Work-Life Balance Provisions and Teachers’ Job Satisfaction in Private Secondary Schools in Mukono District, Uganda
Abstract
Teacher job satisfaction remains a central determinant of instructional quality and retention in secondary education, particularly within Uganda’s growing private school sector. This study examined the relationship between work-life balance provisions and teachers’ job satisfaction in private secondary schools in Mukono District, Uganda. The study was guided by four specific objectives: to determine the relationship between work-family balance, work-faith balance, work-health balance, and work-training balance, and teachers’ job satisfaction. A descriptive correlational research design under a quantitative approach was employed to establish the strength and direction of associations among these variables. The study involved 80 participants, including teachers and head teachers, selected from four private secondary schools in Mukono District through purposive and random sampling techniques. Data were collected using structured questionnaires and analysed using descriptive statistics and Spearman’s rank correlation with the aid of SPSS software. The findings revealed that work-family and work-health balance had strong and statistically significant positive relationships with teachers’ job satisfaction, while work-faith balance showed a moderate but significant positive relationship. Work-training balance exhibited a very strong and significant positive relationship with teachers’ job satisfaction. These results suggest that improved work-life balance provisions enhance teachers’ well-being, motivation, and performance. The study concludes that equitable workload distribution, institutional respect for personal and faith commitments, health promotion, and professional development are key to fostering teacher satisfaction and retention. Strengthening these provisions can ultimately improve teaching quality and educational outcomes in private secondary schools in Mukono District.
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