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This study examined how work-life balance moderates the relationship between work attributes and work engagement among secondary school teachers in Tanzania. It investigated whether teachers’ ability to balance professional and personal demands influences their level of passion and commitment to their roles. A cross-sectional research design was adopted, with data collected using a structured questionnaire from 198 secondary school teachers, selected through stratified random sampling. Structural equation modeling (SEM) was used for analysis. Results informed that, work attributes significantly and positively predict work engagement. Notably, work-life balance strengthened this relationship: teachers who effectively managed work and personal life exhibited higher engagement, particularly when their jobs offered favorable attributes. A significant positive direct link was also found between work-life balance and work engagement, indicating that better balance fosters greater job involvement. This study extends Social Exchange Theory by demonstrating that organizational support for work life balance is perceived as a positive exchange, prompting employees to reciprocate with increased engagement. It contributes to the literature by highlighting the moderating role of work-life balance in enhancing teacher engagement, offering insights for educational institutions aiming to improve motivation and performance
Vincent Kadoke Kibambila (Wed,) studied this question.