The Influence of Work-Life Balance, Job Satisfaction, and Organizational Commitment on Pedagogical Competence of Public School Teachers: A Path Model Analysis

Abstract

In today’s education system, the success of public schools largely depends on the quality of teaching provided by their educators. This study looked into how both personal and organizational factors affect a teacher’s ability to deliver excellent instruction. Using a descriptive-correlational approach with path model analysis, the research examined the relationships among Work-Life Balance, Job Satisfaction, Organizational Commitment, and Pedagogical Competence among public school teachers. The study involved 400 public school teachers, chosen through a proportionate stratified random sampling method. Findings showed that teachers generally enjoy a high level of work-life balance, with “awareness of work-life balance” standing out as the strongest factor. Job satisfaction was also high, mainly driven by strong motivation, and organizational commitment was notable, particularly in the area of normative commitment. Teachers demonstrated very high pedagogical competence, especially in curriculum planning. The analysis revealed significant positive relationships between work-life balance, job satisfaction, organizational commitment, and pedagogical competence. After testing several models, Path Model 3 emerged as the best fit, showing that job satisfaction and organizational commitment directly impact pedagogical competence. At the same time, work-life balance influences it indirectly by boosting job satisfaction. Among these, job satisfaction had the strongest direct effect on teaching competence. These results highlight the importance of educational policies that support teachers’ emotional and professional well-being, as their satisfaction and commitment are key to maintaining high teaching standards in public schools.