Mediating roles of burnout and work–life balance in the relationships between COVID-19 anxiety and life satisfaction among Filipino teachers working remotely

Abstract

Amid global constraints imposed by COVID-19, the education sector witnessed sudden transformations, including school closures and the adoption of distance learning, leading to heightened anxiety among Filipino teachers and impacting their overall well-being. This study explores the mediating roles of burnout and work–life balance in the associations between COVID-19 anxiety and life satisfaction among teachers. Data were collected from 532 teachers (73.3% women; mean_age = 27.93 ± 1.27 years) engaged in remote work through an online survey using self-reported questionnaires. Results indicated a significant and adverse influence of COVID-19 anxiety on life satisfaction. Also, COVID-19 anxiety showed an effect on both burnout and work–life balance. A significant association between work–life balance and life satisfaction was found, with work–life balance playing a significant mediating role in the relationship between COVID-19 anxiety and life satisfaction. These results suggest that the anxiety induced by COVID-19 disrupts the equilibrium between work–life balance and increases burnout, leading to reduced life satisfaction. To mitigate these negative effects on life satisfaction, policymakers and school authorities should devise effective strategies aimed at alleviating teachers' anxiety related to COVID-19. This approach aims to ultimately diminish burnout, fostering an improvement in work–life balance and life satisfaction for educators.