Work–Life Balance, Counselling Support, and Job Performance among Secondary School Teachers in Abeokuta, Ogun State

Abstract

This study investigated the relationships and predictive effects of work–life balance and counselling support on job performance among secondary school teachers in Abeokuta, Ogun State. A total of 90 teachers were selected using a multi-stage sampling technique from three local government areas, with three schools in each area and ten teachers from each school. Data were collected using structured questionnaires adapted from validated instruments measuring work–life balance, counselling support, and job performance. Pearson’s product-moment correlation and multiple regression analyses were employed to examine the research questions. Findings revealed significant positive relationships between work–life balance and job performance (r = .61, p < .01) and between counselling support and job performance (r = .54, p < .01). Work–life balance and counselling support were also positively interrelated (r = .49, p < .01). Multiple regression analysis indicated that work–life balance and counselling support jointly contributed significantly to teachers’ job performance (R = .68, R² = .46, F(2, 87) = 45.18, p < .01), accounting for 46% of the variance in performance. Relative contribution analysis showed that work–life balance (β = .52, p < .01) had a stronger predictive effect than counselling support (β = .36, p < .01). The results underscore the critical role of both personal management strategies and institutional support in enhancing occupational effectiveness among secondary school teachers. Work–life balance emerged as the primary determinant of job performance, while counselling support acted as a complementary mechanism that strengthens resilience, emotional regulation, and coping strategies. The study recommends that school administrators implement policies promoting flexible scheduling, workload management, and accessible counselling services to optimise teachers’ professional performance and wellbeing, ultimately improving educational outcomes for students.