Work-Life Balance and Teaching Competence among Private School Teachers

Healthy work-life balance is essential for teachers’ effectiveness, yet the impact of this balance on teaching competence, particularly for private Senior High School (SHS) educators, has been insufficiently explored. This research examined how work-life balance relates to teaching competence among private SHS teachers in Cagayan de Oro City. It aimed to evaluate overall levels of both factors, and identify specific work-life balance variables such as flexibility, satisfaction, and support tied to teaching effectiveness. Employing descriptive correlational and causal research designs, along with a documentary analysis method, the study involved 210 teachers selected through purposeful and stratified random sampling from four private schools in Cagayan de Oro City. Data collection was conducted using a rigorously validated questionnaire with a high reliability score of Cronbach Alpha. The findings revealed that private SHS teachers exhibit excellent work-life balance and very satisfactory teaching competence. Work-life balance variables such as flexibility, satisfaction, and support are moderately positively correlated with teaching competence, with satisfaction and support emerging as key predictors and support being the strongest predictor. These results emphasized the significance of work-life balance in enhancing teaching competence. Thus. the study highlights the importance of work-life balance in improving teaching effectiveness. It can be recommended that educational institutions may adopt holistic strategies focused on support systems and satisfaction-driven initiatives to sustain teachers’ effectiveness and enhance student outcomes.