The findings are relevant to schools where teachers increasingly manage responsibilities that extend beyond classroom teaching. At SDN Cipageran Mandiri 1, teachers are responsible not only for teaching but also for preparing learning administration, attending meetings, participating in school activities, and handling other educational duties. Their scheduled working hours run from 6:30 a.m. to 2:00 p.m. Western Indonesian Time.
For married female teachers, these professional responsibilities must be managed alongside family obligations. Ananda and Mulyana from Universitas Jenderal Achmad Yani examined this situation specifically among married female teachers at the Cimahi elementary school. The research provides a closer look at how the ability to balance work and personal life relates to teachers’ feelings about their jobs.
Work and Family Responsibilities Create a Time Challenge
The researchers highlighted teacher lateness as one indication of the practical challenges involved in managing work and family responsibilities.
School administration records showed 89 cases of teacher lateness between May and October 2025. The highest number was recorded in August, with 23 cases, while July had the lowest figure at six. The monthly average was 15 cases.
The researchers did not treat lateness as proof that teachers were dissatisfied. Instead, the pattern was presented as an indication that some married female teachers may have difficulty managing their time between professional and household responsibilities. Repeated lateness can also affect classroom discipline, the learning process, and the quality of educational services if it is not properly addressed.
Preliminary interviews with five married female teachers provided additional context. Some teachers reported difficulties balancing work pressure with family and personal time. The researchers also found that school-related work sometimes had to be completed outside regular working hours, limiting the amount of time available for family.
35 Teachers Took Part in the Study
Ananda and Mulyana used a quantitative research design involving all 35 married female teachers at SDN Cipageran Mandiri 1. Because the population was relatively small, every member of the population was included as a respondent.
The researchers collected information through questionnaires, preliminary interviews, documentation, and literature research. The questionnaire measured work-life balance and job satisfaction using a five-point scale. Data were processed with SPSS version 27 and examined through descriptive analysis and simple linear regression.
Work-life balance was assessed through three dimensions: time balance, involvement balance, and satisfaction balance. In simple terms, these dimensions examine how individuals divide their time, remain psychologically engaged in different areas of life, and maintain satisfaction across their professional and personal roles.
Teachers Reported Balanced Work-Life Conditions
The research found that the married female teachers had an overall work-life balance score of 3.94 out of 5, placing it in the balanced category.
The three dimensions produced different scores:
- Satisfaction balance: 4.02
- Involvement balance: 4.00
- Time balance: 3.80
Satisfaction balance recorded the highest score, while time balance was the lowest. The results suggest that teachers generally manage to balance their professional and personal roles, but managing time remains the area with the greatest room for improvement.
The researchers therefore recommended that schools pay greater attention to workload distribution and scheduling. More proportional task assignments and more effective school activity schedules could help teachers meet professional responsibilities while also managing their personal and family obligations.
Job Satisfaction Reaches the “Very Satisfied” Category
The teachers also reported a high level of job satisfaction. The overall score reached 4.30 out of 5, placing job satisfaction in the “very satisfied” category.
The highest individual indicator was absenteeism rate, with a score of 4.46. Employment level and organization size each scored 4.28, while employee turnover recorded the lowest score at 4.17. Even the lowest-scoring indicator remained within the study’s very satisfied category.
Statistical analysis found a positive relationship between work-life balance and job satisfaction. The regression equation was Y = 23.406 + 0.319X, meaning the work-life balance coefficient was positive.
The relationship was also statistically significant. The calculated t value was 2.369, compared with a critical value of 1.692, while the significance value was 0.024, below the 0.05 threshold. The researchers therefore concluded that work-life balance has a positive effect on job satisfaction among the married female teachers examined in the study.
However, the researchers emphasized that work-life balance is only one part of the picture. The coefficient of determination was 14.5 percent, meaning work-life balance accounted for 14.5 percent of the variation in job satisfaction. The remaining 85.5 percent was associated with other factors outside the study.
What Schools Can Learn From the Findings
The findings from Ananda and Mulyana at Universitas Jenderal Achmad Yani suggest that improving teachers’ ability to manage work and personal responsibilities can be one component of maintaining job satisfaction.
The researchers recommend proportional workloads, fair task distribution, effective scheduling, performance recognition, a supportive work environment, better communication between school leaders and teachers, and opportunities for professional development. They also suggest that schools consider reasonable tolerance for lateness in situations involving family responsibilities while continuing to uphold workplace discipline.
“Work-life balance” in this context does not mean reducing professional standards. Rather, the findings indicate that teachers may benefit when school systems recognize the need to manage both professional and personal responsibilities. As Ananda and Mulyana’s results show, stronger work-life balance is associated with higher job satisfaction, although it does not explain satisfaction by itself.
The researchers recommend that future studies examine additional factors, including workload, workplace environment, leadership style, compensation, and job stress. Research involving other schools and educational levels could also determine whether similar patterns occur in broader populations.
Author Profiles
Rastia Dewi Ananda is the first author and corresponding author of the study, affiliated with Universitas Jenderal Achmad Yani. Her research in this article focuses on work-life balance and job satisfaction among married female teachers. The journal article does not state her academic degree.
Aam Rachmat Mulyana is the second author and is also affiliated with Universitas Jenderal Achmad Yani. The article reflects research interests in human resource management, particularly work-life balance and job satisfaction. His academic degree is not stated in the source article.
Research Source
Article title: “The Effect of Work Life Balance on Job Satisfaction of Married Female Teachers at Elementary School Cipageran Mandiri 1, Cimahi City”
Authors: Rastia Dewi Ananda and Aam Rachmat Mulyana
Journal: Asian Journal of Applied Business and Management (AJABM)
Publication: Volume 5, No. 3, 2026, pages 821–830
DOI: 10.55927/ajabm.v5i3.69
Official journal website: journalajabm.my.id/index.php/ajabm
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