Work-Life Balance, Scholastic Readiness, Self-Efficacy, and Students’ Engagement in Mathematics

This study presents the relationship between work-life balance, scholastic readiness, self-efficacy, and students’ engagement in mathematics. This study aimed to identify the level of students’ work-life balance in terms of self-management, time-management, and stress management; level of students’ self-efficacy in terms of academic, social, and emotional aspects; level of students’ engagement in Mathematics in terms of cognitive, social, and emotional; and explored their relationships with students’ engagement in Mathematics. This is a correlational quantitative study where three adopted research instruments were utilized. The research respondents where ninety (90) grade ten (10) students at an identified private school in Molave, Zamboanga del Sur using complete enumeration. Findings revealed that the students’ work-life balanced is in balanced level, students’ scholastic readiness and self-efficacy is high, students’ level of engagement in mathematics subject is high and a significant relationship existed among students’ work-life balance, scholastic readiness, self-efficacy, and engagement in Mathematics. This study signified that as students’ work-life balance, scholastic readiness, and self-efficacy increase, their engagement in mathematics also increases and vice versa. This study suggests that the schools are encouraged to create and implement programs that promote students’ work and personal life, prepare them academically, and boost their self-efficacy to enhance their engagement in Mathematics.