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Abstract
Work-life balance is a critical concern for teachers as they navigate the dual demands of professional responsibilities and personal commitments. This study employed a descriptive-correlational research design to examine the factors influencing teachers' work-life balance and their corresponding work performance among public secondary school educators in San Fernando, Bukidnon. Specifically, the study investigated workload and time demands, institutional support, personal and family responsibilities, and workplace environment as potential influencing factors. Results indicated that personal and family responsibilities emerged as the most significant factors affecting the balance of work, while workload and time constraints posed substantial challenges. Despite these difficulties, teachers consistently maintained a commendable level of work performance, particularly in instructional delivery, student engagement, and administrative tasks. The analysis revealed no significant correlation between work-life balance and work performance, suggesting that other factors—such as professional motivation, institutional support, and personal resilience—may more critically influence teachers’ effectiveness. The findings underscore the importance of institutional policies that promote flexible scheduling, time management training, and wellness programs aimed at mitigating work-related stress. It is recommended that educational leaders advocate for comprehensive support systems and professional development initiatives that bolster teachers' resilience and workload management skills. Future research is encouraged to explore additional variables influencing teachers’ performance, employing qualitative approaches to gain deeper insights into their lived experiences.
