This study aimed to assess the psychological well-being, work-life balance, and coping strategies of tertiary educators in higher education institutions in Manila. A descriptive-correlational research design was employed to examine the levels and relationships among these variables. A stratified sample of 264 respondents was selected from 837 full-time faculty members at a state university. Majority of respondents were female, aged 45-49, married, and permanent regular faculty members. Findings revealed that environmental mastery had the highest mean score (5.98) among the dimensions of psychological well-being, followed by purpose in life (5.77), positive relations (5.48), autonomy (5.40), self-acceptance (5.01), and personal growth (4.86). The overall mean psychological well-being score was 5.42, interpreted as moderately high. On the work-life balance, work interference with personal life had a moderate mean score (2.74), while personal life interference with work was low (2.09). Work/personal life enhancement had a high mean score (4.05). The most preferred coping strategies were problem solving and religiosity, followed by cognitive reappraisal and relaxation. Age was a significant predictor of work-life balance, while sex, educational attainment, age, and academic rank predicted the use of specific coping strategies. These factors likely contribute to the overall maturity and development of academic professionals. In conclusion, the tertiary educators demonstrated a moderately high level of psychological well-being and generally maintained a good balance between their personal and professional lives. They employed various coping strategies, particularly problem-solving, religiosity, cognitive reappraisal, and relaxation, to manage life and occupational challenges.

Authors:
Jose Abat, Polytechnic University of the Philippines, Philippines

About the Presenter(s)
Jose Abat is an Associate Prof. at PUP, Manila and currently designated as Chief, Admissions & Registration Office. He is currently working on a research entitled Psychological capital as Moderator between Academic Stress and Wellbeing Among Students

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