Leveraging Principal Leave Management for Teacher Work-Life Balance: Empirical Evidence from Secondary Public Schools in Kenya
DOI:
https://doi.org/10.70619/vol6iss6pp17-35-910Keywords:
Leave Policies, Work-Life Balance, public secondary schools, KenyaAbstract
The study examines the relationship between principals' adherence to leave policies and teachers' work-life balance. The study analyzed the effects of various types of leave granted to teachers on their work-life balance in public secondary schools in Isiolo County, Kenya. The study employed a descriptive survey design and a mixed-methods approach to integrate quantitative and qualitative data. It provides clear insight into principals' practices and teachers' experiences. The sample comprised 254 respondents, including 220 teachers and 34 principals. The data were analyzed using descriptive and inferential statistics in SPSS v25. The study reveals a non-statistically significant association between principals' adherence to leave policy and teachers' work–life balance, F (1,220) = 0.290, p = 0.591, p > .05. The study indicates that leave policy adherence has a weak impact on the work-life balance among teachers. Also, if these policies are inconsistently applied throughout the school, adherence may fail to produce the benefits for which they are intended. Improvements might be achieved through more efficient communication of leave entitlements, uniform administration, and training for principals in effective leave management to improve teaching conditions.
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