This study investigates the relationship between teacher work-life balance (WLB), institutional support, andstudent academic performance across six countries using secondary data analysis. Key indicators—including teachinghours, absenteeism, leave policies, student-teacher ratios, and education expenditure—were examined in relation toPISA 2022 science scores. Descriptive comparisons, correlation analysis, and multiple regression modeling revealed thatexcessive workloads and high absenteeism negatively correlate with academic outcomes, while education investment andsupportive policies predict improved performance. These findings affirm the relevance of the Job Demands-Resourcesmodel and Human Capital Theory in understanding how systemic teacher wellbeing contributes to educational quality.The study underscores the importance of integrating WLB frameworks into national education strategies to achieveSustainable Development Goals (SDGs) 3 and 4.
| Mualliflar | Rikhsiboev Azamat Murodali ugli, Dr.askolani, SE.,MM, Annisa Ciptagustia, SE.,M.Si |
|---|---|
| Jurnal | Innovation science and technologiy |
| Nashr sanasi | 2025-06-25 |
| Jild | 1 |
| Son | 6 |
| Betlar | 50-58 |
| Til | Ingliz |
| DOI | 10.5281/zenodo.17446111 |
DOI: 10.5281/zenodo.17446111 · Maqolaning asl sahifasi
teacher wellbeing, work-life balance, education policy, PISA, SDG 3, SDG 4, job demands-resources model, human capital, cross-national analysis
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