Mediating Effects of Self-Efficacy on the Relationship Between the Work-Life Balance and Psychological Well-Being: Basis for a Comprehensive Development Plan

Administrative officers play equally significant roles in a school's daily functions; hence, this study was conducted to determine the mediating effects of self-efficacy on the relationship between work-life balance and psychological well-being. Frequency and count, weighted mean, Kruskal-Wallis H-test, Mann-Whitney U-test were used to treat the data. Most participants are middle-aged female full-fledged administrative officers who graduated from a two-year vocational program and have been in service for no more than five years. Generally, participants' work-life balance was considered average. Most of the participants had good standing in all areas of psychological well-being. The overall self-efficacy of the participants was considered high in all aspects. There was no significant difference in the psychological well-being of the participants when grouped by age, designation, highest educational attainment, and years of service. There was a significant difference in the psychological well-being in terms of positive relations and self-acceptance when grouped according to sex. The regression analyses indicate that work-life balance is not a significant predictor of well-being. Similarly, self-efficacy does not significantly predict work-life balance. Meanwhile, self-efficacy is a substantial predictor of well-being. The challenges faced by the participants at work were mostly evident in area of workload and deadlines. Moreover, the coping practices in work environment were mostly demonstrated through taking breaks and engaging in self-care. A comprehensive development plan was proposed to strengthen the participants' psychological well-being, work-life balance, and self-efficacy.