SCHOOL HEADS PRACTICES AND WORK-LIFE BALANCE AS PREDICTORS OF ORGANIZATIONAL COMMITMENT

EDUCATION

This study was designed to determine the relationship between school heads’ practices, work-life balance and organizational commitment among public elementary school heads in the Division of Davao de Oro, District II for the school year 2025-2026. Using a quantitative descriptive-correlational design, data were gathered from 179 respondents representing the sixteen public elementary schools through validated survey questionnaires. The instrument measured school heads’ practices in terms of teaching roles, administrative and management roles and counseling roles. Worklife balance in terms of work interference with personal life, personal life interference with work and work/personal life enhancement. Organizational Commitment in terms of affective, continuance and normative commitment. Results revealed that school heads exhibited a high level of practice, particularly in performing administrative and management tasks and fostering teamwork. Their worklife balance was generally maintained, indicating minimal interference between work and personal life. Moreover, their level of organizational commitment was also high.The results suggest that effective school leadership practices play a crucial role in enhancing commitment, whereas worklife balance does not significantly influence commitment levels in this context. It is recommended that leadership development programs be strengthened to sustain school heads’ commitment and performance.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.