Understanding the Interplay Between, Digital Transformational Leadership, Work-Life Balance, and Teacher Well-Being

CHARMINA A. JUANITEZ

doi:10.65010/seairj.v7i3.292

Understanding the Interplay Between, Digital Transformational Leadership, Work-Life Balance, and Teacher Well-Being

CHARMINA A. JUANITEZ

Abstract

This study investigated the interplay between digital transformational leadership, work-life balance, and teacher well-being among elementary school teachers in the Municipality of Kalamansig, Sultan Kudarat. It aimed to determine the levels of digital transformational leadership, work-life balance, and teacher well-being; examine their interrelationships; and identify which factor(s) significantly predict teacher well-being. A quantitative, descriptive-correlational research design was employed. Using purposive quota sampling, 250 full-time elementary teachers participated in the study. Data were collected via adopted and validated Likert-scale questionnaires measuring digital transformational leadership (knowledge sharing, emotional intelligence, visionary leadership, digital citizenship, and systemic improvement), work-life balance (nature of work, work flexibility, workload, compensation, organizational support, and personal life), and teacher well-being (workload well-being, organizational well-being, and student interaction well-being). Statistical analyses included mean, standard deviation, Pearson correlation, and regression analysis. Results showed that teachers perceived high levels of digital transformational leadership and work-life balance, while overall teacher well-being was moderate to high. Correlation analysis revealed a significant positive relationship between digital transformational leadership and teacher well-being, whereas work-life balance was not significantly correlated with well-being. Regression analysis indicated that digital transformational leadership significantly predicts teacher well-being, explaining 14.4% of its variance. The findings highlight the importance of digitally empowered transformational leadership in enhancing teacher well-being and suggest that fostering supportive leadership practices may be more influential than work-life balance alone. These insights have implications for policy-making, leadership development, and institutional interventions aimed at improving teacher welfare in semi-urban educational settings.

Keywords

Digital Transformational Leadership, Work-Life Balance, Teacher Well- Being, Educational Policy and Leadership, Teacher Development and Support

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DOI: http://dx.doi.org/10.65010/seairj.v7i3.292

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