WORK-LIFE Balance, Adaptive Performance, and Teacher Effectiveness in the Schools Division of Tacurong CITY

Abstract

This quantitative research, specifically a descriptive-correlational design, investigated the influence of work-life balance and adaptive performance on teacher effectiveness among public secondary school teachers in Tacurong City. To determine the sample size of the respondents, a total enumeration was used. Modified and validated questionnaires were used to gather data, which were analyzed using means, standard deviations, Pearson product-moment correlations, and multiple linear regression. The findings showed that teachers registered high levels of work-life balance, adaptive performance, and teacher effectiveness. Strong positive correlations were observed between work-life balance and teacher effectiveness, and between adaptive performance and teacher effectiveness. However, only adaptive performance significantly influenced teacher effectiveness. These results infer that although work-life balance is responsible for teachers' overall well-being, it is their adaptability, characterized by flexibility, creativity, and stress management, that makes them more effective in the classroom. Drawing on these findings, a program centered on teacher support and development was advocated to improve adaptability abilities. The research emphasizes the need to build adaptability alongside ensuring work-life balance to enhance teacher performance. Education leaders are called upon to foster supportive environments in which the development of teachers' adaptive capacities is a priority for achieving enhanced educational performance.