Influence of Institutional Work-life Balance Practices on Teachers’ Performance in Public Secondary Schools in Homa-bay County, Kenya

Abstract

Work life balance is a concern to those interested in the quality work performance. Its importance in organizations cannot be over emphasized for there is so much to lose or gain depending on whether the work Life Balance practices are available or not. The purpose of this study was to investigate the influence of work-life balance practices on teachers’ performance in public secondary schools in Homa-Bay County, Kenya. The objectives of the study were to investigate the influence of administrative adherence to leave policies, supportive work environment by the school administration, make-up time and job sharing on teachers’ performance in public secondary schools in Homa Bay County, Kenya. The variables of study were discussed in relation to spillover theory. The study used descriptive survey design. The study targeted 257 principals and 2,231 teachers in Homa Bay County. The sample size included 74 schools, 320 teachers and 8 principals. Simple and stratified random sampling techniques were used. Questionnaires, interview guides and document analysis guide were used to collect data. Content validity was tested through expert judgement by the supervisors. Test re-test was used to test reliability. The reliability of the questionnaire instrument was 8.5. The credibility and dependability of the study was by use of peer reviews, triangulations, use of research assistants and prolonged field engagement. Data were summarized and analyzed with the aid of computer software, Statistical Package for Social Sciences (SPSS) version 20. The quantitative data were analyzed using descriptive statistics such as frequency distribution, percentages, means and cross tabulation. The study also used inferential statistics namely Pearson correlation coefficient, ANOVA, and regression analysis. The hypothesis were tested at 0.05 level of significance. Content analysis was used for qualitative data. The study established that there was a positive moderate correlation between administrative adherence to leave practices (r = 0.467, p = 0.00), supportive work environment by the school administration (r = 0.532, p = 0.00), make up time (r = 0.509, p = 0.00) and a strong positive correlation between job sharing (r = 0.600, p = 0.00) and teacher performance. The study concluded that; WLB translates to productivity, that there still exists work -family conflict amongst teachers in Homa Bay County, leave policies in themselves do not improve performance but their absence will affect work performance negatively, supportive work environment has not stopped teachers from being overworked, make-up time allows teachers adequate contact hours with students and job sharing results in worker efficiency and effectiveness. The study recommended among others that institutions invest in more work life balance practices to enable teachers to maintain a healthy balance between work and their private lives, the Kenyan government to ensure that all institutions have adequate number of teachers, the TSC to promote policies and structures that enhance WLB of teachers, the TSC to establish and formalize flexible work schedules for teachers and guidance and counseling programs to be made mandatory in the institutions to help teachers cope up with work and personal issues.