Examining Perceived Productivity as a Mediator Between Work-Life Balance and Job Satisfaction Among College Employees

Abstract

Background and Aim: Work–life balance has emerged as a critical organizational issue in higher education institutions due to increasing workload demands, multiple role responsibilities, and changing work arrangements. Grounded in the Conservation of Resources (COR) Theory, this study examined the relationships among work–life balance, perceived productivity, and job satisfaction and investigated whether perceived productivity mediates the relationship between work–life balance and job satisfaction among college employees.

Materials and Methods: This study employed a quantitative descriptive-correlational design with mediation analysis. Data were collected from 50 faculty and staff members of Tubod College using a structured questionnaire adapted from validated instruments. Descriptive statistics were used to determine the levels of the study variables, while Spearman’s rho correlation analysis assessed their relationships. Mediation analysis was conducted using bias-corrected bootstrapping with 1,000 resamples to evaluate the indirect effect of work–life balance on job satisfaction through perceived productivity.

Results: The findings revealed high levels of work–life balance (M = 3.49), perceived productivity (M = 4.10), and job satisfaction (M = 3.84) among respondents. Significant positive correlations were found between work–life balance and perceived productivity (ρ = .332, p = .018), work–life balance and job satisfaction (ρ = .622, p < .001), and perceived productivity and job satisfaction (ρ = .391, p = .005). Mediation analysis showed that work–life balance significantly predicted perceived productivity (β = .353, p = .008). However, perceived productivity did not significantly predict job satisfaction (β = .140, p = .233). The indirect effect of work–life balance on job satisfaction through perceived productivity was not statistically significant (Estimate = 0.063, SE = 0.058, β = .050, p = .276), with the 95% bias-corrected bootstrap confidence interval including zero (CI = −0.018, 0.197). In contrast, work–life balance exerted a significant direct effect on job satisfaction (Estimate = 0.714, β = .564, p < .001), and the total effect remained significant (Estimate = 0.777, β = .614, p < .001).

Conclusion: The findings indicate that work–life balance directly enhances job satisfaction among college employees, independent of their perceived productivity. Consistent with COR Theory, employees who effectively balance personal and professional responsibilities are better able to preserve psychological resources that contribute to positive workplace outcomes. The study underscores the importance of fostering supportive work environments and balanced work arrangements to strengthen employee well-being and job satisfaction in higher education institutions.