Organizational Commitment, Work Buoyancy, Work-Life Balance, and Job Performance: A Structural Equation Model

This study investigated the relationships among work-life balance, work buoyancy, organizational commitment, and teachers’ job performance in higher education institutions in Northern Mindanao. A predictive research design using Structural Equation Modeling (SEM) was employed. Data were collected through standardized questionnaires administered to 229 randomly selected faculty members from selected higher education institutions. The analysis was grounded in Social Exchange Theory, Fredrickson’s Broaden-and-Build Theory, and the Job Demands–Resources (JD–R) Model. The findings indicated that work buoyancy significantly and positively influences teachers' overall job performance, whereas organizational commitment does not directly influence overall job performance. Teachers' overall job performance significantly predicts task, contextual, and adaptive performance. Organizational commitment significantly predicts its affective and normative dimensions but does not significantly influence its work buoyancy dimensions. On the contrary, work–life balance and continuance commitment showed negative relations with overall job performance; this suggests that heightened stability and satisfaction do not guarantee better performance when psychological resources are weak. The result underscores the crucial importance of work buoyancy as an enabling personal psychological resource for fostering adaptability and continued performance in increasingly complex academic settings. The study reflects the development of teachers' psychological capacities to facilitate effective performance in higher education.