UPHS Sample Dissertation 2 PDF

UNIVERSITY OF PERPETUAL HELP LAGUNA
Graduate Studies
INSIDE LOOK: EDUCATIONAL MANAGERS’ FOUR LIFE QUADRANTS
A Dissertation
Presented To
The Faculty of Graduate School
University of Perpetual Help System Laguna
In Partial Fulfillment
Of the Requirements for the Degree
Doctor of Philosophy
Major in Educational Management
Fernandez, Diosmar O.
March 2016
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RECOMMENDATION FOR ORAL EXAMINATION
This dissertation entitled; “Inside Look: Educational Managers’ Four Life

Quadrants,” prepared and submitted by Engr. Diosmar Ochoada Fernandez, in
partial fulfillment of the requirements for the degree of Doctor of Philosophy Major
in Educational Management, has been examined and is recommended for Oral
Examination.
_____________________________
JOSE ROMANO O. JALOP, PhD
Adviser
APPROVED BY THE PANEL OF EXAMINERS
Approved by the Panel on Oral Examination with a grade of _____ %

(Meritissimus, Benemeritus, Meritus, Probatus).
Dissertation Committee:
_________________________________
REMEDIOS M. DELA ROSA, EdD
Chairman
___________________ _______________________
NONET A. CUY, PhD ELENA A. SALINAS, EdD
Member Member
_______________________
WILLIE A. BUÑAG, PhD
Member
FINAL APPROVAL
Accepted and approved in partial fulfillment of the requirements for the

degree of Doctor of Philosophy Major in Educational Management.
_______________________________ _____________________________________
REMEDIOS M. DELA ROSA, EdD PEDRITO JOSE V. BERMUDO, EdD PhD
Chair, Graduate Program Director, Graduate School
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ACKNOWLEDGEMENT
A sincerest appreciation and expression of gratitude to:

my great provider, God Almighty who supplied me the strength to keep going,
knowledge and wisdom to finish this manuscript and gave me a wife, a family
and friends who are supportive and inspire me in all aspects of my life to have a
work-life balance;
the selected university deans of University of Perpetual Help System-Jonelta and

school principals in private and public schools who contributed their precious
time for the interview and permission to include them as participants of my
study;
the director of Graduate School, Dr. Pedrito Jose V. Bermudo, for his untiring
encouragement and support to students especially in the field of research.
my dissertation adviser, Dr. Jose Romano O. Jalop, for his valuable insights and
guidance so I can finish my paper;
my oral defense panel Dr. Remedios M. Dela Rosa, Dr. Nonet A. Cuy, Dr. Elena A.
Salinas and Dr. Willie A. Buñag, for their additional insights and
recommendations to further enhance my study;
my research Editor, Dr. Antonio R. Yango, for improving the language and giving a
clearer picture of every statement in this manuscript;
my research instrument Validator, Dr. Constantino T. Ballena, for sharing his

expertise in educational management and in the field of qualitative research;
my supportive friend, Dr. Catherine Costoy, who gave her kind advice, untiring
help and enlightening ideas;
the graduate school secretary, Ms. Lyn Sarmiento, who always keep me informed of
the schedules and deadlines concerning my dissertation to keep me on track;
and
my classmates in University of Perpetual Help System-Biñan, my colleagues in

Congressional National High School and all the people who shared their ideas
and opinions which in one way or another have helped me to finish this study.
The Researcher
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DEDICATION
This scholastic venture is lovingly devoted to…
my Creator and Provider, God Almighty
my loving parents, Marcelino and Eurificasion O. Fernandez
my caring wife and my inspiration, Leticia C. Fernandez
my sweet daughter, Isaiah C. Fernandez
my son-in-law, Jim Jomel Tesnado
my pretty granddaughter, Jimaiah Grace Fernandez Tesnado
accommodating and supportive participants in this study
educational managers of different schools/universities
and to you who will be reading this dissertation
DOF .
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ABSTRACT
Title : INSIDE LOOK: EDUCATIONAL MANAGERS’

FOUR LIFE QUADRANTS
Author : Diosmar Ochoada Fernandez
Degree : Doctor of Philosophy Major in Educational Management
School : University of Perpetual Help System - Jonelta
Academic Year : 2015 -2016
Adviser : Jose Romano O. Jalop, PhD
Number of pages :134
Life is really busy these days and in every day in our lives there are
conflicting demands in our time for work, family, friends or community and self and
studies point to the fact that employees are working longer hours than ever before and
so much more with people with positions who have greater responsibilities. Further,
educational managers who have enormous and wider accountabilities are not
exempted but more prone to encounter conflicts between the four life quadrants;
work, family, friends or community, and self, which may lead to stressful
performance and lack of concentration in work or even might cause serious health
problems.
A deeper analysis on the real life of educational managers in handling work,
and their own life has answered two specific problems: the experiences (challenges,
problems and conflicts) which educational managers have encountered related to their
four life quadrants and the ways educational managers manage the challenges,
problems and conflicts related to their four life quadrants.
The participants in this study were eleven (11) educational managers
composed of university deans and school principals in private and public schools,
school year 2015 - 2016.
Considering the research problems of this study, the researcher employed the
phenomenological research design to understand and describe the challenging
experiences of educational managers and how they cope and manage the problems
and conflicts encountered.
The significant findings as to the challenging experiences which educational
managers have encountered related to their four life quadrants were; they have
complex nature of work which was time constraining because of excessive hours
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required at work and have experienced the competing demands of work and family;
they have limited quality time for friends and restricted their exposure in the
community to save themselves from the multitude of roles that can bring conflict to
other areas of life; they also experienced personal and professional interference, their
struggles between pursuing their personal interest or professional growth and
performing their roles at work since both require time and opportunity to be
successful; and they were not exempted to be in the state of emotional situations
accompanied by positive and negative reactions toward the situation, but when they
reflected they found appropriate solutions.
Likewise, the meaningful findings as to how educational managers manage
the challenges, problems and conflicts related to their four life quadrants are: the
educational managers prioritized work over leisure for it was best to set reasonable
goals that aligned with their purpose and passions and at the height of their struggle,
praying and committing to God to take control was the most effective resources they
had to face the challenges; they were able to successfully handle the competing
demands of their multiple roles between work and family and they believed that
having an inspiring, supportive and understanding family will make them confident
and courageous enough to do their work; they also explained that planning ahead of
time helped them made wise decisions and choose friends who understand and gave
consideration to the nature of their work; further, they successfully dealt the
challenges by identifying personal and work related priorities by self assessment and
reflections and pursued what is best to sustain success; and finally, the management
styles and life principles they applied were the reinforcements they used to cope with
the conflicts, problems and challenges they encountered in life.
Further analysis on the responses of the participants revealed that family is
their first priority and they have family and friends who are not only supportive but
also their inspiration and encouragement in performing their task in the workplace. It
is then possible that each of the aspects in the life of educational manager could
support each other to establish a work-life balance. Therefore, work, family, self and
friends or community could not only be represented by quadrants but also by
intersecting circles where one aspect could be beneficial and contributory to the
effective fulfillment of the others. These would be possible if an educational manager
could establish a family which is very supportive and choose friends who are
encouraging to his work. However, it requires necessary skills on how to manage and
maneuver the aspects of life to be of help and support to each other. On the other
hand, a well-managed work in the position yields best results and more organized
schedules and teamwork implies a shorter time to accomplish everyday’s job giving
more quality time that could be spent for the family and friends activities.
An inside look in the life of educational managers has brought a clearer
picture of their real life behind those smiles and very accommodating features when
dealing with them, that anyone could hardly see all the challenging experiences they
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have encountered in their four life quadrants. This picture revealed that all
educational managers had gone through not only simple but complex challenges,
problems and conflicts in the discourse of their duty in work. With good management
and principles where they stand, with faith in God, they were able not only to surpass
the challenges the four live quadrants offered but also have inner happiness and
enjoyment in their work. They are not superheroes as some may think; they also feel
sad and even upset when problems and conflicts arise. The good thing is that, they
have learned better ways in dealing with challenges they encountered not only in their
work but also in their own life with their family, friends and community.
Keywords: inside look, educational managers, four life quadrants, challenges,

management
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TABLE OF CONTENTS
Title Page ...................................................................................................................... i
Recommendation for Oral Examination ...................................................................... ii
Acknowledgement ...................................................................................................... iii
Dedication ................................................................................................................... iv
Dissertation Abstract .................................................................................................... v
Table of Contents ...................................................................................................... viii
List of Tables ............................................................................................................. xii
List of Figures ............................................................................................................ xii
CHAPTER 1 THE PROBLEM AND ITS SETTING ................................................ 1
Introduction .......................................................................................... 1
Theoretical / Conceptual Framework ................................................... 3
Statement of the Problem ..................................................................... 6
Assumption of the Study ...................................................................... 6
Scope and Delimitation ........................................................................ 7
Significance of the Study ..................................................................... 8
Definition of Terms .............................................................................. 9
CHAPTER 2 REVIEW OF RELATED LITERATURE ......................................... 13
State of the Art …….......................................................................... 13
Work Life Balance Definition ........................................................... 13
Work-Life Balance: The Role of the Manager ……………...…….. 19
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Causes of Work-Family Imbalance and Role Strain or

Overload ................................................................................. 24
Work-life Balance, Stress and the Consequences ………………….. 27
Work-life balance and Family Friendly Policies ............................... 29
Role Overload and Role Conflict ………………………………..…. 35
Class Differences and Work-Life Conflict …………………............ 37
Work-Life Balance in Respect to Marital Status ………….……….. 45
Relationship between Work Life Balance, Job Stress and Job

Satisfaction …………………………………………………. 50
Conceptualizing and Measuring Work-life Integration or

Balance …..……………………………………………….… 56
Effect of the Volume of Working hours on Work-life Balance ……. 63
Work - Family Balance and Networking ………………………...… 66
Work - family Conflict and Interference …..……………………..... 68
Relationship Quality ……………………………………………….. 73
Standard Work schedules and Work-Family Outcomes ………….... 76
Spirituality as A Way of Coping with the Demands …………….…. 78
Synthesis of the Reviewed Literature ................................................ 79
Gaps Bridged by the Present Study ................................................... 80
CHAPTER 3 RESEARCH METHODOLOGY ...................................................... 82
Research Design ................................................................................. 82
Sources of Data .................................................................................. 83
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Participants of the Study .................................................................... 83
Instrumentation and Validation .......................................................... 84
Data Gathering Procedure .................................................................. 85
Ethical Considerations ....................................................................... 87
Treatment and Analysis of Data …………………............................ 88
CHAPTER 4 RESULTS AND DISCUSSION ........................................................ 90
Bracketing .......................................................................................... 90
Horizonalization ................................................................................. 93
Theme Clustering ............................................................................... 94
Theme 1: A Time Constraining Work Experience ………………… 96
Theme 2: The Competing Demands of Work and Family …………. 99
Theme 3: Quest in sustaining quality relationships and

Involvement ………………………………………. 102
Theme 4: Moments of Personal and Professional Interference …... 105
Theme 5: State of Emotional Situations and Reflective Reactions...106
Theme 6: Confidence in God, Priorities, Family and Friends ……. 108
Theme 7: A Maintained Understanding and Open Communication.110
Theme 8: Wise Decision and Right Choice of Friends …...………. 112
Theme 9: Identify Personal and Work Related Priorities ………… 113
Theme 10: Management Styles and Life Principles to Live By ….. 116
Textural Description ........................................................................ 120
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Structural Description ...................................................................... 122
Overall Essence ................................................................................ 124
Verification ...................................................................................... 127
CHAPTER 5 SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS ................................................................. 128
Summary of Findings ....................................................................... 128
Conclusions ...................................................................................... 131
Recommendations ……………….................................................... 132
REFFERENCES ...................................................................................................... 135
APPENDICES ……………………………………………………………………. 147
A Phenomenological Study Interview Protocol ............................................... 148
B Letter to the School Director (UPHS – Biñan) ............................................ 152
C Letter to the School Director (UPHS – GMA) ............................................ 153
D Letter to the City Schools Division Superintendent ……..………….......... 154
E Letter to the Participants .............................................................................. 155
F Consent Form ............................................................................................... 156
G Verbatim Transcriptions .............................................................................. 157
H Validator’s Certificate .................................................................................. 173
I Editor’s Certificate ....................................................................................... 174
J Curriculum Vitae ......................................................................................... 175
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LIST OF TABLES
1 Significant Statements of Educational Managers related to the four aspects

of their life (work, family, self and friends or community) .…...….. 93
2 Ten (10) Clusters Categorized Into Textural and Structural Themes ......….. 95
LIST OF FIGURES
1 Four Life Quadrants: Work, Family, Friends or Community and Self …….... 6
2 Educational Manager’s Circles of Life: Self and Spirituality, Work,

Family, Friends and Community ……………………...............….. 127
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Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
Life is really busy these days and every day there are conflicting demands on
our time in work, family, friends or community and self. Numerous studies point to
the fact that employees are working longer hours than ever before and so much more
with people with positions who have greater responsibilities. Several teachers and
school managers whom the researcher had talked with had experienced an imbalance
between their personal and professional life. Work-life balance practices are
deliberate organizational changes in programs or organizational culture that are
designed to reduce work-life conflict and enable employees to be more effective at
work and in other roles. Working time arrangements have diversified over several
decades in the context of changes in the laws and regulations in many countries to
permit more flexible and individualized arrangements (Jean-Yves, Lallament,
Messenger and Michon, 2006). The transition from viewing work-life balance
practices solely as a means of accommodating individual employees with care giving
responsibilities to recognizing their contribution to organizational performance and
employee engagement is an important paradigm shift that is still very much ‘in
process(Lazar, Osoian and Raţiu, 2010).
On the other hand, educational managers who have greater and wider
responsibilities are not exempted but more prone to the conflicts between work,
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family, friends or community, and self. Conflicts that may lead to stressful
performance and lack of concentration in work, hence leading to greater absenteeism
and increase in attrition rate or even might cause serious health problems.
Most educational managers are energetic, very active in their work, and
perform their job excellently. With all these efforts and energy they consume, they
can still manage to smile with all the people they met especially their clienteles. But
the question is, Are they really okay? And if yes, what makes them cope up with the
challenges the four life quadrants offer? Or they are just hiding in the armor as a child
fighting in a battle? Do they also cry when people are no longer around? Do they get
too much exhausted after a day challenge?
This study wanted to dig deeper into the real life of educational managers in
handling work, and their own life. Is management of their work, family, friends or
community and self in equilibrium? Are they also good family managers, spend time
with friends and the community? And most importantly do they have time left for
their own pleasure? Or is everything already been consumed by the great
responsibilities they have in their job? What lies beyond what we see in the good
performances they show in the office? Inside look: the four life quadrants of
educational managers. Uncover the work-life experiences of educational managers in
their work, home, community and self. Do they have work-life balance?
Jesus said, “No one can serve two masters. It’s either he will hate the one and
love the other, or he will be devoted to the one and despise the other” (Matt 6:24,
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NIV).The implication of this study is how do educational managers are able to
manage the four life quadrants and found the solutions to problems of.
Theoretical /Conceptual Framework
This study was anchored on the Work-life balance theory by Bird (2006)
which states that “Work-life balance is all about achievement and enjoyment. The
meaning of achievement is very well explored but enjoyment here means having
satisfaction, pride and a feeling of well-being. He divided life in four quadrants as
work, family, friends or community and self. He stressed that achievement and
enjoyment should be felt in all of the four quadrants for a work-life balance.
One key to reducing stress levels is to make sure that, managers and
employees have a good work-life balance, which he defines as “meaningful daily
achievement and enjoyment in each of four life quadrants: work, family, friends or
community and self.” It is giving daily separate quality time to each of the four life
quadrants.
On the other hand, Covey (1989), as cited by Brefi Group Limited (2014),
stated that the four quadrants time management grid is an effective method of
organizing priorities. It differentiates between activities that are important and those
that are urgent. Important activities have an outcome that leads to the achievement of
goals, whether these are professional or personal. Urgent activities demand immediate
attention, and are often associated with the achievement of someone else's goals.
Covey uses a metaphor of filling a bucket with rocks, pebbles and sand to represent
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activities of declining importance. Very often if you commit specific times for the
important activities you will also find time to fit in the less important ones.
Further, a lot of theoretical concepts emerged which described the interaction
between work and private life and have been propounded to explain the work family
linkage (Guest, 2002; Voydanoff, 2005). These include Segmentation, Compensation,
Spillover and the Border theory. The concept of compensation assumes that deficits
in one area (work or private life) are compensated in the other area. Disappointments
at work therefore can be compensated by positive experiences in the private area.
Spill-over-concepts suppose that experiences made in one area have an impact on
experiences and behavior within the other area. Temper, conduct, ethical values and
skills are transferred from one role to the other. Segmentation means that private life
and work do not affect each other systematically. This concept assumes that both
areas are separated intentionally. The concept of exhaustion of resources declares that
resources depleted for one area are not available for the other area anymore. Both
areas therefore compete for resources. Conflicts between work and private life can
evolve from demands on both sides.
According to Hupke (2010), there is empirical evidence for all of these
concepts, but it depends on the individual situation and resources which one may be
applicable. Contemporary models try to integrate principles within the work family
conflict, with the multiple-roles research. Barnett and Hyde (2001) refer to once such
concept: work family expansion. This concept assumes that simultaneously engaging
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in multiple work and family roles can be beneficial for the physical, mental and
relationship health of individuals; through processes like added income, social
support or increased self-complexity. Multiple roles indeed may also lead to overload
and distress when the number of roles and the time demands of each exceed certain
upper limits.
However, setting priorities with proper time allocation of the specific roles of
educational managers and right management of the aspects of his four life quadrants
could be a solution which may lead to better results. It is also possible that each
aspect of his four life quadrants could contribute to the success of each other if
managed well. A concrete reason is that the four life quadrants are four different
aspects but inseparable since these belongs to same person; his work, his family, his
friends and himself. But the problem is how to manage and take control of the four
aspects of his life.
Leading to this idea, the researcher sought to dig deeper analysis for a better
understanding on the experiences educational managers on how they balance the
aspects of their life; an inside look at the educational managers’ four life quadrants.
The researcher utilized a conceptual model based on the Work-life balance
theory by Bird (2006), shown in figure 1 to serve as guide in the flow of the study.
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Figure 1. Four Life Quadrants: Work, Family, Friends or Community and Self
Statement of the Problem
The researcher decided to make a study on how educational managers were
able to manage balance of the four life quadrants; work, family, friends or community
and self. Specifically, the focus of this study was to answer the following problems:
1. What are the experiences (challenges, problems and conflicts) which
educational managers have encountered related to their four life quadrants; work,
family, friends or community and self?
2. How do educational managers manage the challenges, problems and conflicts
related to their four life quadrants?
Assumptions of the Study
In this study, the researcher assumed the following:
1. All working individuals including educational managers have four life
quadrants: work, family, friends or community and self which should be balanced
to have a meaningful daily achievement and enjoyment in life.
2. Educational managers have their priorities that could help them improve their
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work-life balance but a method effective to one may not be to others.
3. The four life quadrants are four different aspects in the life of educational
managers but are inseparable because they belong to only one person; his work,
his family his friends or his involvement in the community and himself.
4. A healthy balance between work and private lives of educational managers is
important for them to achieve their personal and professional goals as well as in
the organization they are working with.
5. Educational managers, who have greater and wider responsibilities, are not
exempted but more prone to the conflicts between work, family, friends or
community, and self, if they will not be able to manage.
Scope and Delimitation
This study was primarily focused on describing and understanding the
experience of educational managers. The participants were limited to eleven (11)
College Deans and School Principals who have been in the position for not less than
three (3) years. Among the participants, five (5) were from the University of
Perpetual Help System – Laguna, two (2) were from University of Perpetual Help
System – GMA, two (2) from public schools and two (2) from private high schools.
The educational managers were included upon the recommendation and
approval of the school administrator for the initial interview. To ensure that the
participants were able to express and articulate their experiences as educational
managers the researcher offered them the option to use English or Filipino in giving
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their responses to the interview for a good and relevant data.
Significance of the Study
Work-life balance has always been a concern of those interested in the quality
of working life and its relation to broader quality of life (Guest, 2002) and it is
believed that balancing a successful career with a personal or family life can be
challenging and impact on a person’s satisfaction in their work and personal life’s
roles (Broers, 2009).This study aimed at describing and understanding the
experiences of educational managers and the researcher believed that it can bring
significance to the following:
To the educational managers who are presently encountering the pressure and
conflicts between their work and family, their work and friends and community
involvement, their work and personal life may find a better solution on how to handle
similar problems learned from the experiences of the participants in this study.
Aspiring educational managers would be aware and anticipate what to expect
when they would be in the position so that they could make adjustments in managing
their four life quadrants in order to minimize or refrain from conflicts that these might
bring.
This study would bring out the various work-life balance practices which
educational managers should undertake to achieve the maximum organizational
performance in school. It is also hoped that this study would provide an insight and
awareness, for researchers and future educational managers, about the real life of
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educational managers beyond their work.
For the other quadrants or aspects of the life of educational managers
(community or friends), this would serve as an inspiration for them to fully
understand and to encourage harmonious and supportive relationship for the
attainment of the success for each other.
An understanding, supportive, strong and closer family relationship would be
developed among the family members of educational managers which could also
bring stability, trust and confidence in achieving family goals.
The phenomenological approach used in this study looked at the four life
quadrants of educational managers (their problems, challenges, conflicts,
management and solutions) at a depth often not previously sought. It would bring
feelings and experiences to life, enabling others to catch a glimpse of the otherwise
unknown.
Definition of Terms
The researcher defined the following terms operationally and according to
authorities to better understand this study:
Inside look is the process of deeper investigation, understanding, and analysis
of the four life quadrants of educational managers, about their real life beyond work.
Four-life quadrants refer to the aspect of life of an educational manager
referring to his work, his family, his friends or his involvement in the community and
himself (Bird, 2006).
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Educational managers refer to the college deans or school principals
currently employed with at least three (3) years of experience in the position.
Educational managers work as public or private school principals or as deans in
colleges, universities or private institutions (Dupree, 2014).
Work-life balance is the extent to which an individual is equally engaged in
and equally satisfied with his or her work role and family role; that is satisfaction and
good functionality with work as well as at home, with friends or community and with
self with a minimum of role conflict (Greenhaus and Colleagues, 2003).
Work-life conflict is a manifestation of stress due to competing role demands,
conflict is considered a bi-directional construct, in that work can interface with family
(i.e., work-to-family conflict) and family can interface with work (i.e., family-to-work
conflict) ( Frone, 2003). This also includes conflict between work and fiends or
community and between work and self development and enjoyment.
Phenomenological Approach is a process of exploring, examining,
analyzing, learning and constructing the meaning of human experiences through
intensive dialogues with persons who are living the experience (van Manen, 2002).
In-depth Interviews refers to repeated face-to-face conversations between the
researcher and educational managers directed toward understanding their perspectives
on their lives, experiences or situations as expressed in their own words (van Manen
2002). It refers to as semi-structured interviews because the researcher retains some
control over the direction and content to be discussed, yet participants are free to
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elaborate or take the interview in new but related directions (Given, 2008).
Bracketing or epoch refers to the first stage in “ phenomenological
reduction”, the process of data analysis in which the researcher sets aside, as far as is
humanly possible, all preconceived experiences and best understand the experiences
of participants in the study ( Moustakas, 1994) as cited by van Manen(2011).
Horizonalization is the second step is a method for understanding data
through a phenomenological reduction by reducing the number of words and
replacing the vocabulary with similar terms in which the researcher places equal
value on each statement or piece of data (Given, 2008).
Theme coding and analysis is the third step in phenomenological data
analysis in which the researcher clusters the statements into themes or meaning units,
removing overlapping and repetitive statements. It is a data reduction and analysis
strategy by which qualitative data are segmented, categorized, summarized, and
reconstructed in a way that captures the important concepts within the data set
(Given, 2008).
Textural description is a description of “what or the meaning” participants
have experienced in terms of the phenomenon. Meaning is derived from the codes,
conventions, and genre of the text and its social, cultural, historical, and ideological
context—which can work together to convey a preferred reading of the text (Given,
2008).
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Structural description or imaginative variation is a step in which the
researcher writes a “structural” description of an experience, addressing how the
phenomenon was experienced by participants in the study. It involves seeking all
possible meanings, seeking divergent perspectives, and varying the frames of
reference about the phenomenon (Given, 2008).
Overall Essence or Essence is the goal of the phenomenological through the
reduction of the textural (what) and structural (how) meanings of experiences to a
brief description that typifies the experiences of all of the participants in a study. In
other words, this is the combination of textural and structural descriptions (Given,
2008).
Verification is the last step in phenomenological study wherein the researcher
will go back to the field and ask the participants to verify the synthesis of their
responses so the validity of the essence was obtained and so credibility is established.
It is the product of checking one or more aspects of the research process to ensure that
they are true representation of what actually occurred or are clearly derived from the
analysis (Given, 2008).
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Chapter 2
REVIEW OF RELATED LITERATURE
Presented in this chapter is the related literature which provided the theoretical
views and varied perspectives altogether synthesized from different relevant scholarly
articles, journals and researches written by acknowledged authorities who have
explored the work-life balance of an educational manager. Diverse angles from
related sources covered helped in detailing and furthering the pursuit of this paper by
considering the in-depth look of the phenomenon under study. It also presented the
synthesis of the related literature which is the summary of the related literature and
studies, and the gaps to be bridged in relation to the present study.
State of the Art
The related literature and studies reviewed helped in the conceptualization and
elaboration of the present study about the work-life balance of an educational
manager. The researcher synthesized various papers and studies concerning the study
to support its foundation and discussions.
Work Life Balance Definition
Work–life balance involves proper prioritizing between "work" (career and
ambition) on the one hand and "life" (Health, pleasure, leisure, family and spiritual
development) on the other. Related, though broader, terms include "lifestyle balance"
and "life balance". Work-life balance, in its broadest sense, is defined as a satisfactory
level of involvement or’ fit’ between the multiple roles in a person’s life (Hudson,
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2005). Observing the day to day lives of many employees, two main issues to be
addressed to achieve work-life balance are time and stress. Managing these two
variables is the secret of a perfect work-life balance. Thus formula of work-life
balance: Work life balance= Time management + Stress management.
Also, work-life balance does not mean an equal balance. It means the capacity
to schedule the hours of professional and personal life so as to lead a healthy and
peaceful life. It is not a new concept. It emphasizes the values, attitudes and beliefs of
women regarding their age to work in organizing and balancing their work and
personal life. When a woman achieves a successful work-life balance, she has job
satisfaction and becomes highly committed and productive and succeeds in her
career. But, in certain cases a woman is not able to succeed due to incapability in
balancing her work and personal life. She is unable to set her priorities. As a result
she withdraws from her work due to simple reasons like taking care of her children,
aged in-laws/parents, and other family pressures. If the man is able to share some of
her responsibilities, she would be successful woman. A survey in the UK reveals that
the majority of the women have had successful work-life balance, because their
husbands shared an equal partnership both in professional and personal life. With the
advancement in technology, and education and revolution in the industrial sector,
there has been a little change in Indian men too. Both the partners need to schedule
their working hours and personal hours so that they lead a professionally and
personally healthy life. The women should also educate her children to share
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responsibilities to make life better and fruitful (Lakshmi and Gopinath, 2013).
In addition, work-life balance is a person’s control over the responsibilities
between their workplace, family, friends and self. A successful Work-life-balance
strategy reduces stress levels and raises job satisfaction in the employee while
increasing productivity and health care costs for the employer. Work life balance:
Senior management champions or laggards? In 2003 a study was undertaken in a
major Irish Organization to examine the career paths and histories of managers about
their work-life balance, including any blockages to career advancement, in order to
identify and gauge the likely success o strategies to improve gender balance, diversity
and leadership capacity in senior management. The survey showed that the
demographic profile of male and female senior managers differs. The survey
concludes that the demographic profile, family status and childcare arrangements of
male and female senior managers differ strongly. Female senior managers are more
likely to be younger, single and have fewer children than their male counterpart, are
no children.
According to Kalaiselvi, Muruganandam and Sakthi (2010) in their study on
work-life balance among managers of garment units in Tamilnadu State, India Male
senior managers tend to be married with children and to have wife to look after their
children full-time in the family home. Only a very small number of senior manager
currently use flexible arrangements. Both women and men cited difficulties
associated with them. More than nine out of ten male and female senior managers
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believe that working reduced hours has impacted, or could impact, adversely on their
careers. Respondents agree that taking unpaid extended maternity and/or patently
level would have adverse effect on their career-promotions. More men than women in
senior management expressed concurrent about potential adverse effect on their
career of taking unpaid parental level. Nearly two-third of female and over one-half
of male senior managers settled that there are measured that could be introduced or
extended to improve work-life balance: by addressing the long hour’s culture,
working from home and actively promoting a work-life balance policy.
In terms of managers’ work-life balance and health: The survey explores the
effects of organizational change on UK manager’s perceptions of their organization
and on their well-being. Cost reduction is the prime driver for change and have been
implemented using delay ring, redundancy, and downsizing and off shoring often
supported by culture change program. These changes have resulted in work
intensification, have not delivered productivity gains and had a negative effect on
other manager well being. Directors and their managers perceived the effects of
change differently. Despites continuous cost reduction, productivity in the UK
remains below that of European competitor’s nations. This calls into the questions the
prevailing cost reduction ethos as a means of delivering increased productivity in the
UK. Work life balance of New Zealand managers- a survey: The first Equal
Employment Opportunity (EEO) Trust Work life survey was completed by 462
organizations covering 262,878 workers during May-June2006. The survey was sent
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to 362 members of the EEO Trust Employers’ Group, and approximately 3000 other
organizations. Responses were received from 326 EEO members, 136 other
organizations. The majority had 10 or more staffs and results below are from this
group. Data from the 51 organizations with fewer than 10 staffs were analyzed
separately. Those organization who belong to the EEO Trust employer group are
likely to have more interest in work-life issues and thus results are likely to be higher
that might be expected across all New Zealand employers. The survey focused on the
path from policy/strategy, through implementation to outcomes. It measured
prevalence of work-life policies/strategies, a range of work-life initiative, and the
prevalence of a set of implementation steps identified in the EEO/Diversity Literature
research as a necessary for successful outcomes. These steps are: senior management
commitment, policy integrated into core business objectives, throughout the
organization, staff needs assessment, written action plan training for implementing
managing flexible workforce accountability for policy outcomes, and measurement of
progress and outcomes. Out comes have been identified as reduced staff turnover,
reduced absenteeism and increased return rate from parental leave. The EEO trust
work-life survey indicates that New Zealand organization are doing little beyond
having a policy, strategy for work-life balance, communicating that throughout the
organization, and offering a range of initiatives, the most of common of which are
flexible hours and domestic and special leave.
Nevertheless, we need to understand the definition underlying work-life
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balance concepts. Defining the concept of work-life balance is a complex task, as it
can be viewed from the meaning of ‘work’, ‘life’ and ‘balance’ (Walsh, J. & Deery,
S., 2006). Dundas (2008) argues that work-life balance is about effectively managing
the juggling act between paid work and all other activities that are important to people
such as family, community activities, voluntary work, personal development and
leisure and recreation. Greenhaus, Collins and Shaw (2003) define work-life balance
as the extent to which an individual is equally engaged in – and equally satisfied with
– his or her work role and family role. Thus, employees who experience high work-
life balance are those who exhibit similar investment of time and commitment, to
work and non-work domains (Virick, Lily & Casper, 2007).
We do not consider balance to be a work–family linking mechanism because
it does not specify how conditions or experiences in one role are causally related to
conditions or experiences in the other role (Edwards & Rothbard, 2000). J.H.
Greenhaus et al. / Journal of Vocational Behavior 63 (2003) 510–531 511 can—and
should—demonstrate equally positive commitments to different life roles; that is,
they should hold a balanced orientation to multiple roles. Marks and MacDermid
define role balance as ‘‘the tendency to become fully engaged in the performance of
every role in ones total role system, to approach every typical role and role partner
with an attitude of attentiveness and care. Put differently, it is the practice of that
evenhanded alertness known sometimes as mindfulness’’
Other scholars have defined work–family balance or work-life balance in a
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manner similar to Marks and MacDermid conception of positive role balance. For
example, Kirchmeyer views living a balanced life as ‘‘achieving satisfying
experiences in all life domains, and to do so requires personal resources such as
energy, time, and commitment to be well distributed across domains’’ (Kirchmeyer,
2000, p. 81, italics added). In a similar vein, Clark views work–family balance as
‘‘satisfaction and good functioning at work and at home with a minimum of role
conflict’’ (Clark, 2001, p. 349). According to Kofodimos, balance refers to ‘‘a
satisfying, healthy, and productive life that includes work, play, and love... ’’
The other component of balance refers to the resultant outcomes that are
experienced in work and family roles. One outcome frequently included in definitions
of 512 J.H. Greenhaus et al. / Journal of Vocational Behavior 63 (2003) 510–531
balance is satisfaction (Clark, 2001; Kirchmeyer, 2000). Positive balance implies an
equally high level of satisfaction with work and family roles, and negative balance
suggests an equally low level of satisfaction with each role. Again, it is difficult to
picture individuals as having achieved work–family balance if they are substantially
more satisfied with one role than the other.
Work-Life Balance: The Role of the Manager
In a study conducted by Glynn, Steinberg & McCartney (2002) on Work- Life
Balance: The Role of the Manager, although, as mentioned earlier, the most powerful,
culture-setting role modeling takes place at the senior management levels, role
modeling is an effective tool by which a manager can communicate a commitment to
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work-life balance. Where managers verbally support work-life balance but do not
they themselves practice it, employees may view the verbal support with some
suspicion, fearing that they may jeopardize their career prospects by taking the words
to heart. However, managers with good team relationships by being open and sincere
should be able to diminish this obstacle, even if their own choice is to make personal
sacrifices for work.
One high achieving manager at Allied Domecq, who typically works very
long hours, has in-depth goal setting meetings with his team, where he explicitly
outlines what deliverables and performance levels will result in promotion. He
stresses that it is not hours, but rather the end product that matters, and by being very
clear about what the end product will look like, he feels that his team are empowered
to choose how they want to work to reach their goals. That said, the performance
goals are difficult, and a natural tendency of team members may be to put in extra
hours to try to reach them.
According to Glynn, Steinberg & McCartney (2002), role modeling is not
only about showing that one has work-life balance as a manager, but also about
exuding a sense of personal control and calm. A manager who is calm at all times
instills in their staff a sense of confidence and security. As such the staff member is
more likely to approach their own work in a measured and controlled way, and feel
encouraged to approach the manager when they feel they need help in maintaining
control. As mentioned earlier, as much as actual hours worked, feeling in control of
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one’s work and one’s life is a key factor in feeling one has work-life balance. Simply
operating in an atmosphere where people seem calm and controlled can contribute to
this feeling.
Good communication between managers and their subordinates facilitates an
empathetic and caring approach by the manager – who can only exhibit concern when
he or she knows there is a problem. A good work-life balance manager will affirm the
importance of employees’ balance needs, and exhibit a sincere attitude of caring
towards the employee. Such a manager will have the capacity to empathize with
employees, and will recognize that having personal needs does not necessarily
prohibit an employee from having strong loyalty to the organization and being
motivated to perform well.
Employees tend to respond to caring managers with considerable loyalty and a
willingness to put in extra effort and time when required. There is a clear payoff for
managers who exhibit a caring attitude. However, employees are quick to spot
insincerity – and an insincere display of caring is likely to do more harm than good.
The extent to which a manager trusts and empowers employees to make
decisions both relating to work responsibilities and work-life balance needs, is
heavily influenced by the extent to which the manager herself feels empowered, and
the degree to which the culture within the organization supports employee
empowerment. In addition, some managers are by nature more controlling than
others, and need help in learning how to let go (Glynn, Steinberg & McCartney,
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2002).
One manager interviewed admitted to being more controlling than she would
like – which has led her to overreact when employees take it on themselves to work
unconventional hours. As a newly promoted manager, she has difficulty knowing
when to trust employees and when it is important to monitor their activities closely.
The manager expressed a desire for some form of training and/or mentoring support
to help her in managing people.
A manager with good management and people management skills is likely to
make a good work-life balance manager. An essential requirement is the ability to
manage workloads; (including effective planning, scheduling and delegation).Last
minute, unpredictable tasks and excessive workloads are the biggest challenge to
work-life balance in a long hour’s culture. The ability to plan ahead and to factor time
into one’s schedule for the unexpected was cited by managers as a key requirement
for keeping workloads predictable and manageable. For middle managers, keeping
workloads under control is a matter of managing and delegating upward as well as
downward. Good managers recognize that sometimes keeping the workloads of their
direct reports under control means pushing back up the chain of command – and
telling a superior that a requested piece of work cannot be done. This can take
courage, as a manager risks her own reputation in doing so – once again the
organizational culture and the view expressed from the top is likely to determine the
extent to which managers push back on unrealistic requests (Glynn, Steinberg &
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McCartney, 2002).
It is widely recognized that planning and scheduling has a trickle-down effect
on company employees – broad overarching company targets directly affect the
planning of each department, which in turn affects the parameters within which
individual managers must operate. It is important that top-level decisions of this
nature are only made after considering their impact down the chain, and consulting
with the relevant parties to make sure objectives and targets are realistic and
achievable given current resources. One manager recognized the importance of
obtaining employee input before setting targets and output objectives for his team. He
had employees themselves create their performance targets. He felt that his reports
had a good idea of what was achievable and he believed that they would be more
motivated to reach goals that they themselves had set, than targets that were simply
handed down from on high.
According to Glynn, Steinberg & McCartney (2002), a good manager will
maintain control when workloads increase by delegating in a fair and equitable way.
This involves having a good understanding of the current workloads of employees,
feeling empowered to alter deadlines to allow employees time to complete tasks, and
allocating additional work in such a way that employees feel motivated to complete
the tasks rather than simply feeling overwhelmed. Good managers will create an
environment where an employee who feels they are not coping with their workload
will not be afraid to approach the manager in search of an alternative solution. In
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addition to managing workloads, a good work-life balance manager will have an
excellent understanding of the capacity, skills and workloads of direct reports, good
communication skills, the ability to create supportive teams and the skill to handle
staff as individuals, responding harshly to abuses of trust on an individual basis,
without needing to crack down across the board.
Causes of Work-Family Imbalance and Role Strain or Overload
An imbalance between the needs of the home and the needs of the workplace
exists when there is inadequate time or energy to function as desired at both to the
extent that the individual prefers, and to the extent that family members and
employers prefer and require. When individuals cannot balance their own needs with
those of their family and employer, work-family conflict ensues. Family roles –
spouse and parent primarily, but also adult child – become vehicles for the potential
strain. Similarly, the nature of the employee’s work role exists as a potential source of
conflict. But these roles work in both directions: work and family confer benefits as
well as strain.
Family relationships not only require attention and time, but also are typically
the preferred arena compared to work. Children become a focal point of family time,
as they require constant care when younger, and parenting involves both care as well
as positive experiences for developing emotional bonds. Not surprisingly, the time
demands for raising children are such that men and women with preschool children at
home are more likely to report high levels of work/life conflict, regardless of the
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parents’ age according to (Galinsky and Morris, 1993) as cited by Lawton and
Tulkin(2010) in her study about Work-Family Balance, Family Structure and Family-
Friendly Employer Programs. They also reported higher levels of stress and work
overload than other couples. Men and women raising children are consistently more
likely to experience higher levels of work/life conflict and stress than those whose
children are grown. Nevertheless, the number of children or their ages was seen
having only a small effect on feelings of working more than they would like to
(Kelly, Moen and Tranby 2011), although others did find positive correlations
between number of children and family-work conflict. And as difficult as it can be to
raise children in a two-parent household, a single-parent has even more challenges
however; little difference between single and married parents.
Marriages also require nurturing and leisure time in order to stay close, so it is
not surprising that excessive work demands can cause marital stress (Lewis, Gambles
and Rapoport, 2007). In particular, a dual-career family has to conduct all the
household management in the evenings and weekends, which may add to additional
strain. Wives in dual-earner relationships are more likely to feel overworked with
either they or their husbands have very long hours at work (Kelly, Moen and Tranby
2011).When the boundaries and definitions of work roles are unmanageable or
unknown, conflict will enter family needs. One such area is work overload is having
too much to do or not having enough resources to carry out required tasks, which has
been found to increase work-family conflict (Foley and Hang-Yue, 2005; Ngo, Foley
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and Loi 2005; Reinardy, 2007b; Balmforth and Gardner 2006).
The large volume of research in human relations and management practices
indicates that strain will occur when there is lack of support from either co-workers
(Nielson, Carlson and Lankau, 2001) or supervisors (Moen and Yu, 2000; Lapierre
and Allen, 2006; Janson, Kant, Kristensen and Nijhuis, 2003; Secret and Swanberg
2008; Karatepe and Kilic, 2007).
Another area in work-family balance more recently explored is work
engagement. An engaged employee is committed to the employer, gains satisfaction
from the work because it is meaningful, enjoys opportunities for career growth, and
whose worth is validated through an environment that fosters autonomy (Freund and
Baltes, 2002). Having a job that challenges one as reflected by opportunities to learn
new things on the job is an important source of work engagement (Freund and Baltes,
2002). The lack of opportunity to learn new skills was one of the most difficult
stressors to manage (Ng, Skitmore and Leung, 2005). Work engagement is one reason
why work has positive benefits on the family beyond the financial benefit. Having
autonomy at work – the ability to make decisions on one’s own to self-manage ones
work – is an important factor in engagement. Individuals with higher perceived
control and lower levels of overload and interference tend to have less work-family
conflict (Duxbury, L. & Higgins, C., 2007) as cited by Lawton and Tulkin (2010) in
her study on Work-Family Balance, Family Structure and Family-Friendly Employer
Programs. With the advent of dual career couples, and the departing support of the
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joint family, men and women employees are struggling hard to manage their
professional and personal lives. This issue becomes seven more significant in a
developing nation like India where most of the roles are gendered especially the
familial ones. A woman has to play the role of a daughter, a spouse, a mother, a
friend, a care taker, a home manager, an employee, an employer, a family-society
linking pin and an individual with few dreams and aspirations. Women professionals
find it difficult to fulfill demands of the family and society and at the same time do
fair dealing with the demands of their profession at place of work.
Work-life Balance, Stress and the Consequences
We live in stressful times, and each of us deals with stress every day. In the
past three years, an increasing number of employees surveyed indicate they are
struggling with work/life balance. A work/life balance survey conducted in 2002 by
True Careers states that 70% of more than 1,500 respondents said they don’t have a
healthy balance between their personal and work lives.
“Holding a Job, Having a Life: Strategies for Change” 2001 study by the
Work Institute of America points out that employee-driven solutions help reduce
overtime, stress, and workloads, and increase flexibility and family and leisure time.
Scientists agree that in moderate amounts stress can be benign, even beneficial, and
most people are equipped to deal with it. However, increasing levels of stress can
rapidly lead to low employee morale, poor productivity, and decreasing job
satisfaction. Some of the specific symptoms that relate directly to productivity in the
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work environment are abuse of sick time, cheating, chronic absenteeism, distrust,
embezzlement, organizational sabotage, tardiness, task avoidance, and violence in the
workplace. Other serious repercussions are depression, alcohol and drug abuse,
marital and financial problems, compulsive eating disorders, and employee burnout.
Dr. Bruce S. McEwen, director of the neuro-endocrinology laboratory at Rockefeller
University, has been studying stress for more than three decades. As he notes,
“blaring car alarms, controlling bosses, two-career marriages, six mile traffic jams,
and rude salesclerks were simply not part of the plan.”
Employee Assistance Programs (EAPs), offered by many employers, are an excellent
resource for employees under stress. EAPs provide a myriad of services, from drug
and alcohol abuse counseling to addressing family and marriage problems, financial
and legal difficulties, and stress-related problems. In addition, in line with the times
and the increasing stress levels in our society, a new profession has emerged:
work/life.
Gatrell and Cooper (2008) has stated in their study on Work-life balance:
Working for whom? That while it has been asserted that employers may orientate
notions of flexibility to their own advantage, however, there are also reasons why
employers and policy makers might consider work-life balance to be an important
policy measure. Quantitative measurements of the benefits, to employers, of flexible
working policies which rely on unpaid labor contributed by working mothers are
limited (though qualitative and psychological; studies suggest that mothers working
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part-time in professional roles are often highly productive and underpaid, Blair-Loy,
2003). However, the costs to employers of having a workforce with poor work-life
balance are well-documented.
Among working parents, especially those employed in managerial and
professional roles, long hours and work intensification have been shown to be putting
pressure on relationships with partners and children, thus triggering stress-related
illness and stress inducing behaviors. Stress appeared to intensify in relation to the
number of hours worked by parents who were physically and emotionally torn
between the demands of family and paid work (Swan and Cooper, 2005). In a UK
survey conducted by Working Families (Swan and Cooper, 2005), 49% of parents
expressed a desire to work fewer hours – a figure which rose to 57% among parents
who worked over 45 hours per week, many of whom are likely to be in managerial
roles. (In the UK, in 2004,the CIPD estimated that workplace stress accounted for the
single biggest source of long-term absence, and in total it has been calculated that
work-related stress absences in the UK are equivalent to around £3.7 billion per
annum (Swan and Cooper, 2005)
Work-life balance and Family Friendly Policies
Work-life and work-family issues have been the subject of rhetorical, policy
and research attention in Australia in recent years, leading to lively discussion about
the implications of poor work-life fit for both individuals and society. Changes in the
Australian labor market have seen the traditional male breadwinner/female
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homemaker household give way to a dual earner norm; 63 percent of couples with
children below 15 years are now in this category (Australian Bureau of Statistics,
2009).One consequence of these changes is that experiences of combining paid work
with other life domains – including family and care responsibilities – are increasingly
common. Many studies from 2000 onwards have observed that workers are finding it
harder to juggle their working lives with commitments at home, and work-life
conflict, imbalance and strain are now common for working Australians. A recent
Australian Survey of Social Attitudes (2005),for example, reported that over 70
percent of those aged 18-65 would like to spend more time in leisure pursuits or with
their family, and nearly 40 percent wanted to spend less time at work.
There is substantial evidence that the cost of poor work-life interaction on
individuals, families and society as a whole is high. Canadian researchers have
estimated the costs of work-family conflict to the health care system to be as high as
C$2.8 billion (Higgins et al., 2004). In addition, a number of previous reviews and
meta-analyses have demonstrated that experiences of high work-life conflict are
linked to lower job satisfaction and organizational commitment, as well as impaired
physical and psychological health (Allen et al., 2000;Amstad et al., 2011; Beauregard
and Henry, 2009). Recent data from the Household, Income and Labour Dynamics in
Australia (HILDA) survey have shown that work-family strain predicts decreased
physical and mental health throughout the subsequent year (Magee et al., 2012).
Direct relationships between work-life interaction and performance,
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productivity or organizational profitability are more complex, given the range of
factors that impact on these outcomes (Beauregard and Henry, 2009). Meta-analyses
of the association between work-life conflict, job performance and productivity
estimate a small but negative correlation (Allen et al., 2000; Gilboa et al., 2008;
Hoobler et al., 2010; Amstad et al., 2011). In their narrative review, Beauregard and
Henry (2009) observed evidence for a positive effect of organizational work-life
balance practices on recruitment, retention, attendance (including turnover intention),
and productivity. One explanation is that employees reciprocate with increased
loyalty, effort and productivity in exchange for the organization’s practical assistance
with managing work-life demands, and in appreciation for the organization’s
indication of care and concern as demonstrated by work-life policies and practices
(Beauregard and Henry, 2009). A German study estimated a productivity gain of 0.1
percent per hour per employee from work-family benefits. This was attributed to the
positive effects of greater motivation and commitment, reduced illness and chronic
health problems, and increased time for education and training (Prognos, 2005), cited
in Hegewisch (2009).
A large Finnish study of over 25,000 public sector workers observed that low
work-time control was associated with increased medically certified sickness absence
(at 28 months follow-up), whereas high work time control alleviated the effects of
work hours (domestic and paid work combined) on sickness absence (Ala-Mursula et
al., 2006). Furthermore, positive experiences of work-life balance have been shown to
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generate organizational benefits including higher retention rate sand attendance and
lower turnover intentions (Beauregard and Henry, 2009; Haar and Bardoel, 2008).
In light of the above, issues of work and life are an increasing focus for policy
initiatives at government and organizational levels in Australia and beyond. There are
four general policy areas that shape discussion in this domain (Brough et al., 2008;
Baird, 2011; Hegewisch and Gornick, 2011). The first relates to employee-centered
flexibility, for example changing the location or scheduling of work to fit personal
circumstances. Previous international reviews have shown strong evidence for the
positive effects of flexible work practices on work-life balance, health and wellbeing
and job outcomes (Nijp et al., 2012).
Elsewhere, however, evidence is mixed regarding the degree to which flexible
work practices impact on work-life outcomes (Allen et al., 2013). The second main
policy area related to work-life interaction is paid and unpaid leave, for example
access to parental leave or holidays. Providing paid and unpaid family leave is
considered best practice to enable workers to meet their paid work and family
responsibilities (Baird and Whitehouse, 2012; King et al., 2012; Work and Family
Policy Roundtable, 2013).Most research in this area addresses implications for gender
equity in the workforce(women’s participation in paid work) and at home (men’s
contribution to childcare). Longer periods of maternity leave are generally associated
with better health outcomes for mother and infant (for a review of this research sees
Productivity Commission, 2009). Australian research has observed that fathers are
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unlikely to use unpaid parental leave (Whitehouse et al., 2007), and international
analyses report that fathers’ uptake is most likely when framed as an individual right
with universal eligibility; as a ‘use it or lose it’ policy; or with high wage
compensation and allowances for flexible use (Smith and Williams, 2007; Haas and
Rostgaard, 2011; Hegewisch and Gornick, 2011).
The third policy area of interest is the length of working hours, with the
majority of research from Australia and overseas suggesting a direct relationship
between work-life conflict and long working hours or pressure to work long hours
(Holden et al., 2010).Australia shows strong gendered patterns of working hours, with
more men working full-time and long full-time hours. These gendered patterns of
working are most evident for parents of young children, with women showing more
variation in actual and preferred working hours over the life-span, closely linked to
childcare needs (Pocock et al., 2012; Drago, Wooden and Black, 2006).
This leads into the forth main policy area, which relates to childcare and
access to childcare. Similar to paid parental leave, access to high quality childcare is
considered an essential support for parents’ participation in paid work. As Bianchi
and Milkie (2010)observe: ‘childcare ... forms the nucleus of what much ‘work-
family’ conflict is about – how to care for children adequately when parents need or
want to work outside the home’. Most Australian and New Zealand research in this
area examines the impact of childcare accessibility (including quality and cost) on
women’s employment participation (Breunig et al., 2011); factors that influence
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parents’ decisions to use particular types of childcare (e. g., family-provided or
formal services); or issues related to children’s health (Bohanna et al.,2012).
Additional manual searches were also conducted on the websites of the major
Australian longitudinal surveys: the Household, Income and Labour Dynamics in
Australia (HILDA), Longitudinal Study of Australian Children (LSAC), and the
Negotiating the Life Course (NLC) study. A manual search of studies cited in these
publications was also conducted. In addition, we reviewed relevant studies identified
by existing reviews of Australian and New Zealand research (Bardoel et al.,
2008).The search produced 1926 papers that were considered for inclusion in the
review. After removing duplicates and studies that did not meet the inclusion criteria,
we identified a total of 16 Australian or New Zealand studies of the general
workforce, supplemented by 7 international studies. In addition, we identified 10
studies that were specific to the public sector, and 17 to health and social services.
While the focus of this review is on work-related policies and practices, it is
important to acknowledge that other factors such as life stage can have a significant
impact on work-life interaction.
Younger workers often place a high priority on their social life as they
navigate towards long-term relationships. As Moen (2011) observes: ‘high
performance jobs that leave young adults no time to date or search for partners are
also a work-family issue’, as are demanding jobs that discourage couples from having
children. In the early stages of family formation, and for workers with school aged
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children, work and family demands tend to be at their peak (Erickson, Martinengo
and Hill, 2010). For mid-career and older workers, work-life pressures may not
decrease but rather change focus, with many combining parenting of teenage children
with elder care (the ‘sandwich generation’) (Beutell and Wittig-Berman,2008;
Dilworth and Kingsbury, 2005). Many workers from the Baby Boomer and older
generations prefer to transition into retirement via part-time work and ‘downshifting’
into lower pressure, more flexible jobs (Erickson et al., 2010; Hutchens and
Dentinger, 2003). A failure to address the work-life needs and preferences of older
workers is likely to speed up their transition to retirement (Raymo and Sweeney,
2006).In reality, there are likely to be similarities and differences in work-life needs
across the life course. As Moen, Kelly and Huang (2008) observe, regardless of life
stage/family circumstances, jobs high in demands and low in control are associated
with high work-life conflict. Erickson et al. (2010) found that workers across different
life stages from family formation to ‘empty nesters’ benefitted from flexibility in
different ways; flexibility reduced work-family conflict and strain for parents of
young children, and increased older workers’ capacity to achieve a better fit between
work and other life commitments and interests.
Role Overload and Role Conflict
Role overload and role conflict have been used interchangeably in the
literature; however, they are associated but divergent concepts. Role overload occurs
when too little time is available to complete the demands of the position. The
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unreasonable number of tasks within a given period can push people beyond their
stress capacity. This may cause reduced performance, defensiveness, and poor
judgment. The feeling of being frequently behind schedule increases feelings of
hostility. The hostility becomes a stressor for the individual and for those around
them. Researchers have found role conflict attributed to more frequent occurrences of
family and job distress (Ford, Heinen, & Langkamer, 2007); decreased life and job
satisfaction and deteriorating health(Carlson and Kacmar, 2000).
Role conflict stems from role overload when one of the multiple roles become
more demanding than the others, making it difficult to complete tasks in other roles.
Role conflict has been defined as “any condition in which incompatible
expectations are placed on a person because of their positional association”.
According to role theory, conflict occurs when juggling several roles (Eby, Casper,
Lockwood, Bordeaux, & Brinley, 2005). Elementary principals face competing
demands between their roles at work and home, which may cause conflict. For
example, as a building administrator, an elementary principal is held responsible for
the successful operation of their school (Ferrandino, 2003). Additionally, as a married
partner, it is important to spend time with 21their spouse. Furthermore, as a parent,
children demand time and attention to meet their developmental needs. What’s more,
parents and friends, among others, require time to maintain relationships. Multiple
roles may be emotionally detrimental and overload a worker’s system (Lee &
Phillips, 2006) and involvement in multiple roles, such a parenting and spousal
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relationships, leads to strain and reduced psychological well-being.
In another example of role conflict, a household with two working parents and
children in the home may make it difficult to meet the needs of family and/or work
life –thus, creating a conflict. According to role theory, collective demands of
multiple roles can produce role strain; however, available resources such as social
support from direct supervisors or family may reduce or prevent role strains by
allowing individuals to cope with these stresses. It has been suggested that
organizations must change their policies to curb “further increases in work-family
conflict with a resulting increase in absenteeism and turnover and a decrease in job
satisfaction, productivity, and morale” (Langer & Boris-Schacter, 2003). The
researchers reported several flexible structural changes suggested by principals that
would reduce conflict and increase principal retention. A few of these flexible
concepts included: distributed leadership, a co-principalship, administrative
assistants, and increased support and professional development (Langer & Boris-
Schacter, 2003).
Class Differences and Work-Life Conflict
Exposure to long working hours and the associated negative effects on mental
well-being varies by occupational class. Research in Europe, (Parent-Thirion et al.,
2007; Burchell et al., 2007)and the United States (Golden, 2006) show that the
longest hours are typically worked on the one hand, by managers and some high-level
professional positions and on the other, by manual employees in poorly regulated and
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low-paid areas of the economy. This coexists with sectoral variations in exposure to
long working hours in all countries, for example across agriculture, industry and
services, but also within these broad sectoral categories (Lee et al., 2007).
Research in this field reveals that those who work long hours in lower status
occupations have to contend with less job control and lower earnings than those who
work long hours in higher status professional and managerial positions. The findings
suggest that the negative effects of long working hours on health outcomes may be
compounded if the hours are worked under conditions of limited job control and low
earnings. Financial reasons are a major motivation for manual and lower-paid
employees to work long hours, as reflected in the premium pay rate offered in formal
overtime schemes, where such schemes are operated. In the recent Norwegian
Hordaland Health Study, Kleppa et al. (2008) found that overtime work is associated
with increased levels of anxiety and depression for both men and women. The amount
of overtime worked is highest for those with the lowest educational levels engaged in
manual labor, shift work and with a low income. Similarly, a study of full-time
workers in the Dutch postal service found that those who worked overtime received
limited financial compensation and had a higher risk of health complaints, emotional
exhaustion and home-work interference. These outcomes were even more acute for
those under external pressure from their direct supervisors to work overtime (Van der
Hulst and Geurts, 2001). The authors suggest that even a limited number of hours of
involuntary overtime are associated with adverse mental health in low reward
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situations.
In industrialized economies, employees in higher-status better-paid
occupations are the most likely to work long hours (Kodz et al., 2003; Boisard et al.,
2003). They are less likely than manual employees to receive overtime payment for
doing so, although the financial compensation may come indirectly through
performance bonuses and future promotion. Analysis of the British Workplace
Employee Relations Survey (WERS) reveals that manual employees who work long
hours are the most likely to say they do so for financial reasons, while managers and
professionals usually emphasize their commitment to their work. Those with the
highest degree of autonomy over how they organize their work are the most likely to
attribute long working hours to commitment, even after taking into account their
occupational level (Cully et al., 1999), as cited by Fagan, Lyonette, Smith, and
Tejeda, (2012). This indicates the double-edged nature of autonomy: flexibility and
discretion can go hand-in-hand with a sense of obligation to work long hours when
required to cover variable or persistently heavy workloads. Working long hours may
also become a key element of competition for promotion in flatter and more
individualized organizational structures (Crompton and Brockmann, 2006).
In a study of ‘extreme workers’ in the United States and large multinational
organizations (that is those working over 70 hours a week in high-earning, high-
responsibility jobs), 48 per cent said that they were working an average of 17 hours a
week longer than they did five years previously, 42 per cent took ten or fewer days
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holiday a year and 55 per cent said that they regularly had to cancel holiday plans.
However, 66 per cent of these workers in the United States, and 76 per cent globally,
said that they loved their job and 85 per cent reported that their job was interesting
and challenging (Hewlett and Luce, 2006). More men than women were likely to be
working in such jobs (17 percent compared with 4 per cent in the United States
sample and 30 per cent versus 15 per cent globally).On the other hand, 69 per cent
believed that they would be healthier if they worked less extreme hours, 58 per cent
believed that their work got in the way of their relationships with their children and14
Conditions of work and employment series No. 3246 per cent that it affected their
relationships with their spouses, while 50 per cent believed that their jobs made it
impossible to have a satisfying sex life. In addition, half of the extreme workers did
not want to continue with that amount of work pressure for more than a year.
These findings suggest that long and atypical working hours are detrimental
for all workers, irrespective of occupational class. However, there are some factors
that appear to moderate the negative effects of long working hours on individual
health and well-being. The amount of compensation available to counterbalance long
working hours may also affect the influence of working hours on health (BMA,
2000).The match or discrepancy between actual and preferred working hours
moderates the negative effects of long hours on health and well-being. Similarly, an
Australian study (Wooden et al., 2009) found that the relationship between work
hours and subjective well-being is mediated by work hour preferences, both for those
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working short and long hours. However, the relationship is greater for over-
employment than for under-employment. Another Australian study by Weston et al.
(2004) found that the satisfaction of fathers with their working hours is very
important in the relationship between work hours and well-being: those with greater
satisfaction with their working hours, even when they are long, enjoy significantly
higher well-being than those who are dissatisfied with their working hours). In a
study using the British Household Panel Survey found that the self-employed tend to
work longer hours but have fewer health problems than other employees. This, the
authors suggest, could be linked with the extent of choice and control involved in the
hours worked. Another type of moderating factor is social support. This has been
found to be important, for example, for men working long hours in retail and for train
drivers (Tucker and Rutherford, 2005).Other studies have highlighted the importance
of job control and autonomy over work schedules. A lack of control and work
autonomy is associated with poorer health and well-being outcomes (Burke and
Cooper, 2008). Work schedule autonomy has been found to moderate the negative
effects of long working hours for train drivers (Tucker and Rutherford, 2005).
Tremblay’s (2003) study of women and men police officers in Quebec found that the
lack of control and diversity of working schedules required in the sector created a
significant challenge for their work-life balance.
Achieving high employee performance is gaining importance with every
coming day as it is stronger signal of organizational success whereas work-life
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conflict which is one of the outcomes of stress is responsible for reducing the
performance level of employees. There is a negative correlation found between job
stress and job performance. The employees having high level of job stress generally
tend to have low performance. In a study, males were found to be more affected by
stress than females that increased the chances of reducing job performance greatly
(Kazmi, Amjad, and Khan, 2007).
Work-life conflict has been defined as the inter-role conflict where the
demands created by the job hinder employees to perform family related
responsibilities (Netemeyer, Brashear-Alejandro, and Boles 2004). Work-life conflict
(WLC) and work-family conflict are used interchangeably in the literature but former
is wider in its perspective. The two important factors that increase WLC are time
based conflict and strain based conflict. The former refers to the conflict that arises
when ‘the time devoted to work’ makes it difficult to fulfill the obligations and
requirements of the family role; and the later, on the other hand, arises when ‘the
pressure of the work roles’ spills over and affects interactions within the family
domain.
Noor and Maad (2008) examined the relationship between work-life conflict,
stress and turnover intentions among 300 marketing executives in Pakistan. The
researchers found that work-life conflict and stress have positive relationship with
turnover intentions. It is a clear indication that the employees intended to leave the
organization may not feel comfortable working at the same organization. Different
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policies, practices and strategies are needed to reduce the conflict between work and
life activities (Duxbury, L. & Higgins, C., 2007).The researchers suggested that the
organizations should develop and adopt such strategies that help in reducing
symptoms of work-life conflict and the causes of stress. Research studies have found
the results of experienced work-family conflict such as increased levels of stress,
decreased performance at home and work, and decreased life and work satisfaction
(Allen et al., 2000; Rotondo, Carlson, and Kincaid, 2003). Eaton (2001) noted that
work-life balance results in improved productivity which means good employee
performance at work due to minimum or no conflict between work and non-work
responsibilities. One of the researchers suggested that work-life balance policies
could be helpful in increasing organizational commitment. Because higher levels of
organizational commitment was found related with reducing the turnover intentions
and increasing the job performance (Eaton, 2001). Anne (2007) highlighted that
women in jobs with high demands and high control did not experienced more work-
family conflict than men, even working equal number of hours. Women are more
prone to work-life conflict as compared to men (Grzywacz et al., 2007) which led to
health problems.
White, Hill, McGovern, Mills and Smeaton (2003) hypothesized that high
commitment or high performance management practices could have a negative
impact on the private lives of workers, as they elicit discretionary effort, which often
takes the form of additional working hours. Work-life balance policies could be used
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to offset those adverse effects. White et al. (2003) found that high commitment
management practices had a negative effect on employees’ lives, even after
controlling for the hours worked. They also found that flexibility reduced negative
spill-over for women but had little effect for men. The authors concluded that it is not
necessary that employees always be benefited from high commitment management
practices. Lo (2003) concluded that in Hong Kong, married female professionals
faced more work-life conflict due to long working hours which affected their
performance at work (Lo, 2003). WLC had generally been linked with lower
productivity and poorer self rated and supervisor rated performance (Dorio, Bryant,
and Allen, 2008).
The researchers have found mixed results while exploring the impact of
gender on work-life conflict. Malik, Saleem and Ahmad (2010) noted no significant
difference between male and female employees in balancing their work and life
activities meaning that male and female experience work-life conflict with same
intensity and manner. Some researchers found that gender has no significant effect on
WLC while others have categorically argued that gender does play an important role,
with female employees experiencing greater WLC than male employees (Lyness and
Kropf 2005; Biggs and Brough, 2005). In the context of IT sector, Quesenberry et al.
(2006) argued that women experience higher WLC since they need to balance
domestic responsibilities while trying to keep pace with a rapidly changing field. Lo
(2003) found that female professionals faced more work-life conflict due to long
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working hours. Few researchers have also suggested that male employees experience
higher WLC than their female counterparts (Lewis, Gambles and Rapoport, 2007).
However, research conducted by Dyne, Jehn and Cummings (2002) suggested that
gender was not correlated with work strain and home strain faced by these service
providers.
Work-Life Balance in Respect to Marital Status
Many employees need to work on Saturdays and Sundays too. Moreover,
there is a changing pattern in the working hours which is quite different from the
standard one, which normally operates from 9 am to 5 pm (Bharat, 2009). While
some employees work in the standard time some others need to be available for work
that normally starts early in the evening and continues well through the night.
Sometimes they need to even work beyond the normal eight hours (Rai, 2009). This
has further intensified the work demands on employees. Consequently, there are
growing reports of stress and work imbalance (Bhagwagar, 2009). The recent past is a
witness to changes in work schedules. A larger part of the it sector is hence moving
from a standard eight-hour a day to operating twenty four hours a day for seven days
of the week (Bharat, 2008). Increasing workloads have pressurized employees to
demonstrate their commitment to work in more obvious ways (Ishaya and Ayman,
2008). Simultaneously, family life is also becoming more complex. The extended
family, even in India, is slowly disappearing (Patel, 2005). Gender Differences in the
Perception of Work-Life Balance terns of household responsibilities (Singh,
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2004).Women continue to undertake the majority share of domestic chores, and child
rearing. Small nuclear families have come to stay, where both the spouses go to work.
In addition, there are an increasing number of single parent households due to
increase in divorces (Amato et al., 2003). Consequently, a larger part of them have
tended to be present at their work place for longer periods of time, thereby reducing
the time for which they are available at home. The internet and mobile phones have
made it possible for the organizations to keep in constant touch with the employees
both during the day and at night (Morgan, 2003). Hayman (2005), observed that
organizational pressures, combined with lack of work centrality, result in work
intruding into non-work areas of employees lives. Such intrusions often manifest
themselves differently depending on the type of work, extent of autonomy and
organizational support (Hayman, 2005). Fisher et al (2003), consider three distinct
sets of measures of work-life balance, viz. proportion of free time, the overlap of
work and other dimensions of life, and the time spent with other people. These
synchronous changes in working and family life result in a need for employees to
continuously attempt a balancing act. Quite often the work intrudes on the family and
social life, while at other times family pressures affect the work performance (Fu and
Shaffer, 2001). Several reviews have highlighted other issues such as age, gender,
life-cycle stage, ethnicity, citizenship, and childcare arrangements which also merit
attention (Wallace and Cousins, 2004; Jager, 2001).
Managerial work involves a pace that exerts considerable physical and mental
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demands on all individuals regardless of sex (Ganster, 2005). It has also gained in
complexity and ambiguity as a result of technology-driven change, globalization, and
a greater emphasis on corporate social responsibility and executive accountability
(Milliken and Dunn-Jensen, 2005).Added to these managerial stressors are those
experienced only by women on their path to the top, in particular the glass ceiling, an
invisible barrier separating them from the most senior ranks (for a review, see Fielden
and Cooper, 2002). This glass ceiling manifests itself in the exclusion of women from
“old boys’ networks,” tokenism, overt as well as subtle discrimination, denial of
advancement opportunities, and exposure to social sexual behavior (Nelson and
Burke, 2000; Powell, Butterfield, and Parent, 2002).
The term “glass ceiling” has been questioned, however, because it suggests
that women’s advancement is only thwarted at the most senior positions when in fact
they encounter obstacles at each stage of their educational and professional
development (Fels, 2004). Moreover, the glass ceiling3metaphor ignores the
complexity and persistence of prejudice, the resistance to women’s leadership despite
their generally more appropriate leadership styles, and their family demands (Eagly
and Carli, 2007). What compounds the problem is that male organizational leaders do
not always recognize that these problems exist (Nelson and Burke, 2000).
It seems that women generally advance through a combination of critical
social relationships and particular performance strategies. For example, social
networks and mentors are critical (Combs, 2003). Women must also pursue their
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advancement aggressively by outperforming men for the same rewards (Brett and
Stroh, 2003; Nelson and Burke, 2000). Nevertheless, no career advancement strategy
can bear fruit if it is embedded in an organization not genuinely dedicated to gender
equity. While organizations can do a lot to promote women’s advancement (Eagly
and Carli, 2007; Whelan-Beny and Gordon, 2007), evidence indicates that the
presence of progressive family benefits does not necessarily reduce the career
penalties associated with caring for a family (Reitman and Schneer, 2005).
Essentially, should women choose to pursue executive careers and start
families, they run the risk of having neither. To the obstacles to career advancement
documented earlier, we add a host of factors that suppress ambitious women’s ability
to marry and have children, including the demands of ambitious careers, which leave
little time to nurture intimate relationships, the fact that most successful men are not
interested in acquiring an ambitious peer as a partner, and the difficulties of bearing
children later in life despite media sensations (Hewlett, 2002). By the same process,
family pressures and lack of spousal support at home undermine women’s ability to
devote themselves to career advancement (Galinsky et al., 2003; Nelson and Burke,
2000).
Research indeed recognizes that spouses are a particularly important support
source in working women’s quest for balance (Brett and Stroh, 2003; Rao, Apte, and
Subbakrishna, 2003). Studies also uphold, however, a “support-gap hypothesis”
whereby women report lower levels of spousal support than men do (Xu and
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Burleson, 2001) and research on dual-career couples, where both husbands and wives
hold full-time jobs, provides significant support for this hypothesis. These couples
find themselves having to renegotiate family roles (Bartley, Blanton, and Gilliard,
2005) but without much success in achieving marital equality (Tichenor, 2005), even
in marriages perceived as egalitarian (Bartley et al., 2005), in marriages where she
earns more (Tichenor, 2005), or in marriages involving career-oriented woman
(Nelson and Burke, 2000).
What these findings suggest is that women are presented with a set of
mutually exclusive choices between work and motherhood because performance of
either role requires complete devotion and is generally accomplished with sparse
support. Escalating pressures for intensive parenting and the increasing demands of
most high-level careers further solidify these ideologies (Blair-Loy, 2001). As a
result, women in elite occupations are less likely to be married or have children than
their male colleagues or other women (Blair-Loy, 2001; Hewlett, 2002; Nelson and
Burke, 2000) which paints a rather problematic picture. We now outline the methods
we used to discover how a sample of women deviated from this depiction.
Work life balance is an important topic of discussion in the business world.
Managing work with family is an important issue as it has decisive challenges for
organizations, employees and researchers. There occur a dramatic shift in the
obligation of work and family life due to change in the political, social and economic
values. Individuals have to deal with and acclimatize to the conflict of inter roles
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which has resulted from shifts in the area of work and family.
(Frone and Rice, 1987) as cited by Razak, Yunus, and Nasurdin (2011) “A
state where an individual manages real or potential conflict between different
demands on his or her time and energy in a way that satisfies his or her needs for well
being and self fulfillment is referred as work-life balance” (Clutterbuck, 2003).
Satisfaction and stress both are considered to be originated from work and
family lives of individuals. Globalization has altered the working environment that
has lead to restructuring of jobs, greater the workload demand, part time and
insecurity of job. It is perceived strongly that work is an ultimate source of stress and
distress among individuals. Job stress influence employee’s physical as well as
mental condition, it also has considerable influence on satisfaction level of employees
their performance and level of absenteeism (Tennant, 2001). Stress is the imbalance
between demands perceived and resources a person have (Byrnes, 2003).
Job satisfaction is of vital importance for efficiency of an organization as well
as its effectiveness. “Job satisfaction is referred to as a situation made up of any
psychological, environmental and physiological combination that makes an individual
trustfully says he is satisfied of his job”.
Relationship between Work Life Balance, Job Stress and Job Satisfaction
Academic profession incorporates demands that are potentially challenging
along with wide range of responsibilities. Individuals belongs to the profession
experience much more problems than any other profession in maintaining their work-
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life with personal life effectively. Job of academics produce strain as a result makes it
difficult for them to meet their social, family and work obligations efficiently. Strain
experienced by Academics in performing family and work role results in outcome
like reducing productivity of workers, increasing absenteeism and high turnover rate
among employees. The most important influence to be notice is increase in the level
of dissatisfaction in academics and they complain their institutions do not corporate
with them in achieving a fair balance between work and personal lives (Fisher, 2001)
as cited by Hayman (2005). A successful educational institute is guaranteed by the
level of satisfaction among the staff. Quality of teaching at university level cannot be
attained without highly satisfied teachers.
Job Satisfaction from long period of time has been an area of interest for many
researchers because of its vital role in organizations effectiveness. Job satisfaction is a
concept which is versatile and complex different people perceives it differently. It’s
often considered in context of motivation but it’s quite apart from it. It’s more like a
person’s perspicacity, internal feeling and emotion that could be linked to things like
a person feeling of achieving something (Hayman, 2005).There are two type of
attitude toward the job one is positive other is negative (Abdul et al., 2010). It is an
established fact around the globe that a person have positive attitude toward job if he
has high level of job satisfaction whereas a personal have negative attitude toward job
if he is dissatisfaction from the job. People use the term employees’ attitude mostly as
an interchangeable word to satisfaction of employees from their job (Robbins et al.,
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2009).
Work-life balance is the degree to which an individual is involved in and
satisfied equally with their job and personal roles. Work life balance for individuals
belongs to educational institutions are of great importance as it create knowledge for
all sectors of society. Lack of balance in family and work-life among academics will
be harmful for all other sectors (Greenhaus, Collins, and Shaw, 2003). It has been
revealed in various studies that a higher desire to achieve more lead people to make
extreme efforts that increase their working timing and they lost their work-life
balance. It ultimately reduces level of satisfaction among professional and increased
the level of stress experienced by them. It is evident that integrating and maintain
work-life balance into our lives is the current need of the hour (Mukhtar, 2012).
Job stress arises when individual doubt his capability to deal with threats to
their well being as well as his ability to fulfill demands accurately which are being
made on him. Conflict between employee’s demands of job and degree of control
employee can exert to accomplish these demands results in a harmful mental and
physical response which is defined as “Workplace Stress”.
Stress in the workplace is costly and keep on increasing. Causes of stress in
the workplace are many that involve a complex combination of social, physical and
psychological elements. Stress is difficult to measure as it influence individuals
differently. Stress has a strong relationship with unhappiness as well as ill health
among people (Blaug, Kenyon, and Lekhi, 2007).
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Stress is not just a part of the job, a thing to be ignored or a price paid up for
career success it is found to be a cause of various stress related illness either directly
or indirectly. Despite of the multiple roles a woman has to play, a factor that can help
her in managing her personal as well as professional life is the support from her
family and society, if she gets. Various researches have proved that a family sharing
the responsibility of the lady of the house enhances her ability to balance the multiple
roles of her life. A motivating husband, cooperative and contemporary in-laws,
flexible society, understanding kids, all these factors play the role of a pulley in the
life of a working woman which increases her efficiency and productivity in all the
domains.
A South African study (2003) revealed that a woman's ability to balance
multiple life-roles is directly related to her physical and mental well-being, and her
career performance and success. This study aimed to have an in-depth understanding
of the phenomenon of life-balance of 24 South African professional women. It was
concluded that life-balance is a life-process with a cyclical nature, and a useful tool
for achieving personal growth. Life-balance is therefore not “one, single ultimate
experience”, but a series of individual experiences unfolding over time, which could
be better described as “life-balance moments”.
A significant study done by Lawton and Tulkin (2010), focused on stress that
woman IT professionals faced in their workplace. A survey on 400 women from
Indian IT organizations was done and the results obtained showed that married
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women felt higher stress than the unmarried. This study implies that among the
women, work-related stressors present are: perceiving no career progression; feeling
overloaded; lacking linkage of one's role and other roles in the organization; facing
conflicts of self-values and self-concepts with the requirements of the organizational
role.
Both genders have different ways of coping with work-family conflicts. There
are two main reasons behind this are, first, within society housework is imposed as
“for-women-only” duties. Thus, the amount spent on housework-related chores up to
an extent, restricts the time that can be spent on professional work. The second reason
is gender disparity felt at work which lowers women's commitment, making them less
likely to place work as their central priority. It was concluded that reducing work
hours is the most common method used in coping with work-family conflicts
especially when kids are the part of the household.
A study by Lawton and Tulkin (2010), said that for those employees who are
most engaged in their work, a healthy situation means a policy of encouraging these
employees to take time off for families before they hit a burn-out stage. We find then
that different aspects of the workplace are interwoven and support each other.
Flexibility allows employers and employees to maintain balance, and employee
engagement programs make work more attractive. Used judiciously in combination,
employees and employers alike can benefit, and the relationship between
management and employees becomes supportive rather than adversarial.
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Beauregard and Henry (2009) found that a number of work- and home-related
endings are influenced by the degree to which an organization's culture displays
support for its employees' efforts to balance work and personal responsibilities. Data
collected from public sector employees in the UK indicate that a supportive work-
home culture is significantly associated with lower levels of psychosomatic strain
among employees. For women, this relationship is mediated by reduced levels of
work-home interference.
Different types of support demonstrate different effects for men and for
women: managerial support has a more beneficial impact on women's well-being, and
organizational time demands have a more detrimental impact on men's well-being.
Recommendations for managers to boost employee well-being include shifting the
focus away from presenteeism and toward work outputs in order to reduce gender
stereotypes and improve attitudes toward those using flexible work practices and
family-friendly initiatives, incorporating work-home supportiveness into the
managerial performance appraisal process, and compensating or otherwise
recognizing employees taking on absent colleagues' workloads.
According to Lakshmi and Gopinath (2013), career women are challenged by
the full-time work and at the end of each work-day in a private Educational Institution
they carry more of the responsibilities and commitments to home. Majority of women
are working 40-45 hours per week and 53%are struggling to achieve work/life
balance. Women reported that their life has become a juggling act as they have to
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shoulder multiple responsibilities at work and home. Management of educational
institutions needs to be conscious of this status of working women and periodically
review the status. They can create supportive environment to help these women
achieve work-life balance. This article highlights the issues connected with work-life
balance of women in an educational institution and the factors that determine work-
life balance.
Conceptualizing and Measuring Work-life Integration or Balance
This section provides an overview of the terminology and the range and
adequacy of the measures of work-life balance that are used in the literature and
assembled in our database. While the term ‘work-life balance’ has in recent years
become the most widely used in policy debates, a range of terms are currently in use.
The first distinction is whether the emphasis is on the interface between work –
primarily referring to employment – and either a focus on ‘family’, ‘non-work ‘or
‘life’ more broadly, with a less common variant referring to ‘personal life’. The
second distinction is whether the focus is on ‘balance’ or another conceptualization of
the interface. The metaphor of balance invokes the image of a set of scales – the idea
that the two domains can be brought into a harmonious existence, that each have
equal value (weight). Many writers have rejected or avoided the connotations invoked
by the metaphor of ‘balance’ by using other terminology: a neutral description of the
relationship between the two domains; one that emphasizes tensions; or one that
focuses on identifying the potential positive synergies. In the view of the authors, the
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most appropriate terminology is to refer to ‘work and personal life’ since: (i) work is
part of life, and therefore to see it in terms of a work/life interface is misleading; and
(ii) ‘personal life’ captures the range of commitments and duties which an individual
may have, and which can vary across the life course, while still allowing family to be
a large part of personal life for most people. For most purposes, the authors also favor
more neutral descriptions, such as integration or coordination, rather than ‘balance’.
However, it is conceded that ‘work andpersonal life integration’ is rather cumbersome
and that the prevailing language in international policy debates has become ‘work-life
balance’. Accordingly, for the purpose of the present ILO report, that convention will
be followed.
Objective measures of the impact of working time on individual workers are
less common, although some studies have directly measured the health of workers
stress levels, blood pressure, other general health problems. Gender comparisons are a
fundamental aspect of most research in this area, as it is recognized that women
provide the bulk of care for children and other family members, and that these
demands on their time usually mean that their employment hours are more
constrained than those of men. Gender differences in working time arrangements and
in measures of work-life balance and wellbeing outcomes, therefore has to be
interpreted with an awareness of the ‘double shift’ of employment and family care
that is largely carried out by women. This ‘double shift’ is particularly intense in lone
parent households, the majority of which are lone mother households. Part-time hours
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and other working time adjustments are frequently proposed as a solution to make it
easier for women to combine these activities. However, such options may have the
effect of reinforcing gender segregated employment patterns and the position of
women as the primary career in the family, if they are either only available in certain
female-dominated jobs, or are more widely available, but are not used by men. As
noted in the introduction, it is for these reasons that the ILO Workers with Family
Responsibilities Convention (No. 156), in Article 3, paragraph 1, calls for policies to
enable workers with family responsibilities to engage in employment with a view to
creating effective equality of opportunity and treatment for men and women. Most of
the studies on working time and ‘work-life balance’ that have been undertaken
examine the outcomes for workers in general, or focus on parents with child-care
responsibilities, and particularly on mothers. Other population subsets are
occasionally the focus of attention, such as older workers (50+years) as a contribution
to current policy debates on active ageing of and prolonging working life. Less is
known about the work-life balance of some other groups of workers, such as young
people combining employment with education and training. Studies usually rely on
workers accounts of their work-life balance although it is rare for family members,
such as spouses, children or parents, to be asked for their assessment of work-life
balance outcomes.
Some studies have tried to assess whether working time arrangements that are
intended to facilitate work-life balance, which are sometimes referred to as •flexible
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or family friendly, enhance business performance. Such arrangements include
working time reductions, part-time hours, flexitime and teleworking. Typically, these
investigations rely on assessments by managers of their impact on productivity and
personnel issues (reduced absenteeism, reduced stress and better concentration,
improved retention and recruitment, improved staff morale, promotion of equal
opportunities and diversity). Occasionally, the opinions of unions and other workers
representatives are sought.
The focus here is on the impact of working time arrangements. The time
demands of employment on work-life integration or balance. A large body of research
has investigated this question, which is reviewed below. However, it should first be
noted that other situational factors also influence the capabilities of men and women
to secure work-life balance (Hobson et al., 2011). A second strand of research in this
field looks at the impact of aspects of job quality other than working time on work-
life balance by leaving workers with insufficient mental and physical resources to
fully engage in personal life. This approach draws attention to the issues of boundary
work, spill-over and psychological strain between the domains and roles of
employment and personal life, which are not determined solely by working hours (for
example, Dumas, 2003; Lewis et al., 2007; Pocock, 2003). Steiber (2009) expresses
the issue neatly by drawing a distinction between •time-based conflict and •strain-
based conflict building on Voydanoff (2005), who draws a third distinction
concerning •boundary-spanning demands (Drobnic et al., 2011). Thus, if a job
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combines high demands (a heavy workload, intense pace of work, emotionally
demanding tasks, complex problem solving, insufficient resources to get the job
done) with a lack of control or decision-making autonomy, this generates job strain,
which is in turn correlated with stress, physical health problems and negative impacts
on work-life balance (Karasek, 1979; Karasek and Theorell, 1990) as cited Fagan,
Lyonette, Smith, and Tejeda (2012). Other studies have examined the impact of other
dimensions of job quality on work-life balance. For example, job insecurity has a
negative impact on reports of work-life balance, while variety in job content and
autonomy of working methods has a positive influence (Voydanoff, 2005; Drobnic et
al., 2011). Genin• (2009) study of 350 French managerial level employees found that
the characteristics of the job, the working environment and the individuals themselves
determined the level of conflict between work and private life (see also Barel, 2008,
for a study of a French shopping centre).
The extent and form of both time-based and strain-based conflict in jobs is
shaped by the regulatory framework: legislation, as well as collective agreements and
other voluntary provisions, set the contextual conditions for enhancing work-life
balance or exacerbating the conflicts and tensions between employment and personal
life. Whether employers believe that they have a responsibility to promote work-life
balance, or consider it largely the responsibility of the state is an important
consideration in analyzing the pivotal issue of the extent and form of the work-life
balance policies that are developed and implemented at the workplace (Dulk et al.,
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2011; Fagan and Walthery, 2011; Ollier-Mulaterre, 2008; Richard, 2010; Solignac,
2009).
Finally, as suggested by Convention No. 156, work-life balance is affected by
social infrastructure as well as job features. The availability of affordable and good
quality child care, eldercare and other community services, the effectiveness of
transport systems and commuting distances from residential areas, adequate domestic
infrastructure, including water and energy supplies, measures to promote a more
equal sharing of unpaid care and domestic work between women and men, and
networks of social support, for example, all contribute to the quality of work-life
integration. Hence, measures at the national, community and workplace levels
together impact on the extent of the conflicts and pressures experienced by workers
and potential workers by making working conditions(such as working hours) more
compatible with family responsibilities, while services (such as care services) help to
make family responsibilities more compatible with employment. The benefits extend
beyond reduced stress and pressure on households and the enhancement of workplace
productivity. Work-life balance measures support the labor market participation of
women, with the result that their education and skills are used for their own benefit
and that of society, and therefore help to alleviate poverty. Children’s health,
education and quality of life are also improved when parents have access to good
quality and affordable child-care services, not least by reducing the problem
experienced in some countries of the lack of such services resulting in children being
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left in poorly supervised situations, older children being taken out of school to look
after younger siblings, or children accompanying parents to the workplace, where the
environment may well be unhealthy or dangerous. For example, it is estimated that
over 7 million children accompany their parents (mostly their mothers) to building
sites in India (ILO, 2004).
Social infrastructure falls beyond the remit of the present report, but particular
note should be taken of the importance of public policy in supporting women in
employment and enhancing the work-life balance of families across the life course:
family leave measures (maternity, paternity and parental leave); the legislation
adopted in some countries granting individual employees the right to request reduced
or flexible hours; and the provision of child and elder care services (OECD, 2001,
2002,2003, 2004 and 2005; Fagan and Walthery, 2006; Plantenga and Remery, 2005
and 2010; Anxo et al., 2007; Barrere-Maurisson, 2010; Adema and Thevenon, 2008).
Multivariate analysis reveals that family policies reduce work-family pressures, even
when job demands and pressures are taken into account (Chung, 2011).While
working time arrangements are not the only determinant of work-life balance
outcomes, research shows that they play a pivotal role in this respect. Working time
arrangements have a significant effect, even when other job quality features are taken
into account in multivariate models (Fagan and Walthery, 2011). And, while social
infrastructure is fundamentally important, studies covering a wide range of
international, national and local settings consistently identify the specific working
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time arrangements that enhance or diminish work-life balance. When considering
work-life balance outcomes it is useful to delineate two dimensions of working time
arrangements: the volume and the schedule of the hours worked (Figure 1.2). The
volume of hours worked clearly impacts on the amount of time that is left for other
activities. But the manner in which hours are scheduled is also important for the
quality of the fit with domestic schedules and wider social life rhythms (Fagan,
2001). Work schedules encompass both: the times when hours are worked, including
exposure to non-standard work rhythms (working during the evening, at night, at
weekends or on rotating shifts); and the type of flexibility, which includes fixed and
predictable schedules, those that vary frequently according to the needs of the
employer (employer-led flexibility) and those that offer some autonomy for workers
to vary when they work, including working from home (employee-led flexibility).
Effect of the Volume of Working Hours on Work-life Balance
Most of the literature on working time and work-life balance focuses on the
effect of weekly hours of work. This is because what happens on a daily or weekly
basis has a major effect on how employment and domestic schedules are coordinated
(family meals, child-care arrangements) and the time available for participation in
other personal life activities (volunteering, leisure, social activities with friends).
The present analysis focuses on weekly hours of work, although it should be
noted that annual leave entitlements are also an important consideration, as longer
leave periods can be expected to enhance work-life balance (all other things
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remaining equal). For example, annual leave entitlements are generally longer in
continental Europe than in the United Kingdom, United States or Japan (Bosch et al.,
1994; Bosch, 1997) as cited Fagan, Lyonette, Smith, and Tejeda (2012).
In terms of volume of working hours and mental health/well-being outcomes,
A sizeable proportion of the workforce in industrialized countries works long hours,
that is 48or more a week, and the incidence is even higher in developing countries
(Jean-Yves, Lallament, Messenger and Michon 2006; Lee et al., 2007; Parent-Thirion
et al., 2007).Extensive research has been carried out, mainly in the United States and
Europe, on the links between long working hours and health and well-being,
particularly in relation to stress and other mental health problems, and this issue is
high on the agenda of many European governments (see, for example, Dewe and
Kompier, 2008). Golden and Altman have recently described overwork as “the point
at which working hours begin to entail escalating risks or harms beyond those
associated with normal, standard, agreed-upon hours” (2008: 65). Well over a decade
ago, Sparks et al. (1997), as cited Fagan, Lyonette, Smith, and Tejeda (2012), carried
out a review of the existing literature on the length of working hours and health,
based on 21study samples. The results indicated small but significant positive
correlations between the number of hours of work and overall health symptoms
(physiological and psychological), with longer hours being associated with poorer
health. Qualitative analysis of a further 12 studies further supported these findings. In
a more recent review in the United States, Dembe et al. (2008) highlighted several
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studies which also indicate an increased risk of physical health effects due to long
working hours. A study of school teachers in Colombia found that just over one-third
reported job strain and one-fifth reported an effort-reward imbalance, both of which
were significantly related to mental health problems.
Burke and Cooper (2008) also reported that long working hours tend to be
associated with unhealthy lifestyle choices, such as smoking, coffee intake and
alcohol consumption, lack of exercise and poor diet. These behavior patterns then
produce physiological changes, which lead to a higher risk of coronary heart disease
and poorer overall health from a young age. A study of alcohol consumption among
industrial workers in northern Mexico found that married men in their thirties had the
highest consumption rates (Campa and Cruz, 2005). Glass and Fujimoto (1994), as by
cited Fagan, Lyonette, Smith, and Tejeda (2012), found that paid employment in the
United States was associated with lower levels of depression, but depressive
symptoms started to increase when working hours were very long, although the actual
threshold at which this occurred was higher for men with the highest job satisfaction
scores. Researchers have suggested that the link between long hours and poorer well-
being may be explained in part by workers having insufficient recovery time to offset
the negative effects (Burke and Cooper, 2008; Van der Hulst, 2003). Chandola et al.
(2008) have also found that chronic work stress is associated with coronary heart
disease and that this association is greater under the age of 50.In an earlier study of
Japanese men, Kawakami and Colleagues (1999), as cited Fagan, Lyonette, Smith,
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and Tejeda (2012), found a link between diabetes10 Conditions of work and
employment series No. 32and working over 50 hours overtime a month (on top of
their regular 40-hour working week), as well as working with new technologies.
Evidence regarding the health impact of long working hours has also been steadily
increasing in European research. Using the Third European Working Conditions
Survey, Boisard et al. (2003) found that the frequency of reported problems was
significantly correlated with working time, particularly in relation to the incidence of
stress, fatigue and backache. A total of 68per cent of employees across Europe who
worked 45 or more hours a week reported that their health was affected in some way,
compared with 55 per cent of those working 30-34 hours. Burchell et al. (2007)
analyzed later data from the Fourth European Working Conditions Survey (2005) and
found that, among other factors, regularly working over 20 hours a week (and in
particular, working more than 48 hours a week) contributes to an increased risk of
work-related health effects.
Work - Family Balance and Networking
When it comes to leadership, the ability to work long hours may determine the
character of the leader. This applies especially to leadership positions, which can be
characterized by the requirement for long working hours and by giving precedence to
work before other responsibilities, for example the family (Lumby & Azaola, 2013).
Barriers that impede women’s advancement to senior positions consist of work-
family conflict, lack of significant management experience, exclusion from formal
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networks and gender-based stereotyping (Giscombe, 2007). Networking could
provide support in addressing barriers towards women leadership. Kadushin cited in
Grogan & Shakeshaft (2011) defines networks as a set of relationships that can be
analyzed at the individual level, the organizational level or at the larger level such as
state or global. Networking and good working relationships can provide emotional
support, information about opportunities, and protection (Cherry, 2010). In the
conclusions from their findings, Shakeshaft et al. (2007) stated that although this has
continued throughout the past two centuries, it appears that women still need
assistance in establishing and effectively using networks; these include not only men
who are in positions of power, but also other women; and, further, that organizations
should find ways to support networking.
Wharton (2005, p. 109 – 110) asserts that: Workplace being the first shift
takes more time while home being the second shift becomes more hurried and
rationalized. The longer the workday, the more we feel pressed at home to hurry, to
delegate, to delay, to forgo, to segment, to hyper organize the precious remains of
family time. This culminates to a third shift; noticing, understanding, and coping with
the emotional consequences of the compressed second shift. Basing her assertion on
the literature Greenhaus & Singh (2007, p. 521) states that: Work-family conflict
occurs when experiences in one role interfere with meeting the requirements and
achieving effectiveness in the other role she further states that work-family conflict is
bidirectional, i.e. work can interfere with family life and family life can interfere with
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work life. According to Wharton (2005, p. 112) work and family are increasingly
intertwined resulting in a “time bind”. Time bind refers to the “difficulties people face
as they try to meet employment expectations and their family obligations” (Wharton,
2005). Women have the main responsibility for family and child care. Although work
and family life can be incompatible there are possible advantages.
Greenhaus &Singh (2007) refers to this as work-family life enrichment which
embodies the positive effects that work and family roles have on one another. It also
happens when “resources (such as new skills, different perspectives on life, and self-
confidence) acquired in one role are successfully applied to the other role, such that
performance and positive affect are enhanced in the receiving role” (Greenhaus &
Singh, 2007). Subsequently this could promote work life balance.
Work-family Conflict and Interference
A lack of fit between work and family – the work-family conflict – is a source
of stress. Long working hours are a significant source of work-family conflict, as they
reduce the amount of time available to be spent with children and other family
members. Research has shown that working long hours is the main predictor of work-
life conflict (Berg et al., 2003; White et al., 2003; Fagan and Burchell, 2002; Burchell
et al., 2007). The proportion of men and women who report a poor fit between their
employment and family life increases with the length of their working hours, both in
the case of older workers without dependent children and those raising young
children (Fagan and Walthery, 2011).
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There is a wealth of evidence that work-family conflict contributes to negative
health outcomes for many employees. In an overview of the literature, Frone (2003)
found that a majority of research studies identified links between conflict and poorer
employee health (Hughes and Galinsky, 1994; MacEwen and Barling, 1994;
O'Driscoll et al., 1992), as cited Fagan, Lyonette, Smith, and Tejeda (2012), in terms
of poor mood, anxiety and substance dependence disorders, with some evidence of a
link between conflict and significant mental health problems. Other research has
found a link between work-family conflict and an elevated need for recovery and
prolonged fatigue (Jansen et al., 2003), as well as negative effects on work
productivity, job and life satisfaction, personal effectiveness, marital relations, child-
parent relationships and even child development (Lewis, Gambles and Rapoport,
2007). A Canadian study found that work stress and imbalance between work and
family/personal lives are independently associated with mood and anxiety disorders,
but there was no evidence that they interact to increase the likelihood of mental
disorders (Li Wang, 2006).
The few studies available on Latin America echo these results. A Venezuelan
study found that working women who report increased work interference with family
life are more likely to report stress, anxiety, depression or poor self-esteem (Vivas et
al., 2008). A study of two organizations in Bogota, Colombia, found that workload
and family responsibilities trigger an increased sense of work-family conflict and
stress for individual workers, which is more pronounced for women, especially if they
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have child or elder care responsibilities (Montenegro, 2007). A study of basic
education teachers in Mexico found that 88 per cent of staff suffers from work-related
stress and that up to 54 per cent suffer from moderate to severe stress levels
(Rodríguez, Oramas and Rodríguez, 2007). According to the authors, the stress
experienced by teachers is significantly affected by work interference with family
life. In a meta-analysis, combining 169 samples with a total of over 35,000
respondents, Gilboa et al. (2008) found that work–family conflict is negatively
correlated with both self-rated work performance and general performance, lending
support to another meta-analytical review which highlighted the potentially negative
effects of work–family conflict on general job performance (Alle et al., 2000). Family
interference with work was also found to result in stress and an increased desire to
change jobs over a six-month period (Kelloway et al., 1999), as cited Fagan,
Lyonette, Smith, and Tejeda (2012). Similarly, a study of 1045respondents in Quebec
confirmed that long working hours are related to difficulties in reconciling work and
family life, and that such difficulties are related to the intention to quit; controlling for
a range of factors, men are one-and-a-half times more likely to report favorable work-
life balance (Tremblay, 2003). A study in the United States, Cullen and Hammer
(2007) found not only that strong work performance norms and high work overload
are associated with higher work-family conflict, but also that increased family-to-
work conflict is associated with decreased compliance with safety rules and less
willingness to participate in discretionary safety meetings.
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A national study in Australia found that work overload is the strongest
predictor of work-life conflict for full-time employees, although working hours, the
fit with work preferences and control over scheduling also have small to moderate
associations with work-life conflict (Skinner and Pocock, 2008). In a study of
government workers in New Zealand, Haar (2006) found that both work-to-family
conflict and family-to-work conflict were found to predict employee burn-out. ‘Direct
action coping’, such as focusing more on work, leads to an increased likelihood of
burn-out, possibly as a result of intensifying the source of the conflict/burn-out
relationship. A study by Haar and Bardoel (2008) examined the positive spill-over
between work and family among public and private sector workers in Australia. The
results showed that work–family positive spill-over is associated with reduced
psychological distress and turnover intentions, while family–work positive spill-over
is linked with reduced psychological distress and family satisfaction. The authors
contend that work and home experiences are not always negative and can improve
outcomes, both within and outside the workplace.
Although work-life conflict research tends to focus almost exclusively on
persons with childcare responsibilities, Grant-Vallone and Donaldson (2001) found
that conflict was not limited to employees with child-care responsibilities or to those
holding higher level positions. For a diverse sample of employees, the majority of
whom had no college experience and a low income, the tensions in balancing work
and family roles were detrimental to their overall well-being. Furthermore, the
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relationship between conflict and well-being was consistent for employees in
different family situations (parents and non-parents) and for men and women. In the
United States, Milkie et al. (2004) found that almost half of parents reported having
too little time with their children and that this feeling is strongly linked with long
working hours.
Golden’s (2006) multivariate analysis of over-employment explored which
workers in the United States wished to reduce their hours of work. Working long
hours, being a woman, being married and having a young child all have significant
and independent positive effects on the likelihood of being over-employed. Research
in the United Kingdom also shows that working parents express dissatisfaction with
long working hours. For example, La Valle et al. (2002) found that 79 per cent of
mothers, who work41-48 hours a week, and 84 per cent of those who work 49 hours
or more, would prefer to work fewer hours. Mothers expressed similar preferences for
their partners who work such long hours. Research using British Social Attitudes
survey data from 1989 to 2005 found that working full time and wanting to spend
more time with the family is significantly associated with reports of stress (Crompton
and Lyonette, 2007). Long working hours are widespread in the United Kingdom and
a Trades Union Congress (TUC) report (2008) states that 62 per cent of all workers
would like to cut their working time. The majority of them (71 per cent) are not
receiving overtime pay, but over half of those with paid overtime also wish to reduce
their working hours.
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Relationship Quality
Many studies have identified links between long working hours and
relationship stress and breakdown. For example, the Chartered Institute of Personnel
and Development (CIPD, 2001) found that long working hours in the United
Kingdom affected relationships between employees and other family members,
particularly partners, while 40 per cent of respondents felt that their long working
hours had caused arguments with their spouse, and 40 per cent also felt guilty about
not having had enough time to help with household chores over the previous two
months. An earlier CIPD survey found that, although only 3 per cent of respondents
felt that long working hours were responsible for their divorce, 27 per cent believed
that their hours of work had put a strain on their relationship. For those who were not
married, 11 per cent reported that long hours had been responsible for their break-up
with a partner in the past few years.
In the study, 59 per cent of managers claimed that long hours adversely
affected their health and 56 per cent their morale at work. Moreover, 72 per cent of
the managers surveyed also indicated that long working hours had negatively affected
their relationship with their spouse/partner (Fagan, Lyonette, Smith, and Tejeda,
2012). A comparative study, of industrial women workers and women university
professors in Mexico, explored women’s perceptions of the benefits and difficulties
of their involvement in the labor market (Hernández et al., 2001).
Similarly, in Australia, Weston et al. (2004) found no evidence that fathers
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working very long hours have poorer relationships with their partners than those
working standard hours, if they are satisfied with their working hours. The authors
suggest that this may reflect personality differences among those who enjoy hard
work (for an overview of this literature, see Burke and Cooper, 2008), or that some of
the benefits of long working hours may accrue to partners. Other studies have also
shown no association between long hours and relationship quality, although role
conflict for men has been shown to be associated with negative marital outcomes
(Hughes et al., 1992; Coverman, 1989), as cited Fagan, Lyonette, Smith, and Tejeda
(2012). However, Crouteret al. (2001) suggested that these results may reflect
selection effects (for example, couples which regard long work hours by men as
problematic may reduce their hours or may have already separated or divorced, which
would disqualify them from the sample). This would in turn reduce the association
between long hours and marital quality. In their research into long working hours and
marital quality in the United States, Crouter et al. (2001) found similar results to those
outlined above: although husbands who spent over 60 hours a week in work-related
activities spent less time in shared activities with their wives than husbands who put
less time into work, those couples did not evaluate their relationships less positively.
However, there was a consistent association between the role overload of husbands
and subjective reports of marital quality: when husbands experienced higher
overload, partners felt less loving, saw themselves as less able to take the spouse's
perspective, saw the spouse as less able to take their perspective and reported more
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conflict. Earlier work by Crouter et al. (2001) found that the work pressure of
husbands predicted their own overload, as well as that of their wives, although for
wives work pressure only predicted their own overload. Ilies et al. (2007) studied
employees in the United States and found that perceptions of work to-family conflict
affect their engagement in social activities with their spouses and children. Those
who report high levels of work-to-family conflict on particular days are less likely to
interact socially with their families, even when controlling for the amount of time
employees spend at home. Previous work has also shown that depressed parents are
less spontaneous and are more withdrawn, angry and sad (Lovejoy et al., 2000).
These studies, along with other recent work, demonstrate the many direct and indirect
ways in which work-related pressures and overload can affect families (Dembe,
2005).
French research into the impact of the 35-hour week legislation (now much
weakened) showed positive effects of reduced hours on families: for example, among
those with children under12, 43 per cent of women and 35 per cent of men reported
that they had found a better work/family balance since the introduction of the 35-hour
week, and 43 per cent of parents reported spending more time with their children on
various activities (Garner et al., 2005). Approximately 30 per cent of parents with
school-age children also reported that they were spending more time with them on
their school work (Estrade et al., 2001; Méda and Orain, 2002). With the weakening
of the 35-hour week, it remains to be seen how increased working hours will affect
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levels of work-family conflict among parents in France. Interestingly, the reduction in
working time in France also led to a reduction in the collective spirit at work as a
result of the increased variety of work schedules and a new tendency for
individualism in work schedules (Sanséau, 2002 and 2005).
Standard Work schedules and Work-Family Outcomes
In France, researchers examined whether or not the 35-hour week, now
weakened, made it easier for parents to achieve a work-life balance (Fagnagni and
Letablier, 2004). For those working atypical hours, almost half reported that the 35-
hour week had not made it easier, compared with 36per cent of those working
standard hours. Simply working shorter hours does not appear to resolve work-life
conflict issues for those on atypical working schedules. Complicated child-care
arrangements, combined with reduced traditional family time at weekends and in the
evenings, appear to reduce parental satisfaction with atypical working schedules, even
when the working hours are relatively short.
Other commitments also increase conflict between work and family roles. A
qualitative study of Muslim men in Australia (Sav et al., 2010) found that they tend to
choose jobs with atypical schedules and lower status to help them achieve a balance
between work, family and religion. While they acknowledge that such jobs allow
them a degree of control and flexibility, the majority report that they still experience
difficulties in retaining a balance between these three important areas. The incidence
of atypical work schedules is high in the United Kingdom and United States,
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particularly in lower-level occupations. Some parents opt for evening, night or week-
end work tallow informal child care by spouses working at different times (so-called
‘shift-parenting’), or by grandparents and other family members or friends, in order to
minimize child-care costs or in accordance with their preference for informal rather
than formal care (Presser, 2006; Fagan et al.,2008; Harkness, 2008). However, many
would prefer not to work such schedules. For example, La Valle et al. (2002) found
that, three quarters of mothers in the United Kingdom who regularly worked at
atypical times, did so because it was a job requirement rather than a deliberate choice.
Nearly half of the mothers who usually work shifts would prefer different or regular
hours (47 per cent), two-thirds of those who work every Saturday would prefer not to
(67 per cent), and over three quarters of those who work every Sunday would prefer
not to (78 per cent). Mothers with partners working atypical schedules would also
prefer their partners not to do so. Atypical schedules are convenient (Eurostat, 2007).
Similarly, a Statistics Canada study showed that, although many employees had
variable hours, few had variable schedules that were favorable to their work-life
balance (Comfort et al., 2003). In Spain, split work schedules are increasing work-
family conflict (Amuedo-Dorantes and De la Rica, 2009). Younger women, with
fewer career opportunities and no children, are more likely to have a split work
schedule. Moreover, despite the preference for a continuous work schedule, there
seems to be no compensating wage differential for split work schedules.
A recent Australian study (Townsend et al., 2011) found that restructuring the
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working week of construction shift workers from the traditional six days to five days
leads directly to a perception among workers of an improvement in their work-life
balance. Similarly, in a review of the international literature, Bambra et al. (2008)
found that the introduction of a compressed working week (working longer hours, but
over fewer days) improved the work-life balance of shift workers.
Spirituality as A Way of Coping with the Demands
Apart from using networking to cope with the demands as another form of
support system, all women acknowledged the importance of spirituality as a source of
personal strength in difficult situations. Rose indicated that God plays a big part my
life that is why I believe I’m an inspiration today. Even when she was experiencing
challenges with the staff, she believed that through her faith in God, she was able to
pray about it and this helped her in her decisions. Another participant, Iris, dedicated
her ability to cope with balancing home and life to a spiritual awareness program in
which she had been involved. Zane, the other participant, mentioned that when she
did not get the post she had applied she thought: God felt He needs me here I will be
more effective here than there.
This is evident in the literature as it showed that spiritual leadership is another
way for women to lead in education (Grogan &Shakeshaft, 2011). It is grounded in
spirituality as a source of personal strength as well as a way to understanding their
connections to others. Women acknowledge the importance of their spirituality in
dealing with conflicting and difficult situation (Shakeshaft et al. 2007). This was also
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evident when women leaders, irrespective of race, discussed spirituality as one of the
ways of modeling behavior and inspiring others (Shakeshaft et al., 2003). It became
evident that participants relied on their values and faith to maintain confidence and
motivation and to cope with the challenges they encountered. Spirituality guides them
and gives them a source of security for their roles.
Synthesis of the Reviewed Literature
The above literature and studies which have been conscientiously organized
and synthesized by the researcher, directed him in the conceptualization of this study.
Primarily, the reviewed literature focuses on the definition of work-life balance as
studied by Hudson (2005); Lakshmi and Gopinath (2013) and Kalaiselvi and Sakthi
(2010). Then, it emphasized the role of a manager and role modeling is an effective
tool by which a manager can communicate a commitment to work-life balance
(Glynn, Steinberg & McCartney, 2002; Lawton and Tulkin, 2010; Lewis, Gambles
and Rapoport 2007). Further, it discussed the study on the work-family balance,
structure, family employer programs and family-conflict (Lawton and Tulkin, 2010;
Clarkberg and Loi, 2005; Lewis, Gambles and Rapoport, 2007; Foley and Hang-Yue,
2005; Skitmore and Leung, 2005). Moreover, Role Overload and Role Conflict have
decreased life and job satisfaction and caused deteriorating health results (Carlson
and Kacmar, 2000). The study of literature extends on the Class Differences and
Work-Life Conflict (Thirion et.al., 2006; Burchelle et. al., 2007; Lee et.al., 2007;
Kleppa et. al., 2008; Saeed and Farooqi, 2014); Work – Life Balance in Respect to
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Marital Status (Bharat, 2009; Rai, 2009; Bhagwagar, 2009; Patel, 2005) and
Relationship between Work-Life Balance, Jobs Stress and Job Satisfaction (Abdul,
Ismail and Jaafar, 2010; Saika, 2011; Mukhtar, 2012; Blaug, Kenyon and Lekhi,
2007). Then it flows to the Conceptualizing and Measuring Work-life Integration or
Balance (Drobnic et al., 2011; Hobson et. al., 2011; Voydanoff, 2005; Genin, 2009;
Fagan and Walthery, 2011) and the Effect of the Volume of Working hours on Work-
life Balance (Fagan, Lyonette, Smith, and Tejeda, 2012; Jean-Yves, Lallament,
Messenger and Michon 2006). It finally concluded with Work - Family Balance and
Networking (Lumby & Azaola, 2013; Giscombe, 2007; Grogan & Shakeshaft, 2011;
Cherry, 2010; Wharton, 2005); Work - family Conflict and Interference (Fagan and
Walther, 2011; Berg et al., 2003; White et al., 2003; Burchell et al., 2007);
Relationship Quality, Standard Work schedules and Work-Family Outcomes (Burke
and Cooper, 2008; Crouter et. al., 2001; Fagnagni and Letablier, 2004); and
Spirituality as A Way of Coping with the Demands (Shakeshaft et al., 2007; 2011).
Gaps Bridged by the Present Study
Though the issue of work life balance is being widely discussed in United
Kingdom, USA, Australia, New Zealand and other countries of the world, yet in
India, not much research has been done and it is not very easy to find reference to
work-life balance polices and issues. Desai (2003) remarked that “there exists little
formal research in India’s work family field and few organizations in the country
have family friendly policies, such as flexi time etc. …” Work schedules are
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complicating the matter for many families.
Everybody over this world has different priorities and lives, so there can be no
perfect balance a person should strive for. The best work- life balance is different for
everyone. Work-life balance remains an issue that requires substantial attention from
society (Rai, Agarwal and Vijh, 2013).
There were studies conducted in the Philippines about work schedule which
directly affect work-life balance but not conflicts on the four life quadrants of
educational managers.
This present study thus, helped in better understanding of the issue of work-
life balance of the four life quadrants of educational managers.
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Chapter 3
RESEARCH METHODOLOGY
In this chapter the researcher discussed the research design, the selection of
the participants as well as the instrumentation and validation, the data gathering
procedures and the treatment and analysis of data.
Research Design
Considering the research problem of this study which focused on describing
and understanding the four life quadrants of educational managers which is an
example of phenomena, the researcher employed the phenomenological research
design.
A phenomenological research focuses on describing what all the participants
have in common as they experience a phenomenon. Its basic purpose is to reduce
individual experiences with a phenomenon to a description of the universal essence.
Further, its goal is the return to the concrete, captured by the phrase ‘Back to the
things themselves! (Moustakas, 1994) as cited by Creswell (2007). Specifically, the
researcher employed Psychological Phenomenology (also termed Empirical,
Transcendental) expounded by Moustakas (1994) as cited by Creswell (2005)
wherein it focused less on the interpretations of the researcher and more on a
description of the experiences of the participants. The researcher followed the
procedures which consisted of identifying a phenomenon to study, bracketing one’s
experiences, and collecting data from several persons who have experienced the
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phenomenon. Moreover, he analyzed by reducing the information into significant
statements or quotes and then combining them into themes. Then, he formulated a
textural description of the educational managers’ experiences (what they
experienced), a structural description of experiences (how they experienced it in
terms of conditions, situations, or context) and a combination of these two
descriptions to convey an overall essence of the experience.
Sources of Data
Through audio taped and in–depth interviews, guided by the interview
protocol, with 11educational managers with at least three years experience as a
college dean or school principal of the University of Perpetual Help System-Laguna,
University of Perpetual Help System-GMA, public and private high school principals,
the researcher was able to gather primary sources from them as recommended by
Polkinhorne (1989) as cited by Creswell (2007) stating that researchers need to
interview 5 to 25 individuals who have all experienced the phenomenon. The open-
ended interview will help to elicit detailed responses deemed significant to the study’s
purpose but also afforded educational managers the opportunity to use their own
words and talk about what really mattered to them (Morse and Field, 1995) as cited
by Woodgate (2008). For further sources of relevant data, the researcher utilized
books and online journals as secondary sources.
Participants of the Study
The only legitimate informants in phenomenological research are those who
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have lived in reality, (Baker, Wuest, and Todd, 1992) as cited by Woodgate
(2008).The researcher used purposive sampling to select 11educational managers,
five (5) from the University of Perpetual Help System – Laguna(2 from the main, 3
from the allied), two (2) were from University of Perpetual Help System – GMA, two
(2) from public schools and two (2) from private high schools for effective facilitation
and accessibility in conducting the study. In the purposive sampling, the researcher
was guided with the following criteria: The educational managers, who were
participants in the study, have at least three years experience as a college dean or
school principal, are currently employed in the position, have no negative records as
to mishandling responsibilities in their respective colleges or departments, have
encountered challenges, problems and conflicts in their four life quadrants and have
found solutions to problems of conflict on the four life quadrants.
Effective educational managers are responsible for overseeing the
implementation and execution of educational programs. They create policies and
evaluate ways to improve learning. These managers work in a range of jobs, from
public school principals to corporate training managers. They also work in a range of
environments, including government agencies, as deans in colleges, universities and
private enterprises (Dupree, 2014).
Instrumentation and Validation
The researcher conducted multiple in-depth interviews using a research
protocol, which was a predesigned form containing the research questions which were
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general and open-ended considering the guidelines of Morse and Field (1995) as
reintroduced by Woodgate (2008). However the interview form was self-made and
not standardized, so the researcher presented it to credible authorities such as an
expert in the field of work-life balance and qualitative research for comments and
recommendations for validity.
McCraken (1998) as cited by Creswell (2007) makes clear that long and in-
depth interview is important to describe the meaning of a phenomenon for a small
number of individuals who have experienced it. Through the interview protocol, the
researcher was able to take note during the interview about the responses of the
participants. It also helped him to organize thoughts on items such as headings,
information about starting the interview, concluding ideas, information on ending the
interview, and thanking the respondents.
Data Gathering Procedure
Data were collected considering the availability of participants, gaining access
and establishing a rapport with them, which were all important to procure good data
(Creswell, 2007). After the validation of research instrument utilized in the study, the
researcher conducted audio taped, open-ended, in-depth qualitative interviews to all
participating educational managers. A semi-structured interview plan was used to
guide the interview; however the interviewer did not follow a linear process during
the sessions but adjusted the interview plan according to each participant’s needs to
allow for an unlimited opportunity of self expression (De Vos, Delport, Fouche and
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Strydom, 2011). In this way, in line with phenomenological research, an interview
placed the participant as an active participant and expert in his/her own life,
validating her knowledge and contribution to the research process (Gill and
Liamputtong, 2009).
To have access to the participants, the researcher contacted each participant
through phones or proceeded to their respective offices to obtain consent and set up
appointments. He also considered the approval of the participants through a consent
form because it is important to have access and rapport to vulnerable individuals
participating in the study (Anderson and Spencer, 2002). The interviews were
conducted at the University of Perpetual Help System-Laguna and participant’s
homes, if permitted, which lasted approximately between 45 minutes to an hour. The
familiarity of the places was likely contributing to relaxed atmospheres, enabling
open self expression. They were given an option to be interviewed either individually
or with their families or friends.
Then, a minimal number of broad, data-generating questions were asked as
recommended in phenomenology (Streubert and Carpenter, 1999) as cited by
Woodgate, Ateah and Secco (2008). For this study, educational managers were asked
to describe their life in work, with their family, with their friends or community and
about themselves. Open- ended probes, (“Tell me what happened next?”, or “How did
that make you feel?”), were used as necessary to facilitate educational managers
telling their stories. In asking questions, care was taken not to introduce the concepts
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that will create bias to their responses.
Finally, the researcher obtained an agreement of the participants concerning
the audio recording of the interview conducted for the transcription with accuracy of
the responses. Most of the participants had limited time which resolved to an option
of giving responses to guide questions in the interview protocol at their own
convenient time. Short follow up questions were then asked upon retrieving of
participants’ written responses.
Ethical Considerations
Ethical standards were maintained throughout the course of the study by
careful attention of the following issues:
Central to any ethics protocol and the start of any study is the need for
informed consent (Scott, Wishart and Bowyer, 2006). In this research, participants
were requested to sign an informed consent form which provided an accurate
description of the nature and aims of the study. The form clearly emphasized the
voluntary nature of the study and that their participation will not in any way affect
their present position. The consent form additionally highlighted that the researcher
was a student and not a staff member or faculty of the school or university. Also, their
right to withdraw from the study at any time without any consequence was clearly
stated. Participants were further requested to sign an informed consent form for the
interviews to be audio taped.
Also, it was possible that educational managers in the study elicited mild
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psychological distress related to the disclosure of information of a personal and
potentially difficult nature so, the researcher took into considerations the potential
risks and benefits of this study to the participants. If participants felt distressed in any
way, they can take a break, or they can decide not to go on with the interview. They
were not given any monetary gains for their participation in the study, as this was
purely on a voluntary basis.
Another ethical consideration as a fundamental ethical principle in qualitative
research was protecting the privacy, anonymity and confidentiality of data. All
audiotapes of the research interviews were transcribed and coded to ensure anonymity
and confidentiality of the participants’ data. Data, when analyzed, were kept for a
reasonable period of time. The researcher should then discard the data so that it does
not fall into the hands of other researchers who might misappropriate it (Creswell,
2009).Pseudonyms or aliases were provided for any subsequent publication of the
research results.
Treatment and Analysis of Data
All interviews and field notes were transcribed using the Microsoft word
processing program. Through the interview protocol, the researcher was able to
review the transcripts repeatedly for significant statements in an attempt to find
meaning and understanding through themes. Thematic statements were isolated using
Manen’s selective highlight approach. In this approach, the search for themes or
structures of the experience involved selecting and highlighting sentences or sentence
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clusters that stood out as thematic of the experience. Notes were made to capture the
thematic statements. All phrases, sentence clusters, notes, and textual data then
reduced until essential themes emerged. Essential themes were unique to the
phenomenon of educational managers and were fundamental to the overall shared
description of living the experience.
Critical to interpretation was a movement from an understanding of the whole
text to more specific parts within the text and then back again to the whole (Benner,
1985) as cited by Woodgate, Ateah and Secco (2008). In an effort to be as true to the
meanings as possible, descriptions were written and rewritten to include the
meaningful themes and to ensure that they were presented as disclosed (van Manen,
2002 and 2011). Saturation occurred when there is ongoing replication of data
concerning the emerging essential thematic elements of the phenomenon under study.
Measures to enhance the methodological rigor of the research process were
undertaken to include prolonged engagement with participants and data, careful line-
by-line analysis of the transcripts, and detailed memo writing (Lincoln and Guba,
1985) as cited by Woodgate, Ateah and Secco (2008). Preliminary interpretations
were also discussed with participants during and following each interview, which
helped to uncover and lend support for the emerging essential themes.
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Chapter 4
RESULTS AND DISCUSSION
The structured elements of bracketing, horizonalization, textural and structural
descriptions and overall essence as well as the verification of the experience of the
participants particularly the Educational managers’ four life quadrants have been
elaborated in this chapter. As what was discussed in Chapter 3, the treatment, analysis
and interpretation of data were altogether patterned with the approach of Moustakas
(1994) as cited by Creswell (2007).
Primarily, is the bracketing element of this paper, where the researcher
expressed what driven him to come up with this study.
Leaders in different walks of life have things in common; in the discharge of
their duties and responsibilities they have several common experiences, a common
point of intersection; the problems encountered, the conflicts related to work and
their personal life and solutions they have adopted or created and applied. The
researcher has once experienced to be in the same situation as educational manager
in the year 2005-2006 as one of the corporate owners and principal of Our Lady of
Remedios Montessori School to establish on its first year of operation. Being an
educational manager gives one a greater power but requires a lot of responsibilities.
The most game-changing advice the researcher gotten is this: If you’re truly going to
act on your priorities, you need to dedicate time to them. So, he took a weekly
calendar and some crayons, and mapped out his priorities to create a “typical” week,
with time dedicated to each of his priorities: exercise, work, family time, and so on
and so forth. He started with the “big rocks”: the most important and least flexible
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responsibilities (learned from Stephen Covey). These were work and time for family,
then set priorities and schedules to get best work done. For example, when the job
requires time for “deep-thinking work”, one day per week is dedicated to be
“meeting-free”. But this meeting-free is usually slashed out of the schedule because
the time has been eaten up by unanticipated emergency meetings and unavoidable
sudden change in the timetable.
One of the biggest struggles is fitting all the day’s schedule to 24 hours.
Sometimes over-estimating of one’s self-capacity to perform task just to fit-in the
things to be done, leads to exhausted and stressful day. It affects other activities and
even rumbling the entire schedule due to over stressed mind leading to health
problems.
Waking up at 3 or 4 a.m. gives extra hours in the day, and this quiet time
allows the researcher to complete projects or things to be done before the house
wakes up. But this does not work all the time because a tired day also requires a
better rest and sleep.
In his desire to equip himself and learn more how to balance his four life
quadrants; dealing and managing different issues and concerns in the position, he
observe and talk with different successful educational managers. Use the net as
source of information about how to balance work and personal life.
With all the strategies applied to cope with and how to manage the different
aspects of his life, together with the experiences where he learned a lot, he has been
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successful in increasing the school enrollee’s to double the following school year. But
in the back of his mind, he still has a lot of things to learn; about how to balance his
four life quadrants like other educational managers whose work seems so easy that
everything in their life appear to be perfectly balanced.
So in this study, the researcher expected to learn more on the experience of
successful educational mangers. To the educational managers who are presently
encountering the pressure and conflict between their four life quadrants may find a
better solution on how to handle similar problems. In addition, future educational
managers would be aware of what to expect when they will be in the position and
make self adjustments in managing their four life quadrants and refrain from conflicts
that these might bring.
This study will bring out the various work-life balance practices which
educational managers should undertake to achieve the maximum organizational
performance in school. It is also hoped that this study will provide an insight and
awareness, for researchers and future educational managers, about the real life of
educational managers beyond their work.
For the other quadrant or aspect of the life of educational managers
(community or friends), this will serve as an inspiration for them to fully understand
and to encourage harmonious and supportive relationship for the attainment of the
success for each other.
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An understanding, supportive, strong and closer family relationship will be
developed among the family members of educational managers which could also
bring stability, trust and confidence in achieving family goals.
Making a list of the meaningful statements, that were extracted from the
verbatim transcriptions of the participants’ responses, presents the horizonalization
of this study. These statements were read and analyzed several times to answer the
two central problems with probing questions in the research interview protocol. From
the ten word for word transcriptions, the researcher got hold of the significant
statements which are presented below.
Table 1
Significant Statements of Educational Managers related to the four aspects of
their life (work, family, self and friends or community)
1. work occupies a lot of time
2. length of working time and volume of required by the institution
3. at the expense of family quality time
4. prioritizing family over work and vice versa
5. making quality time for family
6. choosing the best decision
7. limited time spent due to hectic schedule
8. personal and professional gap
9. allotting time for friends and community
10. selective friends and limited exposure to community
11. dealing with people from all walks of life
12. find hard time to go further studies
13. limited time to pursue personal interests
14. spending more time in school for seminars
15. initial reactions when conflicts arises
16. think positively and find possible solution
17. the feel of inner peace and self healing
18. pray first and commit to God to take control
19. everything happens for a purpose
20. plan, analyze and act to solve the problem
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21. prioritize work before leisure

22. supportive family and friends
23. listen to their sentiments
24. setting priorities
25. well planned schedules
26. freedom of choice
27. plan ahead of time
28. knowing and setting priorities
29. choosing friends who give consideration
30. friends who understands situation
31. time management and self -discipline
32. acknowledge and accept limitations
33. practice self assessment and reflections
34. pursue what is best to sustain success
35. adapted management styles
36. servant leadership and win-win management
37. time management and strict to deadlines
38. professionalism and job orientation and awareness
39. proper delegation of task
40. life principles of educational managers
Theme clustering was then formulated from the highlighted significant
statements from the participants’ ideas. These statements were then grouped where
themes were derived based on the research problem which is an inside look at the
educational managers’ four life quadrants. With in-depth analysis of the 40 significant
statements, the researcher categorized 8 theme clusters focusing on two theme groups
which answered the two central questions of the study. Following is Table 2 which
gives the summary of the categories of cluster themes arising from the significant
statements and their relative ideas.
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Table 2
Ten (10) Clusters Categorized Into Textural and Structural Themes
Textural Themes
Theme 1: A Time Constraining Work Experience

 work occupies a lot of time
 length of working time and volume of required by the institution
 at the expense of family quality time
Theme 2: Competing Demands of Work and Family

 prioritizing family over work and vice versa
 making quality time for family
 choosing the best decision
Theme 3: Quest in sustaining quality relationships and involvement

 limited time spent due to hectic schedule
 personal and professional gap
 allotting time for friends and community
 selective friends and limited exposure to community
Theme 4:Moments of Professional and Personal Interference

 dealing with people from all walks of life
 find hard time to go further studies
 limited time to pursue personal interests
 spending more time in school for seminars
Theme 5: State of Emotional Situations and Reflective Reactions

 initial reactions when conflicts arise
 think positively and find possible solution
 the feel of inner peace and self healing
Structural Themes
Theme 6: Setting Priorities and Confidence in God

 pray first and commit to God to take control
 everything happens for a purpose
 plan, analyze and act to solve the problem
 prioritize work before leisure
 supportive family and friends
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Theme 7: A Maintained Understanding and Open Communication

 listen to their sentiments
 setting priorities
 well planned schedules
 freedom of choice
Theme 8: Wise Decision and Right Choice of Friends

 plan ahead of time
 knowing and setting priorities
 choosing friends who give consideration
 friends who understands situation
Theme 9: Identify personal and work related priorities

 time management and self -discipline
 acknowledge and accept limitations
 practice self assessment and reflections
 pursue what is best to sustain success
Theme 10: Management Style and Life Principles

 adapted management styles
 servant leadership and win-win management
 time management and strict to deadlines
 professionalism and job orientation and awareness
 proper delegation of task
 life principles of educational managers
1. The participants’ view of the problems, conflicts and challenging experiences
encountered in managing their work, relationships with family, friends or
community and self.
Theme 1: A Time Constraining Work Experience .A time constraining work
experience means an experience that limits an educational manager to do or pursue
commitments other than work. They experienced the feeling by being trapped as the
nature of their work demands it. Particularly in this study, the participants have
experienced the pressure and the challenge in managing their time to perform the
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multiple roles of an educational manager so as it will not affect or suffer other
significant areas of life. As experienced by most of the participants, they extended
time for work as required by the institution and their work occupies a lot of time. To
some, their volume of work has caused them to stay in their offices which sometimes
took the whole week even to the expense of sacrificing the quality time for their
family as described by one of the participants:
“It really occupied all of my time. I stayed in the office for more than 10 hours
a day from Monday to Saturday to attend the needs of the students, complaints
of parents, and deal with 100 faculty members. I didn’t have time for my
husband which led to our separation.”(EM1)
Simultaneously, family life is also becoming more complex. The extended
family, even in India, is slowly disappearing (Patel, 2005). In addition, there are an
increasing number of single parent households due to increase in divorces (Amato et
al., 2003). Although this problem is not as serious in India as in the West, yet, it could
become a serious issue sometime in the future. Participation by women in
employment continues to grow since the past decade.
It is a great sacrifice to lose the one you love for the sake of work. The
challenge is how to go on with work, with life, when the most important part has
already left. And majority of the participants have experienced of not giving the right
or appropriate time for their family, for themselves and for friends because of the
nature of their work.
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“I experienced of having a limited time for family, self and friends because of
the nature of work and the length of working time required by the institution.”
(EM2)
“Every time the college undergoes accreditation, the said venture requires
time and volume of work. The challenge is we have to beat the deadlines and
how to manage everything in the actual stay of the examiners in the university
during the accreditation visit.”(EM3)
“I was challenged in establishing and maintaining rapport with the parents or
community, overtime spent for work at the expense of family quality time, and
in handling power over big school population and about 100 teachers.”
(EM6)
Indeed, this might be a description of managerial challenges in many fields,
possibly highlighting the extent to which managerial position is now an entrenched
feature of the school leader’s role. And these experiences educational managers had,
might lead to the same case as in the life of EM1 (educational manager 1) if not
thoroughly handled. This agrees as Thompson (2002) identified a range of themes
relating to the changed nature of principals’ work. Hill (2005) indicated similar
themes in pointing to an international consensus about the challenges faced by leaders
in schools: leading and managing change; motivating and managing people; and
designing and aligning systems, processes and resources. Gronn (2003) explores the
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theme of work intensification and raises the idea of school leadership as “greedy
work”.
Such functions and responsibilities of managers in the academe require a lot
of time and if not managed well, will end up to frustrations and stressful days in the
position. In fact, one of the big challenges in the life of an educational manager is
maintaining a work-life balance despite of the heavy load they are carrying and the
time their work requires. Another is determining the reason behind having tons of
workloads and finding workable solutions in order to give more time for the family;
which majority of the participants considers it as their first priority among the four
life quadrants. As stated by one of the participant:
“I’d like to think that I consider family as my first priority but sometimes, in
reality, it’s always work that eats up most of my time, ha-ha-ha.” (EM8)
Theme 2: The Competing Demands of Work and Family. Both work and
family requires quality time to attain work-life balance. However, in some cases the
demand of one becomes a failure of the other. Since the educational manager has a
multiple role to perform, the quality time for the family is deprived or totally
neglected as mentioned:
“Most of the time my priority is my family more than my work; but due to the
needs and time required by my work, my family would be my second
option.”(EM5)
“My most priority is God. But in the four life quadrants…it’s work, then
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family…self and community.”(EM7)
On the other hand, too much prioritizing the family can also lead to
unsatisfactory performance at work or even hinders their dedication to work. And to
some they just do their work to meet or support the family’s financial needs. Two
participants revealed:
“Before, I consider my work as the most important because of financial needs;
for the family educational needs and for myself, but, later on my family
especially my husband become the most important, myself…my health…
because I am growing older, ha-ha-ha. My work turned to be my third priority.
Time changed so as my priorities.”(EM6)
“I always consider my family which sometimes hinders my dedication to
work.”(EM9)
As a result, there is struggle on the part of an educational manager in meeting
the demands of both work and family. To some of the participants they chose to
always find time for the family by making arrangement of schedules and strictly
implementing time management. Three participants shared:
“There’s no significant experience… so far… since I do not have yet my own
family. I always find time for my family… my parents… during special
occasions like my father’s birthday and my mother’s birthday or any special
occasions where we are all together.”(EM2)
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“It is time management… in making time for family after work.”(EM5)
“It’s Time Management. I have ratcheted back some involvements to make
sure there is time for involvement in the family and children’s
activity.”(EM10)
In contrary, prioritizing or over dedication to work, can give the consequence
of neglecting some family matters. An educational manager can’t get out of the
situation in making immediate decisions of which to choose like thorns between two
lovers as affirmed by the participants:
“There are a lot of times that I can’t attend to important family affairs reunion
if it falls on a week day and sometimes it conflicts with my meeting with the
university chancellor.”(EM1)
“There is a conflict in my schedule of work and family commitment most
especially… if there is a family bonding activity or outing and my position
requires me to report in my office.”(EM4)
“Conflict arises when there is an institutional activity like intramurals and a
relative would invite me for a party to celebrate a birthday or
anniversary.”(EM8)
Because of those competing demands, an educational manager has to sacrifice
either work of family, making the best decision. In fact, there is a certain point in the
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life of one participant that it is not just giving greater favor to one but totally giving
up the other:
“When my children were still very young… still small…I could hardly look for
“yaya” that in some point in time, I have to give up my work and be a full
time “mom”. So it’s a choice between family and career.”(EM3)
It has been true to the idea given by Konrad and Mangel (2000); Estes and
Michael (2005) that the concept of work-life balance deals with finding the ways of
balance that an individual creates between competing demands of work and home,
i.e., how individuals do or should fulfill their employment related and personal
responsibilities in such a way that an overlapping situation is not created. It was also
supported by Saulwick (2004) where he found a disturbing number of educational
managers reportedly feeling stressed, overwhelmed by the workload, never able to get
on top of the work, and often lacking the time or energy to satisfactorily engage in
family and leisure activities. Regularly assessed commitments according to a range of
changing needs, and displayed skills in prioritization, personal organization and
confidence in relinquishing commitments- described as art of organized abandonment
(Durham,2007), or letting go of tasks (Limoges,2003).
Theme 3: Quest in sustaining quality relationships and involvement. To
sustain quality relationships with friends and involvement in the community became a
great challenge to majority of the educational managers. Their hectic schedule has
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made them to experience the sacrifice of time to be with friends at the same time has
limited their need to expand involvement in the community. Moreover, some of them
had encountered a professional and personal gap most especially when their friends
are their subordinates. It was hard for them to deal with a how and when to say
something so their friends so they will not be offended. Two participants stated:
“My challenging experience in managing my friends was… when they
committed errors in their work, when they went wrong especially in dealing
with students… when to give the memo… how to bring out matters that they
will not be offended. My friends are also my colleagues.”(EM3)
“Only sometimes they misinterpret me and some sort of miscommunication.
That is when I was promoted where my colleagues (friends) have noticed the
difference in dealing with them which really is required by my position.”
(EM11)
This is supported by the statement of The Roffey Park Management Agenda
(2012), “To achieve career success it is necessary to make sacrifices in other areas of
your life”. It is therefore not surprising that 81% of respondents reported that they
have made sacrifices for their career in the past. 56% had missing out on any form of
social/leisure activities, spending a lot of time away from friends due to work, and the
negative social consequences of relocating for work. Also, in a 2004 study published
in the Journal of Social and Personal Relationships, Sias (2004) interviewed
employees about workplace friendships that gone badly and what caused the rifts. She
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found that a primary factor was when a co-worker failed to live up to "friendly"
expectations, such as a supervisor-friend given a surprisingly negative evaluation or
not getting support for an opinion or idea.
Moreover, some educational managers in this study became selective with
friends and decided to limit their exposure in the community.
“My friends are all in the same profession… so far, never had a conflict
between my work and friends.” (EM2)
“I opted for selective friendship and selective exposure to community
activities. Not much conflict because I shun myself from political affiliations
and community involvement and I seldom attend gatherings or invitations
from friends and they always understand.” (EM6)
“Sometimes I seldom attend community gatherings; it doesn’t seem to be a
conflict.” (EM7)
It is seldom to them spending more time outside with friends and they accept
other roles in the community. They are more than just valuable members of an
organization; they also often have a multitude of roles within the community that are
threatened when the organization puts unreasonable demands on their time. This was
emphasized in previous research conducted by Roffey Park into work-life balance in
which respondents reported that not only did they want more time for family and
friends but they also wanted to be able to commit roles in the community.
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Theme 4: Moments of Personal and Professional Interference. It refers to an
educational manager’s series of experiences unfolding overtime. These are the
instances when they are experiencing emotional struggle in pursuing their personal
growth despite of their multiple roles at work. Though management skills and
strategies were already learned and practiced, the day to day encounter appeared so
tough and challenging on their part. It was expressed that to fulfill their roles at work
they need to give up on personal interest and choices. Definitely, striking a perfect
balance between their personal life and professional life was becoming near to
impossible if they will not strive very hard to distribute their time and commitment
across the work and self as expressed by them:
“Due to the nature of work, I find hard time… managing…my time… for
personal growth like continuing my PhD course… the class requirements
since my work is from Mondays to Saturdays. I set Sundays for myself…going
to beautiful places nearby… recreational activities and relaxations such as
body massage and spa together with “my love one.”(EM2)
“Hmmmnnn...I have limited time to pursue personal interests (i.e. I would like
to study a foreign language or learn to play an instrument.”(EM8)
“My self-relaxation is sometimes affected by the nature of my work.”(EM9)
The above findings are consistent with the view of Margo, Shaw, Johnson and
Andrey (2008) that the dual role results in less opportunity in leisure.
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Theme 5: State of Emotional Situations and Reflective Reactions. When
conflicts arise in the life of educational manager, it is just but normal that they would
be affected emotionally. This means that it is possible for them to react negatively
when something wrong happens in their work, in their family and even when conflict
arises. Some common reactions were mentioned by three participants as follows:
“What are the usual reactions? Frustrated, sad, challenged, burdened, and
reflecting (thinking of what went wrong).” (EM3)
“Upset which results to stress.” (EM9)
“Call for immediate personal conversation with those concerned persons and
work out possible means to make it “win-win”. Always think positively and
think of best solution for the conflict.” (EM6)
Negative reactions sometimes can lead to negative responses which may result
to erroneous work or task being done. If this will always be the case, the time
required in accomplishing a certain work will be prolonged and eventually not only
consume the quality time allotted to other commitments but it will also bring
problems to one’s health and affect the ability to think of better plans for other
activities. Therefore, to be able to fight and avoid such negative reactions, educational
managers should think positively and find ways and means to solve the problems or
conflicts. Instead of being frustrated, sad, burdened and worried, which might
contribute to more physical mental and emotional stress in performing their work,
they resolved to have a reflective reactions in such state of an emotional situation.
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Because of these acts to think and reflect, most of them were able to feel an inner
peace and self healing. As expressed by two participants:
“Worry…that’s my initial reaction, but then, I analyze things and put them in
proper perspective until the conflict is settled.” (EM8)
“I start to worry and ask what happened. But thereafter, find most
appropriate ways to solve the problem.” (EM11)
This agrees with the study on Role Conflict Theory by Greenhaus & Powell
(2006) which states that some participants expressed feeling overwhelmed by the
multiple roles that they held. The increased, unhealthy pressure that arises from role
conflict can make it difficult for individuals to successfully perform in all of the roles
that they occupy. In contrast to expansionist theory which claims that multiple roles
can be beneficial to an individual as long as the time demands of the roles are not
excessive; multiple roles can energize an individual (Lee & Phillips, 2006).
Participation in multiple roles can have three positive outcomes for
individuals. First, positive personal and professional life experiences can improve an
individual's overall wellbeing, happiness, and life satisfaction. Second, participation
in personal and professional roles can act as a buffer; success in one role may protect
an individual from experiencing stress in another role or modify the individual's
perception of stress in another role. Third, experiences in one role can produce
positive experiences in another. For example, individuals who learn the skill of
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patience in their parental role may apply the skill to their professional role and as a
result become a better team player (Greenhaus & Powell, 2006).
2. How the participants cope with the problems, conflicts and challenging
experiences encountered in managing their work, relationships with family,
friends or community and self.
Theme 6: Confidence in God, Priorities, Family and Friends. Basically, as
to the context of the participant’s responses on how they manage the challenges,
problems and conflicts related to their work, there were two fundamental ways
mentioned such: setting of priorities and confidence in God. At the height of their
struggle, praying and committing to God to take control was the most effective
resources they had to face the challenge. They also believed that everything happens
for a purpose. No matter how they carefully planned, analyzed and implemented
solutions to a problem still the Lord´s plan that matters most to everything that
happens at work as narrated below:
“In everything I do, I pray first and commit to God to take control of
everything to happen.”(EM3)
"Without fervent prayers and strong faith in the Creator, all these challenges
would have put me down and never succeeded. I also bank on trust,
confidence to my colleagues to perform better if not best.”(EM6)
This is evident in the literature as it showed that spiritual leadership is another
way for women to lead in education (Grogan & Shakeshaft, 2011). It is grounded in
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spirituality as a source of personal strength as well as a way to understanding their
connections to others. Women acknowledge the importance of their spirituality in
dealing with conflicting and difficult situation (Shakeshaft et al. 2007). This was also
evident when women leaders, irrespective of race, discussed spirituality as one of the
ways of modeling behavior and inspiring others (Shakeshaft et al., 2003). It became
evident that participants relied on their values and faith to maintain confidence and
motivation and to cope with the challenges they encountered. Spirituality guides them
and gives them a source of security for their roles.
Moreover, to them it was best to set reasonable goals that aligned with their
purpose and passions. It was important for them to know what do they care about
most and where do they need to spend their time. When it comes to work, it was
emphasized that they really prioritized work over leisure. Understanding their role in
the position as it was expected, there are times to extend moments at work, if it
demands, even to the point of sacrificing quality time with other domains of life. If
challenging situation arises, they always treat it positively, analyze the situation, plan
and act to solve the problem as expressed by the participants:
“During difficult times, I prioritize my problems as the need arises. I assess
first the magnitude of the problem, then talk to the involved person and
discuss the matter.”(EM)
“If challenging situation arises, I will always treat it positively; analyze the
situation and act to solve the problem.”(EM2)
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This theme holds the idea of Berry (2010) which emphasized the importance
of regularly assessing one's values and priorities to identify professional and personal
goals and to guide decisions about responsibilities, activities, and time management.
On the other hand, they have family and friends who are supportive and who
understand the nature of their work. They also, serve as their inspiration in
performing their job as mentioned:
“My family and friends are very supportive to me and my work.” (EM10)
“My family and friends are my inspiration in handling my work.” (EM11)
“My family and friends contribute to my success in my job.” (EM5)
“I can say that I am blessed enough that my family, friends and my own
schedule are not barrier in my job.” (EM1)
“So far, family, my friends or the community or self are never been a barrier
to my success in my job.” (EM2)
It is important to make self-care a priority by designating time for sleep,
exercise, hobbies, relaxation, and other activities essential to mental and physical
well-being, such as seeking medical or mental health services (Berry, 2010). Making
time for social activities with family or friends, and having someone with whom you
can share your frustrations are essential. Some people may even benefit from
scheduling self-care time as it were an official work task.
Theme 7: A Maintained Understanding and Open Communication. Another
prevailing theme is the participants´ ability to foster a maintained understanding and
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open communication to cope with competing demands of their multiple roles
between work and family. A kept understanding with the family has made them to
stand every time they faced serious constraints between apparent opposite choices -
an active and satisfying career or marriage, children and a happy family life. They
considered their family as their refuge and strength. So to avoid conflict as much as
possible they nurture an open communication with them as expressed by
participants:
“My family is my refuge and my strength. I am open to them as much as I can
especially with nice things going on in my office.”(EM8)
“Communication will always be maintained in such relationship.”(EM2)
Participants also stated that listening to the sentiments of their family is
significant in dealing struggles between work and family. Handling family concerns
first before anything is their priority for they believe that a family will always be
standing there beside them even faced with the most difficult situation. Certainly they
considered `family as their first priority and tend to be realistic and selective in their
schedules to avoid the tendency of feeling like they are getting run over and not
performing any role, be it a mother or father, or a dean or principal:
“Nobody is perfect, no man is an island, we need each other to perform our
task and our purpose, listen to their sentiments and try to understand their
feelings, and always have in mind that we are family no matter what.”(EM11)
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According to Peeters, Montgomery, Bakker and Schaufeli (2005), pressures
from the job and family domains are often incompatible, giving rise to imbalance.
Similarly, when the boundaries and definitions of work roles are unmanageable or
unknown, conflict will enter family needs. One such area is work overload is having
too much to do or not having enough resources to carry out required tasks, which has
been found to increase work-family conflict (Foley and Hang-Yue, 2005; Ngo, Foley
and Loi 2005; Reinardy, 2007; Balmforth and Gardner 2006).
Theme 8: Wise Decision and Right Choice of Friends. Planning is the first
and most important function of management. It is needed at every level of
management. In the absence of planning all the activities of the organization will
become meaningless. In this study, planning ahead of time helped participants in
decision-making. Also it helped them to anticipate possible changes in the future and
for them to plan various activities in the best possible way. In this way, the risk of
future uncertainties can be minimized and the probable difficulties can be avoided as
said:
“Simple, make a plan and see to it that there would be no conflict of
schedules.”(EM5)
“I have to plan ahead of time to minimize if not to totally avoid
conflict.”(EM11)
According to the study conducted by the OERU School leadership and school
management Initiative on School Management Case Studies of Principals and
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Teachers (2005), a better planning and plan implementation, with improved
prioritization and more focused goal-setting leads to improved decision making. Also
an improved communication within the school and increased involvement of staff in
the running of the school and greater delegation to staff and more effective use of
their expertise results to more teamwork with shared power and decision-making.
Another is the right choice of friends. Most of the participants became
selective in choosing their friends. They select friends who understand and gave
consideration to the nature of their work.
“I choose my friends; friends who give consideration to my work as an
educational manager. They understand the nature of my work which
sometimes conflict with their schedule.”(EM4)
“It’s time management. My friends understand the nature of my work since we
are all in the same field of work. Professionalism still matters.”(EM10)
Theme 9: Identify Personal and Work Related Priorities. Setting priorities is
a required task in order to provide a clearer direction and a better implementation of
the function of an educational manager. Two or more things which require focus
when done at the same time are hard to yield excellent results. Hence, such things
must be done one and a time otherwise none of these will be accomplished
satisfactorily. So, the participants should consider which task must be finished first
and which should be done later without sacrificing quality of completion. But there
are times that two very important things must be accomplished at the same time such
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that it really calls for a superman. Maybe, one may apply the principle of “hitting two
birds with one stone”. If it will not work, because educational managers have also
limitations, then a choice should be made and apply the principle that “First things
first” and maintain a balance between and among work, family, friends and self.
In this study, the participants revealed their experiences on how they were
able to cope with the challenges they have encountered in managing themselves and
their career as educational managers. Time management and self –discipline were the
primary keys of the participants to give time for both their work and themselves. As
mentioned by four educational managers:
“Time management and self discipline were the solutions to the challenges I
experienced in managing myself and my career.” (EM10)
“Challenging… Time management is my solution.” (EM9)
“There should be balance between and among my work, my family, my friends
and myself. Time management is very important.” (EM2)
“I always try to give my best and improve myself in all challenges that I
encountered. I give my best for my career and attend to all my personal
priorities.” (EM4)
According to some participants, it is important to acknowledge and accept
their limitations and it is not inferiority to ask help from others when really needed.
No man is an island and it is true. Even though how strong and ready someone is, he
cannot form a team by himself alone. It is very essential for an educational manager
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to create a team that works together which will help him finish a task for a shorter
period hence giving more time to spend for himself. As disclosed by three
participants:
“Simple! I acknowledge and accept that I am nothing. Everything comes from
God. So everything should be given back to Him for His glory. My success
was not mine to keep. I always say, the people around me worked toward
success.” (EM6)
“Just relax, always have a conditioned mind and…of course…release anxiety,
set my goals, plan in advance and I always remember that I’m not alone in
accomplishing my purpose.” (EM11)
“I recognize my limitations. I ask help when I think I should.” (EM8)
To other participants, they practice self assessment and reflections and pursue
what is best to sustain success. Self assessment and reflection is one way to determine
not only what good things have been done but also to know the things that needs to be
improved and the things to be avoided in order not to commit the same mistakes
again. It is also a way to discover, learn, develop and establish new things which will
serve as a guide for oneself and for others. As declared by two participants:
“I always practice self-assessment and reflection and always open for
improvement. In my career, work for the best, apply the philosophy that, “In
everyday, we have to do our best, as if there will be no more tomorrow.”
(EM3)
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“I pursue what is best to sustain success for myself.” (EM5)
Self-reflection is essential to self care and one's sense of balance. Berry (2010)
emphasized the importance of regularly assessing one's values and priorities to
identify professional and personal goals and to guide decisions about responsibilities,
activities, and time management.
Theme 10: Management Styles and Life Principles. Based on the responses
of the participants in this study, the common factors of conflict and problems an
educational manager has encounter which became a challenge to them are as follows:
educational manager’s complex nature of work, prioritizing work over the other life
quadrants, the competing demands of work and family, limited time and conflict of
schedules and dealing with people from all walks of life with different cultures. When
problems or conflicts arise, they are prone to react positively and negatively, but then
solutions were done to address specific problems. These solutions require proper
management and handling which different management styles and principles come in.
There are several management styles which educational managers applied depending
on the situations they have; the environment, the existing organizational culture, the
types of subordinates, who are involved and the degree of conflict. One management
style might be effective to some but may not be as good as for others. The
participants in this study have different personalities, different workplaces, and
different subordinates and therefore implemented varied management styles.
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Furthermore, three participants utilized different management styles suitable to the
arising conflict situations:
“I apply varied forms of management styles. That depends on the situation.”
(EM10)
“I use a management style that is adaptable and suitable to any kind of
situation arising in managing my work. I employ situational management
style.” (EM2)
“No specific management style. I make use of varied management styles.”
(EM4)
Educational manager 1(EM1) applied democratic management, listening to
the subordinates’ opinions before making major decisions. Leading by example was
employed by another.
“I do it first, give a sample and they follow. In other words, I discuss things
thoroughly before they start to do the task or activity.” EM3:
Proper delegation, time management, professionalism, job orientation and
awareness, strict to deadlines, autocratic management, win-win management, and
servant leadership were the management practices executed by the participants to
avoid conflicts and when problems arise. They also have their own life principles in
coping with the challenges in life. Two of the participants totally rely on wisdom
from God:
“Putting God first in my life is my most vital part in managing my life as an
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educational manager. Everything will be in order and wisdom comes when I
entrust everything in Him.” (EM1)
“The principle I live by is “A selfless service with integrity, dedication,
respect and humility to God, family, work, friends, and community.” (EM6)
Others believe in the principles of reason, that things really must happen and it
happens for a reason:
“I live on the principle that: Everything that happens has already happened
and it happened to my life for a purpose and reason. I believe in the principles
of reasons.” (EM3)
“Just know your purpose why you are in such position. Catering advices and
guidance based on experiences.” (EM9)
Almost half of them rely in the principles of time management, which means
setting priorities and doing things one at a time considering that time is gold:
“It’s just applying the principles of time management.” (EM4)
“Life is big application to scientific methods. I apply the principles and
procedures for the systematic pursuit of knowledge involving the recognition
and formulation of problem, the collection of data through observation and
experiment, and the formulation and testing of hypotheses. Set priorities and
live as if today is your last day as a living person.” (EM7)
“It’s like doing things one day at a time. Priority should be done first
(because it’s the most needed at the time).” (EM8)
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“Time is gold and nothing to waste. Every minute counts a lot.” (EM11)
“It is valuing these three aspects: strength, time and money.” (EM2)
They were able not only to surpass the challenges the four live quadrants
offered but also have inner happiness that they enjoy their work and could hardly be
noticed by someone that these educational managers have gone through a lot of tests
but they did not give up, instead these have made them stronger and better persons as
proven by majority of the participants:
“I delegated some of the task to my faculty members under my department. In
fact, I can already file my 15-day vacation leave and travel abroad with my
friends and relatives almost every year.” (EM1)
“I achieved my goals, have a good and sustainable career that makes my
parents and friends…and even in the community to be proud of me.” (EM2)
“I am now attending important events with family and friends.” (EM5)
“Generally, when I feel inner peace and self healing, I can manage everything
easily.” (EM6)
“I make it a point to have an open communication with people involve in
those four areas (family, work, self and friends.” (EM8)
“In my work… my subordinates follow exactly my instruction and my family
and friends are supportive.” (EM11)
“In the family; money matters can easily be settled by telling my family that
we have to live the way of what we have. Never argue with money matters. If
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there’s none, there’s none. With my friends; I always find time to listen with
my friends’ stories. For myself; I always see myself as a follower especially in
my work. You have to do it first and never complain.” (EM3)
“It is easier to adjust with any personal matters that I need to attend than the
commitment I have for my work and family.” (EM4)
According to one participant’s principle and it states that, “Life is short, spend
it wisely and choose to be happy.”(EM10)
In a study conducted by Glynn, Steinberg & McCartney (2002) on Work- Life
Balance: The Role of the Manager; A manager with good management and people
management skills is likely to make a good work-life balance manager. An essential
requirement is the ability to manage workloads; (including effective planning,
scheduling and delegation).Last minute, unpredictable tasks and excessive workloads
are the biggest challenge to work-life balance in a long hour’s culture. The ability to
plan ahead and to factor time into one’s schedule for the unexpected was cited by
managers as a key requirement for keeping workloads predictable and manageable.
Also, good communication between managers and their subordinates facilitates an
empathetic and caring approach by the manager – who can only exhibit concern when
he or she knows there is a problem.
Textural Description. As presented, there were five prevailing themes: Theme
1: A Time Constraining Work Experience; Theme 2: Competing Demands Of Work
and Family; Theme 3: Quest in Sustaining Quality Relationship and Involvement;
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Theme 4: Moments of Professional and Personal Interference; Theme 5: State of
Emotional and Reflective Situations. These themes uncovered by the educational
managers’ responses and primarily; it revealed the challenging experiences
encountered by the educational managers in managing their work, relationships with
family, self and friends or community. Upon understanding the complex nature of
work of an educational manager, truly it can be a time constraining work experience
which resulted to a feeling like being snared at the dungeon of excessively time
consuming demands at work. This implies that the functions and responsibilities of
managers in the academe really requires a lot of time and if not managed well, will
end up to frustrations and stressful days in the position. Also, as they hurdle the days
of meeting all the loads in all aspects of life, they had experienced the competing
demands of work and family. It can be generally inferred that being in the position of
an educational manager is not easy as what we usually see. Hence, it is a challenging
role accompanied with sacrifices and disappointments. Truly, in some of points of
their life they have to quest to sustain quality relationships with friends and
involvement in the community. Since their role put limits in spending more quality
time for friends, they became selective with friends and decided to limit also their
exposure in the community to save themselves from the multitude of roles that can
bring conflict to other areas of life. In addition, in the life of an educational manager,
there were moments of personal and professional interference which means that there
are struggles between pursuing their personal interest or professional growth and
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performing their roles at work since both requires time and opportunity to be
successful. As to how they personally encounter the challenges, it can be described
that they are in the state of emotional situations and reflective reactions when conflict
arise. Usually their initial reaction is to feel negative towards the situation but they do
not stop being in that state instead they reflect on it to find appropriate possible
solutions.
Structural Description. Likewise, there are five emerging themes, (Theme 6:
Confidence in God, Priorities, Family and Friends; Theme 7: A Maintained
Understanding and Open Communication; Theme 8: Wise Decision and Right Choice
of Friends; Theme 9: Identify Personal and Work Related Priorities and Theme 10:
Management Style and Life Principles to Live By) explaining the second central
question, “how the participants cope with the problems, conflicts and challenging
experiences they encountered in managing their work, self and relationships with
family, friends or community.” To them it was best to set reasonable goals that
aligned with their purpose and passions. When it comes to work, it was emphasized
that they really prioritized work over leisure. If challenging situation arises, they treat
it positively, analyze the situation, plan and act to solve the problem. In addition, at
the height of their struggle, praying and committing to God to take control was the
most effective resources they had to face the challenge. Further, they have family and
friends who are supportive and who understand the nature of their work. They also,
serve as their inspiration in performing their job.
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The participants´ have the ability to foster a maintained understanding and
open communication to cope with competing demands of their multiple roles between
work and family. Handling family concerns first before anything is their priority for
they believe that a family will always be standing there beside them even faced with
the most difficult situation. They considered their family as their refuge and strength.
Planning ahead of time helped participants in decision-making. In this way,
the risk of future uncertainties can be minimized and the probable difficulties can be
avoided. Most of the participants became selective in choosing their friends; friends
who understand and gave consideration to the nature of their work.
They also practice self assessment and reflections and pursue what is best to
sustain success. Self assessment and reflection is one way to determine not only what
good things have been done but also to know the things that needs to be improved and
the things to be avoided in order not to commit the same mistakes again. It is also a
way to discover, learn, develop and establish new things which will serve as a guide
for oneself and for others.
There are several management styles which the participants applied depending
on the situations they have; the environment, the existing organizational culture, the
types of subordinates, who are involved and the degree of conflict. Time
management, democratic management, autocratic management, win-win
management, leading by example, servant leadership, proper delegation and planning,
strict to deadlines, professionalism, job orientation and awareness, were the
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leadership and management practices executed by the participants to avoid conflicts
and when problems arise. They also have their own life principles in coping with the
challenges in life. They rely in the principles of time management, which means
setting priorities and doing things one at a time and consider that time is gold. They
were able not only to surpass the challenges the four live quadrants offered but also
have inner happiness that they enjoy their work and could hardly be noticed by
someone that these educational managers have gone through a lot of challenges but
they did not give up, instead these have made them stronger and better persons.
Overall Essence. An inside look in the life of educational managers has
brought a clearer picture of their real life behind those smiles and very
accommodating features, that anyone could hardly see when dealing with them. This
picture revealed that all educational managers have gone through challenges,
problems and conflicts in the discourse of their duty in work. They are not
superheroes as some may think; they also feel sad and even upset when problems and
conflicts arise. The good thing is, they have learned better ways in dealing with
challenges they encounter not only in their work but also in their family, friends and
community and giving more time for themselves. This implies that, in every
challenge and situation in the life of an educational manager, there is a corresponding
right solution which could be learned by anyone who will be in the position through
experience and constant practice in managing not only in discourse of their duty in
work and self but also their time and relationship in family and friends or community.
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One participant’s principle caught the researcher’s attention, “Life is short,
spend it wisely and choose to be happy.” As an educational manager, proper
management; planning ahead and managing time and schedules, setting priorities,
forming a team, delegating tasks, monitoring, assessing, reflecting and improving
oneself, was the wisdom disclosed by the participants to minimize if not to totally
avoid conflicts and major problems and be able to establish an enjoyable work, career
and satisfy oneself having a happy life with family, friends and community.
With deeper analysis on the responses of the participants, the researcher has
conceptualized and formulated a possible theory “Educational Managers’ Circles of
Life”. Time management plays an important role in the life of educational manager in
order not to sacrifice the quality time for work, self, family and friends or community.
As mentioned by majority, family is their first priority and they have family and
friends who are not only supportive but also their inspiration and encouragement in
performing their task in the workplace. In addition, their faith in God has
strengthened them in performing their job. It is then possible that each of the aspects
in the life of educational manager could support each other to establish a better
work-life balance.
However, it requires necessary skills on how to manage and maneuver the
aspects of life to be of help and support to each other. An educational manager could
possibly involve his family and friends, directly or indirectly, not in the work place
but in planning especially with schedules and other work, family and friends related
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activities. Hence, better understanding and proper and open communication will be
established since the family and friends become a part and support in work and
encouragement, as well.
On the other hand, a well-managed work in the position yields best results
and more organized schedules and teamwork implies a shorter time to accomplish
everyday’s job giving more quality time that could be spent for the family and friends
activities. These would be possible if an educational manager could establish a family
which is very supportive and choose friends who are encouraging to his work. Of
course, his family and friends are always part in celebrating success in every job well
done in his work. Therefore, work, family, friends or community and self and faith in
God could also be represented by intersecting circles where one aspect could be
beneficial and contributory to the effective fulfillment of the others.
Spirituality is included in managing self which implies that God is the source
of the educational managers’ strength and confidence in performing their job
managing their other aspects of life. This explains that the aspects of life are not
contradictory with each other, if managed well, since these aspects are inseparable,
instead, there are common points of intersections such that one aspect can strengthen
the other aspects of life. This means that there are certain activities or dealings which
benefits both work and family or both work and self and faith in God or both self and
faith in God and friends or both family and friends and even all the circles of life of
an educational manager. Therefore, each aspect of life of educational manager can
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contribute to the success of the others in establishing a work life balance,
underpinned in good foundation of faith to live an enjoyable work and happy life with
family, friends and community.
Verification. This is the final step of the treatment and analysis of data
obtained from the deans and principals. The researcher went back to them by setting
up a schedule for meeting the participants so as to double check the accuracy of the
transcriptions at the same time shown his gratitude for the support and patience for
the success of the study. Corrections and comments were considered and added to the
study to establish its reliability and credibility which the participants themselves attest
during verification. The participants were given a copy of the verbatim transcriptions
from the interview.
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Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions drawn and
recommendations of the study to further enhance the concepts and facts discussed in
the preceding chapters as provided by the results of analysis of data for the research.
The study focused on understanding the views and experiences of educational
managers employing phenomenological research design.
To solve the main problem, the researcher sought answers to the following
central questions:
1. What are the experiences which educational managers have encountered
related to their four life quadrants; work, family, friends or community
and self?
2. How do educational managers manage the challenges, problems and
conflicts related to their four life quadrants?
Summary of Findings
The significant findings of the study were as follows:
1. As to the experiences which educational managers have encountered related
to their four life quadrants; work, family, friends or community and self.
Five (5) themes about the experiences of educational managers emerged.
Theme 1 focused on their complex nature of work which was time constraining
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because of excessively time consuming demands at work. Theme 2 was about
meeting the loads in all aspects of life where they had experienced the competing
demands of work and family. Theme 3 was a description of the limited quality time
for friends in which they became selective with friends and restricted their exposure
in the community to save themselves from the multitude of roles that can bring
conflict to other areas of life. Theme 4 discussed how they coped with personal and
professional interference; their struggles between pursuing their personal interest or
professional growth and performing their roles at work since both require time and
opportunity to be successful. Theme 5 highlighted their state of emotional and
reflective situations with their initial reaction towards the situation, how they
reflected and found appropriate solutions. As a whole, all the presented themes
supported the experience of participants.
2. As to how educational managers manage the challenges, problems and
conflicts related to their four life quadrants.
Likewise, there were five (5) emerging themes answering the second central
question on how educational managers manage the challenges, problems and conflicts
related to their four life quadrants. Theme 6 emphasized that they really prioritized
work over leisure; it was best to set reasonable goals that aligned with their purpose
and passions and at the height of their struggle, praying and committing to God to
take control was the most effective resources they had to face the challenges. Theme 7
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dealt with how they coped with competing demands of their multiple roles between
work and family; which they believed that having an inspiring, supportive and
understanding family will make them confident and courageous enough. Theme 8
explained that planning ahead of time helped participants made wise decisions and
also became selective in choosing their friends; friends who understand and gave
consideration to the nature of their work. Further, Theme 9 described coping with the
challenges by identifying personal and work related priorities, they practiced self
assessment and reflections and pursued what is best to sustain success. Finally, Theme
10 disclosed the management styles and life principles applied by each educational
manager to cope with the conflicts, problems and challenges encountered in life.
Essence. The inside look in the four life quadrants of educational managers
revealed the picture of their experience on the challenges they came across in dealing
with the conflicts and problems encountered in their work, family, self and friends or
community. With good management and principles where they stand, with faith in
God, they were able not only to surpass the challenges the four live quadrants offered
but also have inner happiness and enjoy their work. In addition, it could hardly be
noticed by someone that they have gone through a lot of challenges which made them
stronger and better persons.
On the other hand, work, family, friends or community, and self and faith in
God in the life of educational managers could also be represented by intersecting
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circles (educational managers’ circles of life) where one aspect could be beneficial
and contributory to the effective fulfillment of the others.
Conclusions
The researcher came up with the following conclusions based on the textural
(what) and structural (how) descriptions:
1. The experiences of educational managers in managing their four life
quadrants (work, family, self and friends or community) is truly challenging which
entails a time constraining work, competing demands of work and family, quest in
sustaining quality relationship with friends and involvement in the community,
moments of personal and professional interference and emotional situations and
reflective reactions.
2. Even though managing the four life quadrants (work, family, self and
friends or community) is accompanied with full of challenges having confidence and
strong faith in God, with supportive family and chosen understanding friends, with
maintained open communication, setting priorities and applying appropriate time
management, right delegation of tasks, proper dealing with problems they came
across, positive reactions and wise decisions, the educational managers were able to
cope with the conflicts and problems in life, yielding not only satisfactorily
performing their duties and responsibilities but also enjoying a work-life balance.
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Recommendations
Considering the findings and conclusion of this study, the researcher
elicited the following recommendations for expected actions and future directions:
1. Educational managers with work life balance should continuously live
their successful life principles and further innovate and seek for better and more
appropriate solutions to the challenges encountered to be a help for others and a
genuine legacy in the realm of education.
2. Educational managers with unbalanced work-life should be given further
training and seminars which specifically aimed to enhance their work-life balance
practices and derived effective and appropriate management skills and styles to
inhibit the occurrence of tough problems and conflicts in their four life quadrants.
3. Educational managers must fully understand the value of friends and
involvement in the community as inspiration and encouragement for a harmonious
and supportive relationship which may contributor to their success in managing a
work-life balance.
4. Future educational managers should anticipate or expect times of
pressures, demands and conflicts in all areas of their life (work, self, family and
friends or community) and must consider several management skills to attain positive
personal and professional life experiences for overall wellbeing, happiness and life
satisfaction.
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5. The educational manager’s family, to support and understand the life of an
educational manager; the multiple task and roles they are playing and the wide
accountability and vast duties and responsibilities which require high morale and
encouragement from the family to perform their task with ease and enjoyment in the
heart and to attain closer, stable, trustworthy and confident family relationship in
facing inevitable real life challenges.
6. For employers of private educational institutions, to consider the
implementation of work life balance programs; to be concerned and through proper
communication identify the needs and concerns of the employees to help them in
creating a balance in their professional and personal lives since work-life balance
initiatives are the win-win situational tools for the employers and the employees as
the organization’s goals are accomplished and fulfilled successfully along with the
personal needs of the educational managers.
7. University and school administrator must provide and promote a seamless
system to poster and shape the work-life balance of educational managers for the
fulfillment of goals and more likely to impact their life outside work.
8. The department of education (DepEd), Commission on Higher Education
(CHED) and other accrediting educational agencies and institutions should formulate
orders and programs to promote equality or balance in the number of working hours
and the job description of educational managers for better performance results.
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9. For the house of congress, particularly the party list representatives in
education, to propose a bill to include work-life balance policy in the government
programs for employees working in private or public educational institution
specifically for educational managers together with teachers, instructors and
professors; to have time for recreation and body exercise to maintain a healthy living
and to address their long-hour stay at work which will boost performance in their
work and for the welfare of their families.
10. Future researchers should conduct another study to further explore
challenging real life experiences of educational managers utilizing other research
methods or variables.
11. Future researchers should conduct further study to determine “on how
educational managers manage the aspects of their life to be contributory to the
effective fulfillment and success of each other” using qualitative research method and
“if there is a significant effect in managing their aspects of life, to be beneficial and
contributory to the effective fulfillment and success of each other, to their work life
balance utilizing quantitative research method” or as combined applying the mixed
method of research.
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APPENDICES
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APENDIX A
(Interview Protocol)
PHENOMENOLOGICAL STUDY INTERVIEW PROTOCOL
INSIDE LOOK: EDUCATIONAL MANAGERS’ FOUR LIFE QUADRANTS
Time of interview: ____________________________________________________

Place: _______________________________________________________________
Name of the Participant/Interviewee: ____________________________________
Position: Dean / Principal College/Department: ________________________
Researcher: This interview primarily aimed at understanding the experiences
(challenges, problems, conflicts and solutions) you have as educational managers
which you have encountered related to the four life quadrants: your work, family,
friends or community and self. Open-ended questions which were supported by
probing and follow-up questions if necessary were asked. You are encouraged to take
your time when you respond and likewise advised to ask for any clarifications.
Moreover, please be reminded that this interview will be tape recorded for the
accurate transcriptions of your responses which will be treated with utmost
confidentiality.
Questions:
1. What are the experiences which educational managers have encountered related to
their four life quadrants; work, family, friends or community and self?
1.1. What are the challenging experiences you encountered in managing your:
1.1.1. work,
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1.1.2. family,
1.1.3. friends or community and,
1.1.4. self?
1.2. What particular incidence where conflict arises between;
1.2.1. work and family;
1.2.2. work and community or friends
1.2.3. work and self?
1.3. What do you think is the most important among the four life quadrants; work,
family, friends or community and self in terms of priority and why?
1.4. What life principles you live in managing your life as an educational manager
considering your family, friends or community and self?
1.5. What particular situation in your four life quadrants in which you are able to
manage it easily and confidently? Please narrate.
1.6. What management style you practice to avoid conflict among the four life
quadrants?
1.7. What are the common reactions or attitudes you have made or shown when
conflicts arise among the four life quadrants?
1.8. What incidence in your working hours you encounter difficulties in doing your
job as an educational manager?
1.9. What cases or instances you prioritize;
1.9.1. your work more than your family,
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1.9.2. your work more than yourself,
1.9.3. your friends more than work?
1.10. What instances in your life when one of the elements of the four life quadrants
became a barrier to the success of the other?
2. How do educational managers manage the challenges, problems and conflicts related
to their four life quadrants?
2.1. How did you, as educational manager, cope with the challenging experiences
you encountered in managing your:
2.1.1. work,
2.1.2. family,
2.1.3. friends or community, and
2.1.4. self?
2.2. How did you manage the conflicts that arose between:
2.2.1. work and family,
2.2.2. work and community or friends, and
2.2.3. work and self?
2.3. How did you come about of giving more priority to one aspect of the four life
quadrants over the others?
2.4. How do you implement the life principles you live in managing your life as an
educational manager considering your family, friends or community and self?
2.5. How do you manage the four life quadrants that put you in particular situations
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of managing your life easily and confidently?
2.6. How did you discover or developed the management style you practice to avoid
conflict among the four life quadrants?
2.6.1. Is it very effective or there is still something to improve?
2.7. How do people around accept the reactions or attitudes you have made or shown
when conflict arise among the four life quadrants?
2.8. How do you manage your work and yourself when you encounter difficulties in
doing your job as an educational manager?
2.9. How do you deal with instances that you need to prioritize;
2.9.1. your work more than your family,
2.9.2. your work more than yourself,
2.9.3. your friends more than work?
2.10. How do you handle instances in your life when one of the aspects of the four
life quadrants became a barrier to the success of the other?
Researcher: Thank you very much for giving your time to participate in this study.
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APENDIX B
(Letter to the School Director, UPHS – Biñan)
University of Perpetual Help System-Biñan Campus

Biñan, Laguna
January 17, 2015
DR. FERDINAND SOMIDO

School Director
UPHS-Biñan Campus
Dear Sir:
Good day!
I am working on my dissertation entitled; "Inside Look: Educational Managers’ Four Life
Quadrants".
Four life quadrants refer to work, family, friends or community and self. Educational
manager as defined in this study pertains to the college dean of the University of Perpetual
Help System-Biñan who has been in the position for not less than three (3) years.
In lieu with this, I would like to ask permission to conduct this study in University of
Perpetual Help System-Biñan with interview to selected deans of colleges as participants.
Attached herewith is a copy of the validated interview protocol.
Rest assured that the gather data and information would be kept confidential. Thank you
and more power.
Respectfully yours,
ENGR. DIOSMAR O. FERNANDEZ

Student/Researcher
Noted by:
JOSE ROMANO O. JALOP, PhD.

Dissertation Adviser
DR. PEDRITO JOSE V. BERMUDO

Dean, Graduate Studies
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APENDIX C
(Letter to the School Director, UPHS – GMA)

Biñan, Laguna
November 9, 2015
DR. SUSANA S. BAUTISTA

School Director
UPHS-GMA Campus
Dear Sir:
Good day!
Quadrants".
manager as defined in this study pertains to the college deans and principals who have been
in the position for not less than three (3) years.
In lieu with this, I would like to ask permission to include two (2) college deans from
University of Perpetual Help System – GMA as participants in this study. Attached herewith
is a copy of the validated interview protocol.
and more power.
Respectfully yours,

Student/Researcher
Noted by:


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APENDIX D
(Schools Division Superintendent-City of Dasmariñas)

Biñan, Laguna
November 9, 2015
MANUELA S. TOLENTINO, EdD

Officer-In-Charge
Schools Division Superintendent
Dear Madam:
Good day!
Quadrants".
manager as defined in this study pertains to the college deans and principals who have been
in the position for not less than three (3) years.
In lieu with this, I would like to ask permission to include two (2) principals from public and
two (2) principals from private high schools as participants in this study. Attached herewith
is a copy of the validated interview protocol.
and more power.
Respectfully yours,

Student/Researcher
Noted by:


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APPENDIX E
(Letter to the Participants)
Biñan, Laguna
_________________________
________________________________
________________________________
________________________________
Dear Participant:
Good day!
Quadrants" to be conducted in the University of Perpetual Help System-Biñan Campus.
manager as defined in this study pertains to the college dean or school principal who has
been in the position for not less than three (3) years. And based on the criteria for
educational manager you were one of the chosen participants in my study.
In lieu with this, I would like to ask your permission to share with me your lived experience
as educational manager, through an interview, on how you manage conflicts, problems and
challenges you have encountered and how you live a work-life balance. Attached herewith is
a copy of the validated interview protocol.
Rests assure that the gathered personal data and information would be coded, kept
confidential and will only be used in this study. Thank you and more power.
Respectfully yours,

Student/Researcher
Noted by:

PEDRITO JOSE V. BERMUDO, Ed D., PhD.

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APPENDIX F
(Consent Form)
I have read and understood the information presented in the invitation letter of
Engr. Diosmar O. Fernandez.
I am aware that it is within my discretion that the interview will be
audio/video recorded to ensure the accuracy of my responses which may be included,
in part or in whole, in the dissertation manuscript without my name being specified
for confidentiality reason.
I am also cognizant that there are no known risks related to the study and that
I may voluntarily withdraw from the study at any time I wish to decline by advising
the researcher.
With full knowledge of the foregoing, I agree, with my own free will and by
signing my name, to participate in this study.
Name of the Participant: ___________________
Signature: ___________________
Date: ___________________
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APPENDIX G
(Verbatim Transcriptions)
Questions:
1. As an educational manager, what significant experiences have you
encountered related to your work, your family, your friends or community
and yourself?
1.1. What are the challenging experiences you encountered in managing your
work as related to the other aspects of your life?
Educational Managers 1 (EM-1): “When I was given the appointment as the dean of
the college last 2007, the total enrollment at that time was 1,700 students. It
really occupied all of my time. I stayed in the office for more than 10 hours a
day from Monday to Saturday to attend the needs of the students, complaints,
parents, relation and deal with 100 faculty members. I didn’t have time for my
husband which led to our separation.”
Educational Managers 2 (EM2): “The experience of having a limited time for family,
self and friends because of the nature of work and the length of working time
required by the institution.”
Educational Managers 3 (EM3): “Every time the college undergoes accreditation, the
said venture requires time and volume of work. The challenge is we have to
beat the deadlines and how to manage everything in the actual stay of the
examiners in the university during the accreditation visit.”
Educational Managers 4 (EM4): “Conflict of schedules… work schedule sometimes is

in conflict with family activity, community service and friends’ invitations.”
Educational Managers 5 (EM5): “Challenges on how to manage my time and

personal matters and work… how to communicate and assess people of
different cultures.”
Educational Managers 6 (EM6): “I was challenged in establishing and maintaining

rapport with the parents or community, overtime spent for work at the expense
of family quality time, and in handling power over school population and
teachers.”
Educational Managers 7 (EM7): “It broadens my contacts (persons).”
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Educational Managers 8 (EM8): “Basically, prioritizing schedules and commitments

because, I am engaged in other lateral positions and still have teaching load.”
Educational Managers 9 (EM9): “Time management is very essential. Adaptation and

adjustment to the culture of the environment catering different behaviors is a
big challenge.”
Educational Managers 10 (EM10): “Managing people, managing time, and dealing

with different attitudes of subordinates and other external factors.”
Educational Managers 11 (EM11): “Hmmmnnn…probably none because the other

aspect of my life are supportive to my work.”
family as related to the other aspects of your life?
EM1: “Primarily, the great challenging experience that I encountered at the height of
my responsibilities as the dean of a big population under my department is my
married life, and then secondly, my mother had a severe illness. Time
management…I guess… was the most critical point of my career when the
college has the most number of students.”
EM2: “No significant experience… so far… since I do not have yet my own family. I
always find time for my family… my parents… during special occasions like
my father’s birthday and my mother’s birthday or any special occasions
where we are all together.”
EM3: “My challenging experience in managing my family was when my children

were all in college level. Financial constraints were experienced by the whole
family.”
EM4: “There are cases that I need to decide whether to attend to the family activity
or not.”
EM5: “Time management… in making time for family after work.”
EM6: “I have limited time with my family and have limited financial resources.”
EM7: “It widens the array of my relatives.”
EM8: “I sometimes miss family occasions.”
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EM9: “No more time for family bonding due to the heavy loads of work which
sometimes causes misunderstandings in the family.”
EM10: “Time Management. I have ratcheted back some involvements to make sure
there is time for involvement in the family and children’s activities.”
EM11: “It is regards with my husband who has another woman…ha-ha-ha.”
friends or community as related to the other aspects of your life?
EM1: “After a year of adjustment on my career as the dean, I thank God for giving
me enough wisdom in handling other aspects of my life. From… 2008 up to
present, I make sure that I finish my work only until five (5) o’clock in the
afternoon. I allot Saturday afternoon for my friends and bonding with my
relatives and Sundays are really for my spiritual growth. I’m one of the elders
in our church and devote Sundays in my ministry.”
EM2: “My friends… due to the nature of our job with different settings and locations,
we see each other at least once a year.”
EM3: “My challenging experience in managing my friends was… when they

committed errors in their work, when they went wrong especially in dealing
with students… when to give the memo… how to bring out matters that they
will not be offended. My friends are also my colleagues.”
EM4: “Conflict of schedule of community activities with other activities I also need to
attend.”
EM5: “I have limited time spent for my friends due to hectic schedule in my work in
the academe.”
EM6: “I opted for selective friendship and selective exposure to community

activities.”
EM7: “They give respect to me more and more.”
EM8: “Unavailability for assembly and gatherings because of conflict in schedule.”
EM9: “No time for friends, socialization.”
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EM10: “Time adjustment between work, friends and community. Sometimes you have
to sacrifice your time for your friends in order to extend it to your work.”
EM11: “Only sometimes they misinterpret me and some sort of miscommunication.

That is when I was promoted where my colleagues (friends) have noticed the
difference in dealing with them which really is required by my position.”
1.4. What are the challenging experiences you encountered in managing

yourself as related to the other aspects of your life?
EM1: “I can say that, dealing with different people from all walks of life is a
challenging experience I had. I came from a small family… since I am the
only child. However, I found my job as my passion… so, in whatever problem
I encountered… it just come and go and I learned a lot in a daily basis I
experience in my life.”
EM2: “Due to the nature of work, I find hard time… managing…my time… for
personal growth like continuing my PhD course… the class requirements
since my work is from Mondays to Saturdays. I set Sundays for myself…going
to beautiful places nearby… recreational activities and relaxations such as
body massage and spa together with “my love one.”
EM3: “Challenging experience in managing myself…was whenever I go out for

accreditation especially outside region IV-A that I need to take a plane, that
scared me a lot and challenging to face other people; dignified ones.”
EM4: “None.”
EM5: “Less time for personal matter, mostly I spent my whole week at work, but
sometimes need a break just to make my stuff.”
EM6: “Sometimes I have a little time for myself which usually taken by meetings and
conferences, attending in seminar workshops, researches especially when I
worked in Bataan Refugee Camp for two years.”
EM7: “Total time management and…yes, I did act firm and gorgeous.”
EM8: “Hmmmnnn...I have limited time to pursue personal interests (i.e. I would like
to study a foreign language or learn to play an instrument.”
EM9: “My self-relaxation is sometimes affected by the nature of my work.”
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EM10: “Attending seminars, meeting new set of acquaintances and spending more
time in school.”
EM11: “I was challenged in accepting that my husband is link with another woman
although he is very supportive to me in my work.”
1.4.1. What particular incidence where conflict arises between work and
family?
EM1: “There are a lot of times that I can’t attend to important family affairs reunion
if it falls on a week day and sometimes it conflicts with my meeting with the
university chancellor.”
EM2: “So far… there had never been a conflict between my work and my family.”
EM3: “When my children still very young… still small…I could hardly look for the
“yaya” that in some point in time, I have to give up my work and be a full
time mom. So it’s a choice between family and career.”
EM4: “Schedule of work and family commitment most especially… if there is a family
bonding activity or outing and my position requires me to report in my
office.”
EM5: “Managing time…”
EM6: “One particular incident was the early marriages of my eldest son who was
still in college and my daughter who has just graduated in college has greatly
affected my focus in my work.”
EM7: “There’s none. I can’t remember an incident of having a conflict between my

work and my family.”
EM8: “When there is an institutional activity like intramurals and a relative would
invite me for a party to celebrate a birthday or anniversary.”
EM9: “When my family do not understand my situation in my work.”
EM10: “Well… none.”
EM11: “My family is very supportive to my work especially my husband.”
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1.4.2. How about work and community or friends?
EM1: “I didn’t encounter problem with my friends because they always understand
my work situation. Usually, we hold our bonding and meetings during
holidays and Sundays.”
EM1: “My friends are all in the same profession… so far, never had a conflict
between my work and friends.”
EM1: “Whenever I call the attention of my friends who are also my colleagues that in
most cases resulted to misunderstanding.”
EM1: “Schedule of work and community service activity.”
EM1: “Not merely a problem.”
EM6: “Not much conflict because I shun myself from political affiliations and
community involvement and I seldom attend gatherings or invitations from
friends and they always understand.”
EM7: “Although sometimes I seldom attend community gatherings, it doesn’t seem to

be a conflict.”
EM8: “Community gatherings sometimes conflicts with my institutional activities.”
EM9: “No conflict because I seldom go to socialization with my friends.”
EM10: “None.”
EM11: “Sometimes conflict in schedule of going out with friends because of my

work.”
1.4.3. Work and self?
EM1: “I also didn’t encounter conflict with my work and self since I considered my
work as my passion and so it is a part of me.”
EM2: “No conflict between work and self. It’s just that due to the nature of work, I
have limited time for myself.”
EM3: “When I’m tired and when my work was not appreciated.”
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EM4: “Personal matters to attend are in conflict with my work schedule.”
EM5: “Conflict in a way that there is no time for personal matters.”
EM6: “There is not much conflict between my work and myself and it is manageable”
EM7: “No conflict.”
EM8: “I, for instance, would like to see a movie but my schedule doesn’t permit.”
EM9: “So far, it’s manageable.”
1.5. In terms of priority, which do you consider among the four as the most
important?
EM1: “I still considered my family as the most important part because they are
lasting. Work can just be temporary since nobody is indispensable.”
EM2: “Family is the most important and my priority.”
EM3: “I consider my family the first, second…is self, third is my work and fourth are
my friends.”
EM4: “In terms of priority, first is my family; second is my work; then self… then
friends and community.”
EM5: “Most of the time my priority is my family more than my work; but if due to
the needs and time required by my work, my family would be my second
option.”
EM6: “Before, I consider my work as the most important because of financial needs
for the family educational needs and for myself, but, later on my family
especially my husband become the most important, myself…my health…
because I am growing older, ha-ha-ha. My work turned to be my third priority.
Time changed so as my priorities.”
EM7: “My most priority is God. But in the four life quadrants…it’s work, then
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family…self and community.”
EM8: “I’d like to think that I consider family as my first priority but sometimes, in
reality, it’s always work that eats up most of my time, ha-ha-ha.”
EM9: “I always consider my family which sometimes hinders my dedication to

work.”
EM10: “I consider family as the most priority.”
EM11: “I have learned to prioritize my family, especially my husband, then self, work
and friends. My family is whom I get my strength and whom I can always rely
on and they are always there for me.”
1.6. What life principles you live by in managing your life as an educational
manager considering your family, friends or community and self?
EM1: “Putting God first in my life is my most vital part in managing my life as an
educational manager. Everything will be in order and wisdom comes when I
entrust everything in Him.”
EM2: “Valuing these three aspects: strength, time and money.”
EM3: “I live on the principle that: Everything that happens has already happened
and it happened to my life for a purpose and reason. I believe in the principles
of reasons.”
EM4: “It’s just time management.”
EM5: “No particular principle.”
EM6: “The principle I live by is “A selfless service with integrity, dedication, respect
and humility to God, family, work, friends, and community.”
EM7: “Set priorities and live as if today is your last day as a living person.”
EM8: “Hmmmnnn…I go by this; which should be done first must be the priority
(because it’s the most needed at the time). It’s like doing things one day at a
time.”
EM9: “Just know your purpose why you are in that position.”
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EM10: “Life is short, spend it wisely and choose to be happy.”
EM11: “Time is gold and nothing to waste. Every minute counts a lot.”
1.7. What particular situation in your family, friends or community and self
can you manage easily and confidently? Please narrate.
EM1: “I delegated some of the task to seven (7) faculty members under my
department. In fact, I can already file my 15-day vacation leave and travel
abroad with my friends and relatives almost every year.”
EM2: “Achieving my goals, having a good and sustainable career that make my
parents and friends…and even in the community to be proud of me.”
EM3: “In the family; money matters can easily be settled by telling my family that we
have to live the way of what we have. Never argue with money matters. If
there’s none, there’s none. With my friends; I always find time to listen with my
friends’ stories. For myself; I always see myself as a follower especially in my
work. You have to do it first and never complain.”
EM4: “It is easier to adjust with any personal matters that I need to attend than the
commitment I have for my work and family.”
EM5: “Attending important events with family and friends.”
EM6: “Generally, when I feel inner peace and self healing, I can manage everything
easily. Whenever I encounter pain, trials, hatred or grudge, i accept the reality
and forgive so I can feel inner peace.”
EM7: “Life is big application to scientific methods. I apply the principles and
procedures for the systematic pursuit of knowledge involving the recognition
and formulation of problem, the collection of data through observation and
experiment, and the formulation and testing of hypotheses.”
EM8: “Communication perhaps. I make it a point to have an open communication
with people involve in those four areas (family, work, self and friends.”
EM9: “Catering advices and guidance based on experiences.”
EM10: “It’s situational.”
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EM11: “In my work… my subordinates follow exactly my instruction and my family

and friends are supportive.”
1.8. What management style do you practice to avoid conflict among your
work, family, friends or community and self?
EM1: “I am a very democratic person, and so with my management style goes with it.
I always consider listening with two sides before finally making a decision.”
EM2: “Management style that is adaptable and suitable to any kind of situation
arising in managing my work. I employ Situational Management Style.”
EM3: “I do it first, give a sample and they follow. In other words, I discuss things
thoroughly before they start to do the task or activity.”
EM4: “No specific management style.”
EM5: “Time management.”
EM6: “Servant leadership, entrust empowerment with accountability and talent

digging management.”
EM7: “The win – win management. Nothing should be lost.”
EM8: “Proper delegation…and I delegate a lot.”
EM9: “Time management, professionalism and job orientation and awareness.”
EM10: “Varied forms and depends on the situation.”
EM11: “Autocratic management style and strict to deadlines.”
1.9. What are your usual reactions when conflicts arise among your work,
family, friends or community and self?
EM1: “I am not a stressful type of person. I attribute it maybe to my faculty members

who are trained to handle emergency cases. So when a conflict arises, I handle
it at once before the end of the day.”
EM2: “When conflict arises, face it, diagnose and analyze and find possible solution
or remedies.”
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EM3: “Usual reactions? Frustrated, sad, challenged, burdened, and reflecting

(thinking of what went wrong).”
EM4: “As much as possible I try to examine any conflict among the four. I always
manage my time and attend to the conflict in the order of my priority.”
EM5: “Analyze and investigate the situation.”
EM6: “Call for immediate personal conversation with those concerned persons and
work out possible means to make it “win-win”. Always think positively and
think of best solution for the conflict.”
EM7: “Obviously, they follow me through.”
EM8: “Worry…that’s my initial reaction, but then, I analyze things and put them in
proper perspective until the conflict is settled.”
EM9: “Upset which results to stress.”
EM10: “I can do it. I know that God will guide me. Respect one’s opinion and don’t
be bias.”
EM11: “I start to worry and ask what happened. But then find most appropriate ways
to solve the problem.”
1.10. What difficulties have you encountered in the discharge of your duties
and responsibilities as an educational manager?
EM1: “I consider financial management as the most common difficulty I encountered.

I need to find ways, became resourceful if the management did not approve my
request for funding. I need to stand in the middle between the top management
and my subordinates.”
EM2: “Breaking one’s principle, like doing things which is against your principle
because the top management has told you to do so.”
EM3: “The difficulties encountered…? communication gap and miscommunication.”
EM4: “The more activities that I need to attend at the same time.”
EM5: “None. I am used to it.”
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EM6: “Admin to admin relationship…but I’m always the first to give way and
forgive.”
EM7: “Ha-ha-ha…the none-obedient, hard headed and closed-minded teachers often

challenges me.”
EM8: “It’s so frustrating to work with people who follow an unusual different work
ethics from mine. I need to keep a constant eye on them”
EM9: “Difficulties? yes in my first year in the position but I already have adjusted
myself to my work.”
EM10: “Adjustment to new job, new environment and handling new sets of teachers.”
EM11: “Greater power with greater roles and responsibilities.”
1.11. What instances in your life has family, friends or community or self
become a barrier to the success of your work or job?
EM1: “I can say that I am blessed enough that my family, friends and my own
schedule are not barrier in my job.”
EM2: “So far, family, my friends or the community or self are never been a barrier to
my success in my job.”
EM3: “In my family… my family financial needs; my friends… I consider how they
feel; myself? sometimes doubtful of things to do in decision-making; always
insure perfect execution of tasks.”
EM4: “None so far.”
EM5: “Not a barrier…they contribute to my success in my job.”
EM6: “All of the above became barriers but, I considered these a challenge and a
stepping stone for improvement.”
EM7: “None.”
EM8: “Family? Sometimes...if my husband and kids do not see things in my work the
way I see it. My friends? at times they tease me saying work destroy friendship.
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Myself? if I get distracted once in a while.”
EM9: “Family interest.”
EM10: “None so far, my family and friends are very supportive to me and my work.”
EM11: “Not a barrier, they are my inspiration in handling my work.”
2. How do you manage the problems and conflicts that you encountered in your
work, family, friends or community and self?
2.1. How did you, as educational manager, cope with the challenging
experiences you encountered in managing your work?
EM1: “During difficult times, I prioritize my problems as the need arises. I assess
first the magnitude of the problem, then talk to the involved person and discuss
the matter.”
EM2: “If challenging situation arises, I will always treat it positively; analyze the
situation and act to solve the problem.”
EM3: “In everything I do, I pray first and commit to God to take control of
everything to happen.”
EM4: “I will try to overcome all the challenges that I encounter in the workplace and
learn from it.”
EM5: “Plan ahead of time to avoid conflict.”
EM6: “Without fervent prayers and strong faith in the Creator, all these challenges
would have put me down and never succeeded. I also bank on trust, confidence
to my colleagues to perform better if not best.”
EM7: “I consider the challenges as just simple garbage… pick them garbage… pick
them up and place them carefully in the trash receptacles.”
EM8: “I see them as a challenge and I tell myself that all things come to pass and
tomorrow will be a better day.”
EM9: “Mind-set yourself positively and take it all as challenges.”
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EM10: “Sacrifice my leisure time in managing my work. I always prioritize my work

before any leisure activities. Take advice from the experts in order to perform
my job well.”
EM11: “First, I have to set my mind and pray to God for guidance and what would
be the best decision and tomorrow is another day.”
experiences you encountered in managing your family relationships?
EM1: “Since my separation from my husband, I was able to accept it, made myself
busy since I still have relatives, friends and colleagues who are accepting me
the way I am. I consider it my fate and that everything happened for a
purpose.”
EM2: “Communication will always be maintained in such relationship.”
EM3: “I always go for or practice the balancing of advantages and disadvantages

when decisions have to be made. Always entrust everything to God.”
EM4: “I don’t allow conflict in my family relationship. I always talk with them and
clarify all matters involved.”
EM5: “I always make a plan for the family to prevent conflict.”
EM6: “When I am at home, I talk, walk and dress up as a loving mother and dutiful
wife and my style of resolving conflict at home remains the “cool” type.”
EM7: “None… because I did relinquish myself to the so-called family. Hence, I am a
priest, a cardinal at that aspect.”
EM8: “My family is my refuge and my strength. I am open to them as much as I can
especially with nice things going on in my office.”
EM9: “Mind-set yourself positively and take it all as challenges.”
EM10: “If ever my family needs me, I always have time for them. I see to it that I
finish my work on time so that I can attend to the needs of my family if ever.”
EM11: “Nobody is perfect, no man is an island, we need each other to perform our
task and our purpose, listen to their sentiments and try to understand their
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feelings, and always have in mind that we are family no matter what.”
experiences you encountered in managing your relationships with
friends or community?
EM1: “I really don’t have the first consanguinity level of family (my parents are
gone, no brothers or sisters, no husband and no children). I only have cousins
and so, I did not have any challenging experience in dealing with my friends
and the community.”
EM2: “Understanding and constant communication must always be maintained.”
EM3: “Apply the principle that “As a person, you cannot please everybody.”
EM4: “I choose my friends; friends who give consideration to my work as an

educational manager. They understand the nature of my work which sometimes
conflict with their schedule.”
EM5: “Simple, make a plan and see to it that there would be no conflict of
schedules.”
EM6: “When I am with my friends or with the community, I exude simplicity and a
good listener and I gain their respect.”
EM7: “My friends adopt with my priorities.”
EM8: “They understand my situation, which is the reason why they are my friends.”
EM9: “Have a positive thinking and act to it as a challenge.”
EM10: “Time management. My friends understand the nature of my work since we

are all in the same field of work. Professionalism.”
EM11: “I have to plan ahead of time to minimize if not to totally avoid conflict.”
experiences you encountered in managing yourself and your career?
EM1: “I always see to it that I allocate time for myself by filing vacation leave for 15
days once a year and travel outside the country and relax.”
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EM2: “There should be balance between and among my work, my family, my friends
and myself. Time management is very important.”
EM3: “I always practice self-assessment and reflection and always open for
improvement. In my career, work for the best, apply the philosophy that, “In
everyday, we have to do our best, as if there will be no more tomorrow.”
EM4: “I always try to give my best and improve myself in all challenges that I
encountered. I give my best for my career and attend to all my personal
priorities.”
EM5: “Pursue what is best to sustain success for myself.”
EM6: “Simple! I acknowledge and accept that I am nothing. Everything comes from
God. So everything should be given back to Him for His glory. My success was
not mine to keep. I always say, the people around me worked toward success.”
EM7: “Just do it. Follow your superiors by all means.”
EM8: “I recognize my limitations. I ask help when I think I should.”
EM9: “Challenging… Time management is my solution.”
EM10: “Time management and self discipline.”
EM11: “Just relax, always have a conditioned mind and…of course…release

anxieties, set my goals, plan in advance and I always remember that I’m not
alone in accomplishing my purpose.”
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APPENDIX H
(Validator’s Certificate)
VALIDATOR’S CERTIFICATE
This is to certify that the self-made interview protocol used in this dissertation
entitled INSIDE LOOK: EDUCATIONAL MANAGERS’ FOUR LIFE
QUADRANTS, prepared and submitted by Diosmar Ochoada Fernandez has been
reviewed and validated by the undersigned.
CONSTANTINO T. BALLENA, PhD

Validator
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Graduate Studies
APPENDIX I
(Editor’s Certificate)
EDITOR’S CERTIFICATE
This is to certify that this dissertation, entitled; INSIDE LOOK:

EDUCATIONAL MANAGERS’ FOUR LIFE QUADRANTS, prepared and
submitted by Diosmar Ochoada Fernandez has been edited by the undersigned.
ANTONIO R. YANGO, PhD

Editor
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Graduate Studies
APPENDIX J
(Curriculum Vitae)
ENGR. DIOSMAR O. FERNANDEZ, MAEd

Block 11 Lot 9 San Marino Central, Salawag
Dasmariñas City, Cavite
e-mail: diosmar.fernandez@deped.gov.ph
Contact Number: (0998) 957-8243
EDUCATIONAL ATTAINMENT
Graduate : University of Perpetual Help System-Jonelta (Biñan)

Doctor of Philosophy (Educational Management)
2012 – Present
: University of Perpetual Help System-Jonelta (Biñan)

Master of Arts in Education Major in Mathematics
Thesis Title : “Traditional and Constructivist Methods in Teaching
Engineering Solid Mensuration”
2009 – 2012
: Philippine Normal University

Master of Arts in Mathematics Education
1993 – 1996
Military : Officer Candidate School

Officer Candidate Course (P2Lt)
1987 – 1988
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Graduate Studies
College : University of Perpetual Help System-GMA

Professional Education Units (28 units)
2009 – 2010
: Master's Theological Seminary

Bachelor in Theology
2005 – 2007
: University of Pangasinan
Bachelor of Science in Civil Engineering
1980 – 1984
High School : Western Pangasinan Lyceum

1976 – 1980
Elementary : Bani East Central School
1970 – 1976
CERTIFICATES OF TRAINING, MERIT AND RECOGNITION
INSET 2015 (Go and Grow in Teaching)

Congressional National High School
(Demonstration Teacher)
10/29/2015
Career Guidance Day

(Resource Speaker)
10/12/2015
Philippine Association for Graduate Education (PAGE) Zonal Conference 2014

Colegio San Agustin, Biñan City, Laguna
02/08/2014
Certificate of Appreciation
Research and Extension Colloquium (Cavite State University)
One of the Presenters
July 16, 2013
Career Guidance and Counseling Seminar (University of Perpetual Help System-
GMA)
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Graduate Studies
Resource Speaker
October 24, 2012
Seminar Workshop on Multimedia Assisted Preaching (Jesus Christ Worship Center)
Resource Speaker
June 9, 2012
Career Guidance and Counseling Seminar (University of Perpetual Help System-
GMA)
Resource Speaker
March 19, 2012
11th Provincial Elimination of the 20th Philippine Statistics Quiz

Coach of University of Perpetual Help – GMA Team
October 21, 2011
Certificate of Recognition
Developer of e-Classroom Instruction Evaluation
University of Perpetual Help System-GMA
July 30, 2011
Certificate of Recognition
Developer of e-Class Record
July 30, 2011
Merging Scientific and Mathematical Abilities in Psychological Discipline

Facilitator
August 10, 2010
Outreach Computer Literacy, Catechism and Student Workshop
One of the Cornerstones
March 29, 2010
Certificate of Merit
Highly Satisfactory Performance Rating (UPHS-GMA)
Academic Year 2008 – 2009
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Graduate Studies
SEMINARS and WORKSHOPS ATTENDED
INSET 2015 (Go and Grow in Teaching)

Participant
10/27/2015 – 10/30/2015
Division Seminar-Workshop on Disaster Risk Reduction Management

City Schools Division of Dasmariñas
07/09/2015- 07/10/2015
Leadership Training Seminar

University of Perpetual Help - Las Piñas & Molino Campuses
07/04/2015
Mass Training of Grade 10 Teachers on the K to 12 Basic Education Program

DepEd Region IV - A and De La Salle University
05/10/2015 - 05/15/2015
Strengthening Research Capability (Qualitative Research)

University of Perpetual Help System - Laguna
November 20, 2012
8 hours
Stakeholders Seminar/Meeting for CALA Expressway

Department of Public Works and Highways
General Trias Sports Complex
October 4, 2012
8 hours
PAGE 9th Regional Convention

Monte Vista Resort, Pansol, Laguna
September 15, 2012
8 hours
Securing Water Resources for Future Generation

Development Academy of the Philippines, Tagaytay City
July 31, 2012
8 hours
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Graduate Studies
Industry Partnership for Effective Communication through Acad. Linkages

University of Perpetual Help - GMA
October 10, 2011
8 hours
2011 National Civil Engineering Symposium

University of the Philippines-Diliman
September 9, 2011
8 hours
8TH PAGE-4 Regional Convention

De La Salle University-Dasmariñas
August 27, 2011
8 hours
Accelerating Research Competencies and Challenges

March 29, 2011
8 hours
Assessment of Learning: Tools and Practices

February 3, 2010
8 hours
GOVERNMENT EXAMINATIONS PASSED
Licensure Examination for Teachers

Sept 30, 2012
Passed
Civil Engineering Board Examination

May 30 – 31, 1985
81.30 % / Passed
Professional Civil Service Examination

July 28, 1985
Passed
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Graduate Studies
Sub – Professional Civil Service Examination

July 17, 1983
Passed
WORK EXPERIENCES
Jan. 2015 – present Congressional National High School

Teacher I
Dasmariñas City, Cavite
June 2012 – Oct 2014 Cavite State University – Carmona Campus

College Instructor/Campus Inspector/Guidance
Counselor
Carmona, Cavite
June 2012 – 2013 Chairman of the Board of Trustees

Jesus Christ Worship Center Church, Inc.
Dasmariñas City, Gen. Trias, Las Piñas and GMA
June 2011 – Present Vice President of the Board of Trustees

Our Lady of Remedios College of Science and Tech
(Formerly Our Lady of Remedios Montessori)
General Trias, Cavite
June 2007 – 2012 University of Perpetual Help – GMA

College Instructor
GMA, Cavite
June 2009 – 2010 EARIST – GMA

Part-time College Instructor
GMA, Cavite
July 2006 – 2007 Self Employed

Engaged in Construction, Computer Business and
Book Writing
March 2005 – 2006 School Principal

(Pre-Elem, Elem and High School)
Our Lady of Remedios Montessori School
Gen. Trias, Cavite
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October 2002 – 2005 Self Employed

Engaged in Construction, Computer Business and
Book Writing
June 1999 – 2002 College Faculty

De La Salle University
Dasmariñas, Cavite

Philippine Christian University
Dasmariñas, Cavite

Olivarez College
Parañaque, Metro Manila
Nov. 1988 – 1989 Administrative/Personnel Officer (OJT Assignment)

Dept. of Citizen Military Training
Lipa City College, Lipa City
Oct. 24 – Nov. 1998 Operation Officer (OJT Assignment)

Citizen Military Training Group
Air Force Reserve Command
Villamor Air Base, Pasay City
July 1986 – Oct. 1987 Instructor

Western Pangasinan Lyceum
Bani, Pangasinan
Mar 1985 – Jul 1986 Field Engineer

R. Fernandez Construction
Mapandan, Pangasinan
PROFESSIONAL MEMBERSHIPS
Philippine Association for Graduate Education Region IV – A

Philippine Institute of Civil Engineers (PICE)
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PERSONAL DATA
Birth Date December 7, 1963

Age 52
Marital Status Married
HOBBY
Reading the Bible, research, writing, Microsoft Excel-Based program

developing and assembling electronics/computer kits.
I hereby certify that all information above are true and correct to the best of my
knowledge.
Engr. Diosmar O. Fernandez
cxciv

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UNIVERSITY OF PERPETUAL HELP LAGUNA

INSIDE LOOK: EDUCATIONAL MANAGERS’ FOUR LIFE QUADRANTS

RECOMMENDATION FOR ORAL EXAMINATION

This dissertation entitled; “Inside Look: Educational Managers’ Four Life

APPROVED BY THE PANEL OF EXAMINERS

Approved by the Panel on Oral Examination with a grade of _____ %

Accepted and approved in partial fulfillment of the requirements for the

A sincerest appreciation and expression of gratitude to:

the selected university deans of University of Perpetual Help System-Jonelta and

my research instrument Validator, Dr. Constantino T. Ballena, for sharing his

my classmates in University of Perpetual Help System-Biñan, my colleagues in

This scholastic venture is lovingly devoted to…

my Creator and Provider, God Almighty

my loving parents, Marcelino and Eurificasion O. Fernandez

my caring wife and my inspiration, Leticia C. Fernandez

my sweet daughter, Isaiah C. Fernandez

my son-in-law, Jim Jomel Tesnado

my pretty granddaughter, Jimaiah Grace Fernandez Tesnado

accommodating and supportive participants in this study

educational managers of different schools/universities

and to you who will be reading this dissertation

Title : INSIDE LOOK: EDUCATIONAL MANAGERS’

Author : Diosmar Ochoada Fernandez

Degree : Doctor of Philosophy Major in Educational Management

School : University of Perpetual Help System - Jonelta

Academic Year : 2015 -2016

Adviser : Jose Romano O. Jalop, PhD

Number of pages :134

Keywords: inside look, educational managers, four life quadrants, challenges,

Title Page ...................................................................................................................... i

Recommendation for Oral Examination ...................................................................... ii

Acknowledgement ...................................................................................................... iii

Dissertation Abstract .................................................................................................... v

Table of Contents ...................................................................................................... viii

List of Tables ............................................................................................................. xii

List of Figures ............................................................................................................ xii

CHAPTER 1 THE PROBLEM AND ITS SETTING ................................................ 1

Theoretical / Conceptual Framework ................................................... 3

Statement of the Problem ..................................................................... 6

Assumption of the Study ...................................................................... 6

Scope and Delimitation ........................................................................ 7

Significance of the Study ..................................................................... 8

Definition of Terms .............................................................................. 9

CHAPTER 2 REVIEW OF RELATED LITERATURE ......................................... 13

State of the Art …….......................................................................... 13

Work Life Balance Definition ........................................................... 13

Work-Life Balance: The Role of the Manager ……………...…….. 19

Causes of Work-Family Imbalance and Role Strain or

Work-life Balance, Stress and the Consequences ………………….. 27

Work-life balance and Family Friendly Policies ............................... 29

Role Overload and Role Conflict ………………………………..…. 35

Class Differences and Work-Life Conflict …………………............ 37

Work-Life Balance in Respect to Marital Status ………….……….. 45

Relationship between Work Life Balance, Job Stress and Job

Conceptualizing and Measuring Work-life Integration or

Effect of the Volume of Working hours on Work-life Balance ……. 63

Work - Family Balance and Networking ………………………...… 66

Work - family Conflict and Interference …..……………………..... 68

Relationship Quality ……………………………………………….. 73

Standard Work schedules and Work-Family Outcomes ………….... 76

Spirituality as A Way of Coping with the Demands …………….…. 78

Synthesis of the Reviewed Literature ................................................ 79

Gaps Bridged by the Present Study ................................................... 80