Quality of Work-life balance and Job satisfaction of Public Secondary School Teachers in Central Philippines

Work–life balance has become an important issue for teachers because their work responsibilities and administrative tasks and personal commitments continue to grow. This study examined how public secondary school teachers in Central Philippines maintained their work–life balance and job satisfaction during the School Year 2024–2025. The research was anchored on Clark's Work–Family Border Theory and employed descriptive–comparative and descriptive-correlational research design. The researchers used stratified random sampling to choose 186 public secondary school teachers for their study sample. The researchers collected data through structured survey questionnaires and used t-test, Mann–Whitney U test, and Spearman rank-order correlation to analyze the data. The results showed that job satisfaction remained unchanged with respect to demographic factors which included age and sex and marital status, but the satisfaction level differed according to teachers' years of service because those with longer service time reported slightly lower satisfaction. The research showed that work–life balance remained unchanged for all demographic groups which indicated that teachers faced identical work–life challenges regardless of their personal attributes. The research found a significant negative relationship between work–life balance and job satisfaction which showed that employees who struggle to maintain their professional and personal commitments experience decreased job satisfaction. The findings demonstrate the crucial role of institutional support along with effective workload management and teacher welfare programs in fostering teachers' well-being and professional fulfillment.