Work-Life Balance and Employees’ Performance: Basis for Human Resource Intervention Plan

This study investigated the relationship between work-life balance and job performance among administrative and teaching faculty at Hardam Furigay Colleges Foundation, Inc. across six campuses. Grounded in Boundary Theory and Campbell’s Theory of Work Performance, the descriptive-quantitative correlational design utilized total enumeration sampling. Data were evaluated using Cronbach's alpha, weighted means, Pearson Product-Moment Correlation, independent sample t-tests, and ANOVA. Subscale internal consistency was confirmed across all dimensions. The overall work-life balance was rated as "Very High" with "grand mean" of 3.41, with workplace flexibility scoring highest (3.59). Overall job performance was also rated "Very High" having "grand mean " 3.47, led by initiative and creativity. A statistically significant, moderate positive correlation was identified between work-life balance and job performance.
Demographic variables including sex, age, civil status, educational attainment, job title, and length of service showed no statistically significant differences in either work-life balance or job performance ratings across the institutional sample. To address these findings, the study introduces an action-oriented Human Resource Intervention Plan. This framework features structured implementation schedules, strategic resource allocation models, objective multi-source performance criteria, and continuous evaluation mechanisms to enhance institutional sustainability, foster workplace equity, and promote long-term employee well-being across all campuses.

Boundary Theory, Higher Education Administration, Human Resource Intervention Plan, Job Performance, Work-Life Balance

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