Abstract

This research aimed to develop a management model to enhance work-life balance for personnel in schools under the Secondary Education Service area office in Inspection Region 14. The study used a Research and Development (R&D) approach with four phases. Phase 1 involved studying the current situation, desired conditions, and needs related to work-life balance management among school personnel. The sample consisted of 365 secondary school administrators and educational personnel in Inspection Region 14, selected using stratified random sampling, and 3 administrators with good practices, selected using purposive sampling. Phase 2 involved creating and validating the work-life balance management model. The target group consisted of 11 experts, selected using purposive sampling. Phase 3 involved piloting the model in one secondary school. The target group consisted of 30 administrators and teachers, selected using purposive sampling. Phase 4 involved evaluating the model’s appropriateness, feasibility, and usefulness. The target group consisted of 21 experts, selected using purposive sampling. The research instruments included questionnaires, interviews, and observations. Statistical analyses included means, percentages, standard deviations, and content analysis. The study revealed that the current and desired state of management aimed at promoting work-life balance among personnel in educational institutions is high. The developed model comprises five key components: 1) Principles, including 1) mindfulness, 2) creating an individual lifestyle, 3) growth mindset, and 4) facilitating; 2) Objectives, which provide guidelines for educational institutions to enhance work-life balance, strengthen personnel well-being, and improve institutional effectiveness; 3) Implementation Procedures, involving five steps: (1) Professional Development, (2) Equity, (3) Relationships Workplace, (4) Time Management, and (5) Health Promotion; 4) Evaluation, covering (1) outcome evaluation, (2) process monitoring, and (3) user satisfaction; and 5) Success Conditions, which include 1) administrators value and prioritize the quality of life of the educational institution’s personnel, 2) there is cooperation in following the operational methods of the model, and 3) the educational institution has a friendly working environment and atmosphere. The evaluation results indicated that the appropriateness and usefulness of the Management Model to Enhance Work-life balance for Educational Personnel within Secondary educational service area offices in Inspection Region 14 were at the highest level, and that the feasibility was high.

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