Work-Life Balance as Predictor of Business Studies Teachers’ Task and Contextual Performance in Esan West, Edo State
Keywords:Work-life balance, Task Performance, Contextual Performance, Business Studies Teachers
In a society that is filled with conflict of responsibility and obligations towards personal lives, family values and aging work force, work-life balance (WLB) becomes a vital programme worthy of research. The present study was on work-life balance as predictors of business studies teachers’ task and contextual performance in Esan West, Edo State. Three research questions were raised to guide the study. Two hypotheses were formulated and tested at 0.05 level of significance. The study adopted a correlational survey research design. The population of the study comprised all business studies’ teachers in Esan West numbering 42 business studies’ teachers. The instrument used was a questionnaire titled ‘Work-Life Balance and Performance Questionnaire (WLBAPQ).’ The instrument was validated by two experts. The cronbach alpha was used in ascertaining the reliability of the instrument and it yielded a reliability coefficient of .81 after administering the instrument to 10 business studies’ teachers in Egor, Edo State. The data collected from the respondents were analyzed using Pearson product moment correlation coefficient and simple linear regression analysis. The findings revealed that work-life balance is a significant positive predictor of business studies teachers’ perceived task performance (R2 = .158, F (1, 40) = 7.517, P <. 05). The findings also revealed that work-life balance is a significant positive predictor of business studies teachers perceived contextual performance (R2 = .002, F (1, 40) = .097, P >. 05). Based on the findings, it was recommended that institutions/schools should continue to put in place more work-life balance programmes that will enhance the performance of business studies’ teachers.
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