this, I would like to ask the permission on your good office to allow me to conduct the pilot
testing of my research questionnaire in your prestigious institution by asking twenty (20) of your faculty
members to answer a research survey pertinent to their work-life balance. Rest assured all information gathered
through this study will be treated with utmost confidentiality and ethical protocol will be adhered to during the
data collection process.
Hoping for your kind consideration and approval.
Respectfully yours,
MS. CHERYL I. LAGAAC, RN, BSN
Researcher, University of Cebu – Graduate School
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
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Noted by:
MS. PILUCHI VICTORINA M. VILLEGAS, MN, RN
Research Adviser / MAN Program Coordinator
DR. YOLANDA C. SAYSON, Ed.D.
Dean Graduate School
Approved by:
DR. JUDITH ISMAEL
Dean – College of Nursing
CIT-U
LETTER OF INTENT
August 15, 2024
DR. JUANITO S. ZUASULA JR.
Chairman
University of Cebu Academic Research Ethics Committee
University of Cebu, Cebu City
Dear Dr. ZUASULA:
Greetings!
I am writing to formally submit a Letter of Intent to undergo protocol and ethics review for my research study
titled “Work-life Balance Among Nursing Faculty in a University.” This is in partial fulfilment of the
requirement for the degree of Master of Art in Nursing, major in Nursing Management. This study is being
conducted under the auspices of University of Cebu Academic Research Ethics Committee and aims to develop
and action plan to enhance and improve the quality of work-life balance among nursing faculty based on the
study findings.
I respectfully request that your committee review the attached research protocol and related documents to ensure
compliance with institutional and ethical guidelines. I anticipate that this review will provide the necessary
feedback to enhance the ethical conduct of my study and ensure that it meets the rigorous standards set by
University of Cebu.
Please let me know if any additional information or documentation is required. I am available for any further
discussion or clarification regarding the study.
Thank you for considering my request. I look forward to your feedback and guidance.
Sincerely,
MS. CHERYL I. LAGAAC, RN, BSN
Masterand
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Noted by:
MS. PILUCHI VICTORINA M. VILLEGAS, MN, RN
Research Adviser
DR. RENATO C. SAGAYNO
Campus Research Director
DR. YOLANDA S. SAYSON, Ed.D.
Dean Graduate School
Approved by:
DR. JUANITO S. ZUASULA JR.
Chairman - University of Cebu Academic Research Ethics Committee
APPENDIX B
Research Questionnaire
Work – Life Balance Among Nursing Faculty In A University
Dear Respondents:
Greetings!
I, MS. CHERYL LAGAAC, is currently conducting a research study on the work – life balance of nursing
faculty members. In this regard, I am sincerely asking that your spare time to answer this survey. In the next
pages are statements that you will rate based on the given criteria. I am looking forward for your sincere and
honest feedback to the survey questions. Thank you so much for your valuable cooperation in this endeavor.
Control No.
PART I. PROFILE of the Respondents
Instruction: Please fill-in the necessary information by putting a check mark on the choice that corresponds
your profile.
AGE ( ) 18 to 39 y.o ( ) 60 y.o and above
( ) 40 to 59 y.o
GENDER ( ) MALE ( ) FEMALE
MARITAL STATUS ( ) SINGLE ( ) COHABITING
( ) MARRIED ( ) WIDOW/ER
EDUCATIONAL ATTAINMENT
( ) College Graduate (BSN) ( ) Doctoral Degree Level
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( ) Master’s Degree Level ( ) Doctoral Degree Holder
( ) Master’s Degree Holder (MAN, MSN)
CAMPUS ASSIGNED
( ) UC - BANILAD
( ) UCLM
( ) UCPT
LENGTH OF SERVICE
( ) 6 months to less than 1year ( ) 3 to less than 5 years
( ) 1 to less than 3 years ( ) above 5 years
PART II. DETERMINANTS OF WORK – LIFE BALANCE
Direction: The following statements measures your quality of work life balance based on four domains. Please
check the appropriate column using the following rating:
(4) STRONGLY AGREE: if you believe the statement to be TRUE ALL the time.
(3) AGREE: if you believe the statement to be TRUE MOST of the time.
(2) DISAGREE: if you believe the statement to be SOMETIMES TRUE.
(1) STRONGLY DISAGREE: if you believe the statement to be absolutely UNTRUE.
STATEMENTS
SA(4)
A(3)
D(2)
SD(1)
A. WORKLOAD and FLEXIBILITY
6. I find myself working beyond my contracted hours.
7. I am unable to take needed short breaks during work hours.
8. I cannot comfortably adjust my work schedule for personal commitments.
9. I feel the need to always work on weekends.
10. My current work position do not allow for flexibility in work schedule and
work role.
B. REST AND RECUPERATION
6. It is easy for me to switch off from work during my days off.
7. I feel that taking my leaves negatively impacts my work and team.
8. I usually feel exhausted at the end of a work day.
9. I am unable to use my vacations days without feeling guilty.
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10. I usually work during times that should be for rest.
C. TECHNOLOGY AND CONNECTIVITY
6. I am expected to constantly respond to work emails and messages even
outside working hours.
7. I feel pressure to remain connected to work even on holidays.
8. I frequently check work related messages during my personal time.
9. My work does not provide me with necessary tools to work effectively
from off site locations.
10. My work communication frequently disrupts my personal time.
D. SUPPORT AND RESOURCES
6. We are not provided with any wellness resources in our company.
7.
I do not feel supported by my immediate supervisor when discussing work
– life balance concerns.
8. Our company does not have employee support programs or counselling
services in place.
9.
There are no adequate resources and training to manage work related stress
in my company.
10. We do not talk or discuss about work – life balance with my colleagues.
E. WORK ENVIRONMENT AND CULTURE
6. I feel that my work environment has implicit expectations for me to work
longer than my contracted hours.
7.
My colleagues and superior do not openly talk about issues concerning our
work hours.
8. Our company culture does not prioritize personal well-being.
9. I am not comfortable speaking up when I feel overwhelmed with work.
10. I do not get praises or recognition from people for being able to maintain
work-life balance.
F. PERSONAL LIFE IMPACT
6. I feel my work schedule do not permit quality time with loved ones?
7. My personal relationships are strained due to work-related commitments.
8. I have curtailed personal activities and hobbies because of work.
9. My work does not allow time for regular exercises or relaxation activities.
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10. I miss important personal events die to work commitments.
G. OVERALL SATISFACTION AND WELL-BEING
6. I am highly dissatisfied with my current work-life balance.
7. My work-life balance has not improved in the last year.
8. My work life balance affects my overall mood and motivation at works.
9. I am considering a job change primarily due to work-life balance issues.
10. I would describe my work-life balance as the worst.
APPENDIX C
Informed Consent
This informed consent form is for the research respondents who I am inviting to participate in my study entitled
“WORK-LIFE BALANCE AMONG NURSING FACULTY IN A UNIVERSITY”.
I, Ms. Cheryl I. Lagaac, a graduate student of the Master of Arts in Nursing program of the University of Cebu
– Main Campus, am conducting a study on the work-life balance of nursing faculty. I would like to invite you
to take part in this study as my research respondent. You don’t have to decide today whether or not you will
participate in this study. Before you decide, you can talk to anyone you feel comfortable with about this research.
This consent form may contain statements that you may not fully understand. Please ask me to stop as we go
through the information detailed here and I will take time to explain them to you. If you have questions later,
you can always address them to me.
Nursing faculty members often face significant stress due to the demands of teaching, research, and clinical
practice. Understanding the work-life balance (WLB) of nursing faculty is crucial for ensuring their overall well-
being and quality of life. Identifying factors that contribute to a healthy work-life balance can ultimately lead to
improved job satisfaction and retention. High levels of stress and poor work-life balance can lead to burnout and
turnover among nursing faculty. Additionally, potential faculty members may consider work-life balance as a
factor when choosing where to work, so institutions with supportive policies and practices may have an
advantage in recruiting top faculty members. These prompted the author of this research to conduct a study to
comprehensively assess the work-life balance of nursing faculty with an intention of proposing an action plan in
order to improve employees’ work-life balance and address the prevailing issues of employee dissatisfaction,
increased employee turnovers, and promote retention and development of talented employees.
This research will involve your participation in answering a questionnaire which will take about 15 to 20 minutes
to complete. Your participation is entirely voluntary and it is your choice where to participate or not. You may
change your mind later and stop participating even if you agreed earlier. If you choose to participate, you will
be asked to rate your work-life balance based on thirty-five (35) statements that are used as indicators. The study
might not have any direct benefit to you, but your participation is likely to help me find ways to improve the
quality of work life and work-life balance of nursing faculty and educators like yourself. You will not be provided
any incentive to take part in the research. However, I will give you a simple token to express my appreciation
for your time.
Rest assured, I will not be sharing information about you to anyone outside my research team. The information
that I will collect from this research project will be kept private. Any information about you will be coded instead
of having your name as identification. Only the researcher will know what your assigned number is and will
keep that information confidential. Nothing will be attributed to your name and the knowledge that I get from
this research will be shared with you. I will also be providing a copy of the summary of results of my research
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study to the management and administrators of University of Cebu – College of Nursing in Banilad when the
study is completed.
If you have any questions, you can ask them now or later. If you wish to ask questions later, you may contact
me at the following:
Ms. Cheryl I. Lagaac – 0918 545 4154
Part II: Certificate of Consent
I have read the foregoing information, or it has been read to me. I have had the opportunity to ask questions
about it and any questions I have, have been answered to my satisfaction. I consent voluntarily to be a participant
in this study.
Print Name of Participant
Signature of Participant
Date
Day/month/year
Statement by the researcher/person taking consent
I have accurately read out the information sheet to the potential participant, and to the best of my ability made
sure that the participant understands. I confirm that the participant was given an opportunity to ask questions
about the study, and all the questions asked by the participant have been answered correctly and to the best of
my ability. I confirm that the individual has not been coerced into giving consent, and the consent has been given
freely and voluntarily.
A copy of this ICF has been provided to the participant.
Printed Name and Signature of Researcher/person taking the consent
Day/month/year
Curriculum Vitae
Cheryl Inez Lagaac
Date of birth: June 30,1978
Address: Lagaac compound, Talamban Cebu City 6000
Contact no: 0918-5454154
Email Add: cherylilagaac@gmail.com and cherylilagaac@yahoo.co.uk
PRC Nurse registration: 0320532 expiry June 2028
PNA membership M24478 expiry 12/31/2024
Educational Background and Qualifications:
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Passed Nurses Board Exam Philippine Regulation Commission on May1,1998 for pin 0320532
Graduated Bachelor of science in nursing in Cebu normal University from 1994-1998
Graduated Secondary Education in Cebu Normal University from 1990-1994
Graduated Primary Education in 1990
Employment History (starting from most recent):
University of Cebu Banilad College of Nursing
Gen. Maxilum Avenue Cebu City
As a Clinical instructor
From September 19,2022 to present
CEBU CITY MEDICAL CENTER (CCMC) Hospital
June 1999 until January 2022. I worked as full-time registered general nurse in CCMC ( busy government
hospital located in N-Bacalso Avenue, Cebu City 6000 Philippines. Worked as a nurse assigned in various areas
on rotational basis and schedule. Duties are admitting and monitoring patients, checking vital signs, recording
and reporting, medication administration, carrying out doctor’s orders, assisting patients and staff in carrying
orders, documentation and discharging patients. Bed capacity for
Surgical wards (male & female)30 beds-rotational basis
Medical Wards (male & female)30beds-rotational basis
Emergency Room(50beds)-rotational basis
Obstetrics/Gynaecology/maternity unit(80beds)-worked for 6 months
Paediatrics/delivery room-worked for 1 year
