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Abstract
The purpose of the study was to determine the influence of emotional intelligence and work-life balance to the organizational commitment of teachers. Additionally, it aimed to examine the relationship between emotional intelligence, work-life balance, and organizational commitment. Quantitative research utilizing descriptive correlational technique and regression analysis was employed in this study. Data were gathered from 102 randomly selected teachers in elementary classrooms in Davao del Norte specifically in schools within Kapalong West District who were selected through stratified random sampling. Data collection was done using survey questionnaires. Findings revealed that the level of emotional intelligence, work-life balance and organizational commitment were all descriptively very high. The results also indicated a significant relationship between emotional intelligence and organizational commitment. Likewise, a significant relationship between work-life balance and organizational commitment of teachers. Moreover, the results showed that the domains of emotional intelligence significantly influenced organizational commitment. Similarly, the domains of work-life balance significantly influenced organizational commitment. This signifies that teachers who maintain a balance between their professional and personal lives are more likely to exhibit higher level of commitment and satisfaction in their roles.
