Work-Life Balance and Resilience Among Nurse Educators in Baguio City

Abstract

Work-Life Balance (WLB) and resilience of nurse educators are examined in this study, with the demographic profiles of the participants: age, sex, marital status, and years of experience considered. A descriptive-correlational design was employed to determine the relationships among the variables. A total of 120 nurse educators participated, completing an adopted survey questionnaire that included the FisherMcAuley Work–Life Balance Scale and the 10-item Connor–Davidson Resilience Scale (CD-RISC-10). The results show that many nursing faculty respondents are aged 35 - 44, female, married, and have 2 - 5 years of experience, which is considered an advanced beginner level. Meanwhile, the demographic profiles of the respondents, including age, sex, marital status, and years of experience, are not significantly associated with WLB. This finding implies that personal and professional harmony is affected by the workplace setting and the support for individuals' characteristics. The respondents reported a neutral WLB (M = 3.37), indicating moderate worklife and life-work interference, yet robust work-life fulfillment. The nursing education is then considered professionally satisfying amid the challenges teachers face. Likewise, nurse educators display an elevated level of resilience (M= 3.16), characterized by adaptation, emotional regulation, and perseverance in times of stress. Findings further reveal that, despite no significant relationship between demographic variables and resilience, sex is an essential factor, with females exhibiting variable levels of resilience. Such an outcome suggests that men and women in the profession have varying levels of resilience that may be due to context-based support mechanisms and expected roles. Finally, there is no association between WLB and resilience among nurse educators, which may be due to the independence of resilience from homeostasis in both personal and professional domains.Based on the results, the recommendations include reinforcing faculty loadmanagement, strengthening agile work systems, and streamlining supportive culture and mechanisms for nurse educators. Moreover, the institutionalization of mentorship programs for beginning faculty members and the development of gender-responsive health initiatives are crucial. Accordingly, future research may focus on conducting longitudinal studies to examine thoroughly the organizational factors that progressivelyaffect WLB and resilience among professionals.