“Work-Life Balance and Burnout Among Public Elementary School Teachers: Basis for a Sustainable School-Based Wellness Program”

This study examined work-life balance and occupational burnout among public elementary school teachers as an empirical basis for developing a Sustainable School-Based Wellness Program. Employing a quantitative descriptive-correlational design, the study involved 24 permanent teachers from a selected Philippine public elementary school during the fourth quarter of School Year 2025–2026, using total enumeration sampling. Data were collected through an adapted 20-item Work-Life Balance Scale and the 16-item Oldenburg Burnout Inventory and analyzed using descriptive statistics and Pearson's correlation. Findings revealed unfavorable overall work-life balance (M = 2.44, SD = 0.76), particularly in self-care, health, and well-being (M = 2.18), despite favorable institutional support (M = 2.87). Burnout was characterized by moderately high exhaustion (M = 2.03) alongside comparatively low disengagement (M = 3.08), indicating sustained professional commitment despite occupational strain. No statistically significant relationship was established between work-life balance and burnout (r = −0.046, p = .830). The study concludes that physical exhaustion can coexist with professional dedication, underscoring the importance of addressing these concerns separately. It recommends implementing Project BALANSE through workload rationalization, protected rest periods, health interventions, and strengthened peer support. Limitations include the single-school sample, self-reported data, and modest burnout-instrument reliability. The findings provide a context-specific foundation for institutional wellness planning, supporting SDG 3 (Good Health and Well-Being), SDG 4 (Quality Education), and SDG 8 (Decent Work and Economic Growth) through potentially healthier working conditions and sustainable educational practices.