BALANCING THE SCALES: WORK-LIFE BALANCE AND JOB COMMITMENT AMONG PUBLIC SCHOOL TEACHERS

This study examined the extent of work-life balance (WLB) and the level of job commitment among public school teachers in the Division of Bais City, and their relationship with profile variables, including age, sex, civil status, and length of service. Using a descriptive-correlational design, 190 randomly selected teachers from clusters 6, 7, and 8 participated in the study. A validated questionnaire served as the primary research instrument. Data were analyzed using mean, Spearman's rank correlation coefficient, and chi-square test. Findings revealed that teachers generally experienced a balanced work-life condition in areas such as satisfaction with family and self-life, awareness, workplace flexibility, and self-appreciation, although role overload remained a challenge. They also demonstrated high levels of affective, continuance, and normative commitment. Results further indicated a significant relationship between WLB and job commitment, with sex emerging as the only variable significantly associated with WLB. In general, the findings highlight that a well-maintained WLB strengthens teachers’ commitment to their profession by supporting their emotional attachment, sense of obligation, and willingness to remain in service. This underscores the need for fair workload distribution, gender-responsive policies, and a supportive school environment to sustain teacher motivation, enhance well-being, and promote long-term retention in the public school system.