WORK-LIFE BALANCE, TEACHER WELLBEING, AND EDUCATIONAL OUTCOMES: A CROSSNATIONAL ANALYSIS TOWARD ACHIEVING SDGS 3 AND 4
DOI:
https://doi.org/10.5281/zenodo.17446111Abstract
This study investigates the relationship between teacher work-life balance (WLB), institutional support, and
student academic performance across six countries using secondary data analysis. Key indicators—including teaching
hours, absenteeism, leave policies, student-teacher ratios, and education expenditure—were examined in relation to
PISA 2022 science scores. Descriptive comparisons, correlation analysis, and multiple regression modeling revealed that
excessive workloads and high absenteeism negatively correlate with academic outcomes, while education investment and
supportive policies predict improved performance. These findings affirm the relevance of the Job Demands-Resources
model and Human Capital Theory in understanding how systemic teacher wellbeing contributes to educational quality.
The study underscores the importance of integrating WLB frameworks into national education strategies to achieve
Sustainable Development Goals (SDGs) 3 and 4.
Keywords
teacher wellbeing, work-life balance, education policy, PISA, SDG 3, SDG 4, job demands-resources model, human capital, cross-national analysisReferences
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