Reconceptualizing work-life balance among Islamic religious education teachers: The integrative role of workplace social support in pedagogical practice
https://doi.org/10.63826/jiire.v2i1.199
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Abstract
The increasing complexity of teachers’ professional roles, particularly within Islamic Religious Education (IRE), has intensified challenges in maintaining work–life balance, as responsibilities extend beyond instructional duties to include moral and spiritual obligations. Despite growing attention to teacher well-being, limited research has examined how workplace social support functions as a dynamic mechanism in sustaining balance within faith-based educational contexts. This study aims to explore IRE teachers’ perceptions of work–life balance and their understanding of the role of workplace social support in maintaining professional and personal well-being. Employing a qualitative case study design, data were collected through in-depth semi-structured interviews with 18 IRE teachers and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that IRE teachers frequently experience role conflict due to administrative workload, pedagogical demands, and social expectations, which affect emotional stability and teaching performance. However, workplace social support—manifested through collegial collaboration, leadership understanding, and supportive institutional culture—emerges as a critical buffer that enhances psychological well-being and facilitates balance. The study is limited by its contextual scope and qualitative design, suggesting the need for broader and mixed-method investigations. The findings imply that strengthening relational and institutional support systems is essential for sustainable teacher well-being. The originality of this study lies in reconceptualizing work–life balance as a socially constructed and value-embedded process within Islamic educational settings.
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References
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