Abstract
This study explored organizational commitment and work-life balance among teachers in remote hinterland schools, where geographic isolation, limited resources, and financial constraints pose unique challenges. It examined teachers’ emotional attachment to the profession, perceived job necessities, and sense of obligation, as well as their efforts to manage workloads, health, and family responsibilities. The study employed a descriptive-correlational research design, involving 103 randomly selected teachers from nine elementary, three integrated, and one national high school. A Fishbowl method was used to ensure fair and unbiased respondent selection. Eligible teachers’ names were written on slips of paper, placed in a bowl, and drawn randomly. This method ensured equal chances of participation across schools. Data were collected using an adopted standardized survey questionnaire, divided into three sections: socio-demographic profile, organizational commitment, and work-life balance. The instrument was adopted from validated tools by Hayday (2020) and Marmol (2019). Findings revealed that teachers maintained strong emotional and moral ties to their profession (affective and normative commitment). At the same time, job security and financial concerns significantly influenced their decisions to stay (continuance commitment). Many experienced stress, fatigue, and challenges balancing work and family life. However, strong health support systems, manageable workloads, and encouragement from family were associated with higher levels of commitment. The findings of this study serve as a basis for developing an action plan aimed at enhancing teacher training programs in remote schools, with a focus on mental health support, stress and time management, leadership development, and wellness initiatives to improve teacher retention and performance.
