School Leadership Support, Work-Life Balance, and Mental Health of Public Elementary Teachers

This study examined the relationships of perceived school leadership support with work-life balance and mental health among public elementary teachers in Kabacan South District. An explanatory sequential mixed-methods design involved 121 teachers selected through proportionate stratified sampling, followed by 18 purposively selected participants in individual interviews (n = 10) and a focus-group discussion (n = 8). Survey data were analyzed using descriptive statistics, Pearson correlations, and simple linear regression, while qualitative accounts underwent thematic analysis and integration. Perceived leadership support (M = 4.577) and self-reported mental health (M = 4.519) were very high. Teachers reported low work–personal life conflict and very high work–personal life enhancement. Leadership support showed a moderate positive association with mental health (r = .469, p < .001) and explained 22.0% of its score variance. Its association with the original, uncorrected work-life balance composite was nonsignificant (r = .029, p = .754). Qualitative findings emphasized guidance, listening, flexibility, and recognition alongside persistent workload spillover and conflicting deadlines. Overall, supportive leadership was associated with better perceived mental health but did not eliminate work–family pressures. School administrators should sustain responsive leadership, strengthen practical assistance, and coordinate workloads and deadlines. Limitations included the district-specific, cross-sectional sample and an uncorrected work-life balance composite requiring respondent-level reanalysis. The study provides integrated local evidence for combining relational leadership with workload-sensitive teacher well-being initiatives.