Work-Life Balance and Employee Wellbeing in Anambra State Secondary Schools: A Focus on Teachers in Awka Education Zone

Teacher wellbeing in Nigeria's secondary education system has attracted growing scholarly attention as evidence mounts that poor work-life balance undermines professional effectiveness, increases burnout, and accelerates attrition from the teaching profession. This study examines the relationship between work-life balance and employee wellbeing among secondary school teachers in the Awka Education Zone, Anambra State. The research is anchored on Greenhaus and Beutell's Work-Life Conflict Theory, which posits that incompatible demands between work and family roles generate conflict that negatively affects individual wellbeing and professional functioning. A survey research design was adopted. The study population comprised 1,102 teachers across 38 public secondary schools in the Awka Education Zone. Using Yamane's formula, a sample of 293 respondents was selected via stratified random sampling. A validated structured questionnaire was the primary data instrument, and data were analysed with Pearson correlation and regression analysis. Findings indicate that excessive administrative workload, inadequate leave entitlements, and lack of institutional support for family responsibilities are the primary predictors of poor work-life balance and reduced wellbeing among teachers. The study further reveals that teachers who perceive institutional support for personal obligations report significantly higher emotional wellbeing and professional satisfaction scores. It is concluded that improving work-life balance policies in Anambra secondary schools is essential for sustaining a motivated and effective teaching workforce. The study recommends that school administrators reduce non-instructional burdens on teachers and implement flexible scheduling arrangements where operationally feasible.

Keywords: Work-life balance, employee wellbeing, secondary school teachers, Awka, work-life conflict