ORGANIZATIONAL JUSTICE AND WORK-LIFE BALANCE: KEY FACTORS PREDICTIVE OF TEACHERS' WELL-BEING

Amid the increasing professional demands and personal responsibilities faced by faculty in private higher education, sustaining teachers' well-being has become critical for faculty retention and institutional productivity. This study determined whether organizational justice and work-life balance predict teachers' well-being in a private higher education institution in Bukidnon, Philippines. Anchored in Organizational Justice Theory, the study examined organizational justice in terms of distributive, procedural, and interactional justice; work-life balance in terms of workplace flexibility, workload management, and support from school leadership; and teachers' well-being in terms of physical, mental, and emotional well-being. A quantitative descriptive-correlational design was employed using total enumeration, yielding 124 valid responses from college instructors. Data were gathered using a validated researcher-made questionnaire and analyzed through descriptive statistics and multiple regression analysis. Findings revealed high levels of organizational justice, work-life balance, and teachers' well-being, with interactional justice, workload management, and mental well-being receiving the highest ratings in their respective domains. Multiple regression analysis showed that organizational justice and work-life balance significantly predicted teachers' well-being, with organizational justice emerging as the stronger predictor. The study underscores that fairness, manageable workloads, and supportive leadership are essential to sustaining teachers' well-being in private higher education institutions.