Work-Life Balance and Emotional Wellbeing of Married Female Teachers in Uyo Local Government Area, Akwa Ibom State, Nigeria

Abstract

This study investigated the relationship between work-life balance and emotional well-being of married female teachers in public secondary schools in Uyo Local Government Area, Akwa Ibom State, Nigeria. Three research questions and three null hypotheses guided the study. Correlational research design was adopted for the study.  The sample included 200 married female teachers selected through multi-stage sampling. Data was collected using a researcher-developed instrument named “Work-Life Balance and Emotional Wellbeing Questionnaire” (WLBEWQ). The instrument was subjected to content validity by three experts who rated items for relevance using the Content Validity Index (CVI > 0.80). Data was analysed using Pearson Product Moment Correlation (PPMC) for testing the null hypotheses at the 0.05 level of significance. Results revealed significant positive correlations between time management (r = 0.45, p < 0.01), job flexibility (r = 0.38, p < 0.01), and spousal support (r = 0.52, p < 0.01) with emotional well-being, leading to rejection of all null hypotheses. Findings suggest that efficient time allocation, supportive spousal relationships, and flexible job conditions are crucial for improving the emotional wellbeing of married female teachers. The study concludes that work-life balance components are vital to teachers’ emotional well-being in this Nigerian educational context and recommends targeted interventions such as time management workshops, flexible policy advocacy, and family-inclusive support programmes to mitigate stress and burnout.