CONTEXTUALIZING PROCRASTINATION: ITS IMPACT ON THE WORK-LIFE BALANCE OF SCIENCE TEACHERS IN PUBLIC ELEMENTARY SCHOOLS

This study examined the experiences of Science teachers from the Schools Division Office of Lucena City in relation to procrastination and its impact on their work-life balance. Using a convergent parallel mixed-methods design, the study simultaneously employed a descriptive survey to collect quantitative data on the prevalence, causes, and effects of procrastination alongside semi-structured interviews guided by descriptive phenomenology to capture the lived experiences of selected participants. Quantitative results revealed that workload demands, ancillary responsibilities, emotional exhaustion, and challenges in time management were major contributors to procrastination. Qualitative findings further highlighted common experiences such as emotional strain, reduced motivation, task avoidance, and the use of coping mechanisms like time blocking and digital task managers. The integration of both data components revealed that procrastination among Science teachers is shaped by a combination of professional demands and personal challenges, significantly affecting both their instructional performance and overall well-being. Based on the findings, the study recommends the development of targeted support programs and practical interventions to help teachers manage procrastination more effectively and maintain a healthier work-life balance. These results provide valuable insights for strengthening teacher wellness initiatives within the division. Keywords: Procrastination, Work-life balance, Science teachers