This study determined the challenges and strategies of elementary school teachers in rural schools within the Schools Division of Ilocos Sur in managing work-life balance in the era of digital education. Using descriptive phenomenology, the lived experiences of elementary school teachers were explored through online open-ended interview questionnaires. Thematic analysis revealed several key challenges: blurred boundaries between work and personal life, psychological and emotional stress, technological difficulties, and excessive workload. In response, teachers adopted coping strategies such as effective time management, ssetting bboundaries bbetween work and personal life, seeking family support, and practicing self-care and stress management aactivities. The findings underscore the urgent need for policy interventions and institutional support systems that promote sustainable digital teaching practices while safeguarding the holistic welfare of educators.
Agnes Joy Sumagit (Mon,) studied this question.