Beyond the Classroom Walls: A Phenomenological Study on Teachers’ Interrelationships, Work-Life Balance, and Sociological Perspectives

Abstract

This study described the lived experiences of public secondary school teachers in General Trias, Cavite, highlighting how sociology of religion theories frame their professional interrelationships and work–life balance. Drawing from Durkheim’s collective conscience, teachers’ shared values and solidarity within the school community are vital in sustaining resilience. Weber’s notion of vocational calling illuminated how teaching is perceived as both a profession and a moral duty, shaping teachers’ commitment despite challenges. Meanwhile, Berger’s sacred canopy provides insight into how religious and spiritual frameworks influence meaning-making in balancing personal and professional demands. Guided by the phenomenological approach, the study involved five (5) public secondary school teachers. Data were gathered through in-depth interviews and analyzed thematically by identifying significant statements, formulating meanings, and clustering these into themes. Results reveal that teachers experience work–life balance as a dynamic and evolving process shaped by workplace conditions, religiously informed values, symbolic meanings, and collective practices. They encountered challenges such as heavy workload, emotional demands of teaching, and difficulty in maintaining boundaries between work and personal life. Despite these challenges, teachers showed resilience by developing coping strategies, seeking support from colleagues and school leaders, and gradually adjusting to the demands of their profession. The study concluded that work–life balance among teachers emerges as a continuous process shaped by sociological and religious dynamics of role negotiation, collective solidarity, and vocational meaning. These findings emphasize the importance of supportive leadership, collaborative school environments, and responsive institutional practices in promoting teacher well-being.