Work-Life Balance and Teaching Motivation as a Predictor of the Commitment of Public Secondary School Teachers

This study explored the influence of work-life balance and teaching motivation as predictors of commitment among public secondary school teachers. The primary goal of this study was to determine the levels of work-life balance, teaching motivation and commitment based on their respective indicators, examine the significant relationships between work-life balance and commitment, as well as teaching motivation and commitment, and identify the specific domains of work-life balance and teaching motivation that influence educators’ commitment. A quantitative-correlational design was employed in this study, which included 87 respondents from the teaching staff of Lorenzo S. Sarmiento Sr. National High School. The statistical methods employed in this study were the average weighted mean, Spearman’s rho, and multiple regression analysis. The results revealed that the level of work-life balance was very high, the level of teaching motivation was very high and the level of commitment was also very high, confirming a significant relationship between work-life balance and commitment and between teaching motivation and commitment. Moreover, two out of three domains of work-life balance and all domains of teaching motivation influenced the commitment of public secondary school teachers. In conclusion, this research emphasizes the important role of work-life balance and teaching motivation in influencing the dedication of public secondary school educators at Lorenzo S. Sarmiento Sr. National High School. The results reveal a significant correlation between high levels of work-life balance and teaching motivation and increased commitment among teachers. In particular, the study highlights specific areas within work-life balance and teaching motivation that have a substantial impact on educator commitment, offering valuable perspectives for improving educational settings and fostering teacher dedication. These findings results in the importance of encouraging supportive work environments and intrinsic motivation to sustain teachers’ commitment and ultimately improve educational outcomes.