Work-Life Balance and Socio-Emotional Competence as Predictors of Teachers’ Performance in the Early Childhood Care and Development Program

Work-Life Balance and Socio-Emotional Competence as Predictors of Teachers’ Performance in the Early Childhood Care and Development Program

Vilma Silverio Gamao, Miguela Bacatan Napiere, PhD

Department of Quality Assurance, Lourdes College Inc. Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.908000155

Received: 24 July 2025; Accepted: 30 July 2025; Published: 01 September 2025

INTRODUCTION

Early childhood education (ECE) serves as a foundational stage in preparing children for lifelong learning and development. In the Philippine context, the role of daycare educators is important, as they are responsible for nurturing the social, emotional, and cognitive development of young learners (Razon et al., 2020). These professionals are tasked with addressing multifaceted challenges, including the pursuit of work-life balance, which is integral to sustaining their professional engagement and overall well-being (Fortich et al., 2021). Balancing personal needs with the demands of providing educational opportunities to young children is a critical aspect of their professional practice. Successfully managing both personal and occupational responsibilities enables them to promote the holistic well-being of children and deliver high-quality early childhood education (Navarro et al., 2020).

The Department of Social Welfare and Development (DSWD) is mandated to oversee the implementation of Early Childhood Care and Development (ECCD) programs in the Philippines.  The legal foundation for early childhood education is provided by Republic Act No. 8980, also known as the Early Childhood Care and Development (ECCD) Act, which establishes a comprehensive national policy and system for ECCD. The Act, together with its Implementing Rules and Regulations (IRR), outlines the specific roles and responsibilities of the DSWD, including the registration, licensing, and accreditation of ECCD centers and programs. The legislation emphasizes the importance of trained and well-supported educators in delivering quality educational services to young children. However, it does not explicitly address the challenges that daycare educators face in maintaining work-life balance or managing their emotional well-being while fulfilling their professional responsibilities.

The operational focus of daycare facilities under the ECCD Program centers on the holistic well-being of children, aligning with the principles of social welfare. These facilities are expected to provide secure and supportive environments conducive to children’s growth and development. Nonetheless, there is a noticeable gap in the literature regarding how the personal and professional demands placed on daycare educators affect their job performance and emotional health. Current research lacks specific investigations into the effect of work-life balance on the performance of ECCD educators. Addressing this gap is essential for understanding the daily challenges faced by these professionals and for supporting their well-being in a sustainable manner.

This study intended to address this gap by raising the awareness of daycare teachers about the necessity of achieving work-life balance, and implementing strategies to manage their schedules effectively. This includes integrating work with personal health, having sound emotional skills, managing time and sharing their workload. The continuous discussion on professionalizing daycare teachers is relevant to enhancing the overall effectiveness of ECCD programs in meeting the developmental needs of young children.

It is also observed in the workplace that teachers appear to experience fatigue and experience difficulties in attending to their tasks and in dealing with children.  Thus, this study examined the daycare center teachers’ socio-emotional skills which includes self-awareness, self-management, interpersonal communication, and empathy.  Furthermore, teacher performance in ECCD settings encompasses various domains, including promoting children’s growth and development, fostering partnerships with families and local government units, adapting flexible schedules, managing programs effectively, and ensuring a safe and nurturing physical environment.

This study is aligned with Sustainable Development Goal 4 (SDG 4) which advocates for inclusive and equitable quality education and the promotion of lifelong learning opportunities for everyone. In particular, this study focuses on examining the challenges encountered by daycare educators specifically concerning work-life balance and socio-emotional competence, and how these variables influence their teaching within Early Childhood Care and Development (ECCD) programs administered by the City Social Welfare and Development (CSWD) Office.

The findings of this study contribute to the achievement of key indicators under the Seal of Good Local Governance (SGLG) particularly those related to social protection and education. By strengthening the ECCD program through research-based findings, this study can promote responsive, inclusive, and effective local governance which are the core principles of the SGLG framework.

Enhancing the work-life balance and socio-emotional competencies of early childhood educators has a direct effect on their teaching effectiveness and the quality of educational delivery, ultimately improving learning outcomes for young children (Hamid et al., 2021). Although Republic Act No. 8980 establishes a national policy framework for Early Childhood Care and Development (ECCD), practical gaps persist in its implementation in the local level.

This study aims to bridge these gaps by identifying the well-being of daycare teachers in Cagayan de Oro City in relation to their teaching performance. The research findings are expected to contribute to the formulation of evidence-based, contextually relevant policies and professional development interventions aligned with the city’s educational development agenda. Specifically, they aim to support the local government’s efforts to strengthen institutional quality, promote teacher welfare, and enhance the overall effectiveness of ECCD programs within the city.

This study holds significant implications for the integration of Social Work principles in early childhood education.  It underscores the vital role of daycare teachers not only as educators but also as front-line providers of psychosocial support, nurturing care, and child protection. Consistent with the core values of Social Work such as respect for human dignity, the promotion of social justice, and the strengthening of human relationships, daycare teachers are expected to create safe, inclusive, and developmentally appropriate learning environments. They support children’s physical well-being through health and nutrition monitoring, foster emotional security, and provide varied opportunities for children to express their abilities and potential.

Aligned with the mandates of Republic Act No. 10410 (the Early Years Act of 2013) and local ECCD initiatives implemented by the City Government of Cagayan de Oro, this study emphasizes the importance of integrated service delivery involving both education and social welfare sectors. It examines how the relational dynamics between daycare teachers and young learners contribute to positive developmental outcomes, thus serving as an evidence base for enhancing teacher training, support systems, and policy interventions that are both socially responsive and contextually grounded.

Theoretical and Conceptual Framework 

This study operates under several key assumptions with Work-Life Balance Impacts Performance: It is assumed that a healthy work-life balance among daycare educators directly influences their job satisfaction and teaching effectiveness and the Importance of Socio-Emotional Competence: It is assumed that high socio-emotional competence in teachers is critical for managing classroom challenges and promoting a supportive learning environment, which in turn benefits children’s social and emotional growth.

This study argues that the teachers’ work life balance and socio-emotional competence influence their teaching performance.  The assumption of this study is based on two main theories: Work-Life Balance Theory and Social Learning Theory. The Work-Life Balance Theory, created by Greenhaus and Beutell in 1985, focuses on how important it is to find a healthy balance between work and personal life. It shows that having this balance and their emotional and social competence will make them perform in their jobs.

Several key factors contribute to this balance: staying physically healthy, feeling good about how work and life fit together, having support from friends and family, and being good at time management. Being physically healthy is essential for overall well-being, and having a good balance between work and life leads to greater job satisfaction. Support from loved ones can really help in managing stress and maintaining that balance. Additionally, effective time management helps people use their time wisely, allowing them to get more done in less time, which can reduce stress and contribute to career success.

The introduction of Social Learning Theory by Albert Bandura in 1977, encouraged teachers to develop a relationship that helps them connect with the children. The effective way of teachers to let children learn is through watching and copying actions.

A better way of getting along with others is managing one’s feelings or having Socio-emotional competence (SEC).  The SEC main goal is to know oneself, be able to manage one’s emotions, show empathy and improve social skills. The introduction of the four aspects by have important connections to live well. Improving emotional health, creating strong relationships and showing support on achieving their goals. The SEC is very important in Early Childhood Care and Development (ECCD) as these will enable the teachers to handle classroom challenges and manage their emotions to support a positive environment for young children.

One of the foundations of socio-emotional competence is self-awareness. This refers to the capacity of an individual to recognize their own feelings and reactions. Esen-Aygun and Salim-Tasking (2023) identifies the importance of self-awareness to be able to achieve emotional intelligence that allows individuals to manage their emotions and handle challenges better. The Early Childhood Care and Development (ECCD) teachers know how to handle classroom difficulties by being aware of controlling their feelings and intentions on teaching young children.

Self-management of ECCD teachers is crucial for controlling emotions and positive actions. It enables the teachers to face challenges by maintaining their patience in responding to the needs of the children.  Moreover, the interpersonal skills of teachers enable them to deal with children by increasing the bond with students, parents and colleagues and by having clear communication solving conflicts. Strong interpersonal skills create a supportive learning environment, guiding children in their social and emotional growth.

The last component of SEC is Empathy, or understanding others’ feelings.  This enhances a teacher’s ability to connect with young learners. Bracket, M.A, & Rivers, S.E. (2021) emphasize its importance in building relationships and solving conflicts. Empathy helps ECCD teachers respond sensitively to children’s emotional needs, creating a caring classroom.

Socio-emotional Competence (SEC) is key to teaching performance. Educators with high SEC can manage their emotions and understand their students’ feelings, leading to a supportive classroom where students feel valued.

Emotionally skilled teachers model effective communication and empathy, promoting a positive learning environment (Soklaridis et al., 2020). Integrating these ideas within education supports teachers’ performance and helps children’s growth, family partnerships, community involvement, flexibility in scheduling, and program management.

Part of the task of teachers is the advancement of children’s growth such as the is relate to enabling the children to explore the environment with curiosity and confidence in manipulating toys and other center materials, Tailored classroom settings were followed, discovering new skills and developing skills. This is essential for communication and cognitive growth. According to Jones (2021), being able to express thoughts clearly is crucial for social interaction and academic success. Language skills are important predictors of future academic success, especially in reading and writing, as they provide a foundation for more advanced learning.

Another skill that teachers develop in the children is their ability to focus and use their executive functions in handling social and school situations. The awareness of these skills will help children learn how to manage their thoughts, feelings, actions that lead to performing and interacting socially as stated by Zhou, Q, Chen, S, & Li, D. (2021).  It is essential to have an early development of these skills, prioritize positive learning experiences and promote healthy relationships.

Promoting cooperative play and to interact positively would lead to children’s building their social skills and well-being emotionally.  Jones (2021) cited that by indulging play with the children they are learning on how to handle, negotiate, share, and work together, their egos were challenged and indulge themselves to interact with others. The development of their emotional intelligence, resiliency and skill in conflict-resolution were enhanced.

Identifying academic achievements in the future based on the early literacy and numeracy skills. Let the children know the importance and effective use of school materials for them to master letters and numbers. Early exposure to these skills identified based on research shows a successful long-term benefit in the areas of reading and mathematics to highlight their learning role in the future.

Prioritizing partnership with families, communities and local organizations is needed by the teachers in promoting educational experiences and their involvement to support children’s growth. The connections of teachers with these agencies would result in a continuous classroom learning (Nugroho, 2018; Thompson, 2020).

Flexible scheduling plays a vital role, a collaboration between the teachers and the school involving the families and accommodate community activities while flexible scheduling is important without disrupting education (López et al., 2021).

Benefiting partnerships through effective program management and to allow teachers to level with the programs on educational goals and the needs of the community. While working with families and the communities encourages the student’s to initiate and to ensure diverse needs while achieving broader social objectives (Durisic & Bunijevac, 2017; Garcia & Weiss, 2019).

Further more creating a safe and supportive physical environment often requires the help from the community and local government. Working together for the purpose of improving the facilities in schools, its safety, a place to create, to secure and to inspire children a place for learning (Gordon & Cui, 2019; Smith & Taylor, 2020).

Bandura created the Social Learning Theory (SLT), other researchers like Santrock (2016) and Merriam and Bierema (2020) followed the study. The actions done by the creator of the theory and the researchers introduces that learning by watching and copying is true. The performance of the teachers and the development of the children has connections with The behaviors of teachers and the actions shows effective classroom work-life balance such as physical health, satisfaction in integrating with work-life, social support and time -management

Physical health is essential for teachers because it influences their energy levels and how effective they are in the classroom. Research by Reynolds and Hunter (2018) shows that when teachers are healthy, they engage more with their students and set a good example for them. This connects to Social Learning Theory, as students often copy their teachers’ healthy habits, like how to manage stress. When teachers demonstrate these positive behaviors, they help support children’s physical and mental development (Jones & Taylor, 2020).

Satisfaction with work-life integration plays a pivotal role in emotional and professional stability. According to Miller and West (2019), teachers who maintain a balanced integration between work and personal life are more resilient and capable in their roles. As SLT highlights, students observe how their teachers manage stress and personal challenges, learning important life skills from these behaviors. When teachers experience satisfaction with their work-life balance, they can model positive coping strategies, which enhances their teaching performance and strengthens students’ socio-emotional development (Carter & Harmon, 2020).

Social support networks are vital, as emphasized by Henderson and Thompson (2017), who suggest that teachers with strong social networks—whether from colleagues, family, or the community—are more equipped to handle professional demands. SLT underscores the role of observational learning, where teachers benefit from observing and participating in support networks, which helps them develop effective problem-solving skills. This, in turn, enhances classroom management and student outcomes, as observed in the work of Brown and Larson (2021). The involvement of these networks also encourages community and family participation, reinforcing educational success (Peters & Garcia, 2022).

Time management and socio-emotional competence are essential in fostering a productive learning environment. As noted by Fisher and Dawson (2018), teachers who demonstrate self-awareness and self-management are better at handling classroom dynamics and workload demands. Through SLT, students learn from these behaviors, adopting similar time management and emotional regulation strategies. Interpersonal skills and empathy are also critical, as teachers who model these skills create a more supportive and cooperative classroom environment, directly impacting student engagement and development (Williams & Lee, 2021).

Regarding teacher performance, SLT is central in understanding how teachers’ behavior influences student learning. Teachers who balance their health, emotions, and social networks effectively serve as role models, significantly advancing children’s growth and development. According to Edwards and Grey (2019), teachers who find a good balance and show resilience create better learning environments, which helps children grow both mentally and emotionally. When students see how their teachers handle work and life challenges, it enhances their own learning beyond just traditional teaching (Harris & Young, 2022).

Children’s growth is closely linked to Social Learning Theory, which says they learn mainly by watching others, copying behaviors, and getting feedback from their surroundings. Albert Bandura’s theory highlights how social contexts shape children’s cognitive, emotional, and social skills. Tremblay and Willoughby (2019) found that kids’ interactions with peers and caregivers significantly affect their emotional development, helping them deal with social and emotional challenges. This shows how children’s growth is influenced by observing and imitating behaviors in their social settings.

Working together with families, communities, and local government is very important for helping teachers do their jobs better. Rivera and Clark (2018) explain that teachers connect schools with outside groups, showing how teamwork matters. Social Learning Theory suggests that students learn by watching these partnerships. When teachers build strong relationships with families and communities, students understand the importance of teamwork and support, which enriches their learning experiences (Santos & Meyer, 2020). These partnerships also make educational programs more effective, especially those that are supported by the community and meet both educational and social goals (Brown, 2021).

Being flexible with scheduling is also key for balancing work and community connections. Teachers who adjust their schedules to include family activities and community events demonstrate flexibility, which students can learn from, as noted by McDonald and Wilson (2019). This flexibility helps teachers manage stress and improves their effectiveness, while also expanding students’ learning opportunities

When it comes to managing programs and creating a suitable physical environment, research by Wilson and Grant (2017) shows that good planning leads to organized learning spaces. This organization helps students learn about being responsible and managing their time by observing their teachers. Teachers who run programs well and maintain a positive environment create stable spaces that encourage creativity and exploration, which are essential for children’s overall growth and well-being (Taylor & Bryant, 2020).

In the end, having a safe and friendly physical environment is essential for successful learning. Brown (2021) notes that teachers, with help from LGUs, are essential in keeping learning spaces safe, clean, and stimulating. Social Learning Theory suggests that children learn from their surroundings; when teachers and communities ensure that the environment is secure and enriching, it positively affects children’s creativity, exploration, and overall development. Research shows that well-maintained environments support cognitive growth and promote emotional well-being, helping children thrive (Taylor & Bryant, 2020).

Figure 1 showcases the independent variables that influence teacher performance in early childhood education and highlights two main areas namely; work-life balance and socio-emotional competence. There are four important factors in Work-life balance namely first, physical health and well-being that affects child development teachers’ energy levels and overall effectiveness second, satisfaction with work-life wherein the integration reflects the feelings of teachers’ blending to their professional and personal lives. Third, the social support network is to receive encouragement and assistance from colleagues, family, and the community in helping manage stress; and fourth, is the time management which emphasizes the skills needed in organizing time effectively in boosting productivity and job satisfaction.

The involvement of socio-emotional competence is an essential skills of teachers need. The inclusion of self-awareness or to understand own emotions affect their behavior; self-management that regulate emotions and maintain positive outlook. Interpersonal skills which is necessary in connecting and communicating with students and colleagues; and empathy is the ability to understand and responds to the emotional needs of the children.

All of these independent variables come together to influence the dependent variable which is teachers’ performance. This encompasses teacher competence, the growth and development of children, partnerships with families and communities, flexibility in scheduling, effective program management, and ensuring a safe physical environment.

Figure 1 on the next page shows the Schematic presentation of the Study.

Figure 1. Schematic Presentation of the Interplay of Variables in the Study

Statement of the Problem

This study determined the work life balance and socio-emotional competence as predictors of teaching performance in Early Childhood Care and Development in the five (5) districts of Cagayan de Oro, Misamis Oriental, Philippines. Specifically, it answered the following questions:  

1. What is the level of Early Childhood Daycare Teacher’s Work Life Balance in terms of:

1.1. Physical health and well-being;

1.2. Satisfaction with work-life integration;

1.3. Social support system; and

1.4. Time management?

2. What is the extent of the Early Childhood Daycare Teacher’s socio- Emotional competence in terms of:

2.1. Self-awareness;

2.2. Self-management;

2.3. Interpersonal Skills; and

2.4. Empathy?

3. What is the level of Early Childhood Daycare Teachers’ performance in Early Childhood Care and Development Program in terms of:

3.1. Advancement of children’s growth and development;

3.2. Partnership with families, communities, and local government;

3.3. Flexibility in Scheduling;

3.4. Program management; and

3.5. Physical environment and safety?

4. Do the Early Childhood Daycare Teachers’ work life balance and socio-emotional competence significantly influence their teaching performance in the early childhood care and development program?

Hypothesis 

Problems 1, 2, and 3 were hypotheses free. On the basis of problem 4, the following null hypotheses were tested at .05 level of significance.

Ho₁: The participants’ work-life balance and socio-emotional competence do not significantly influence their teaching performance in the early childhood care and development program.

Ho₂: The participants’ work-life balance does not significantly influence their teaching performance in the early childhood care and development program.

Ho₃. The participants’ socio-emotional competence is not significantly associated with their teaching performance.

Significance of the Study

The study explored how work-life balance and socio-emotional competence affect teaching performance in early childhood education. It emphasizes the importance of supporting teachers’ well-being.  This research is beneficial for teachers, policymakers, and parents as it helps them improve teaching effectiveness, develop evidence-based initiatives, and, and create nurturing environments for both educators and children. Additionally, the findings are relevant to the field of Social Work that highlights the need to address teachers’ mental health and emotional needs, which can lead to better educational outcomes. Social workers can play an important role in advocating for resources and support network that promote teachers’ well-being. This research is beneficial to the following persons.

Local Chief Executive (City Mayor). With this study, the local chief executive was given ample data to prioritize initiatives that enhance teacher’s well-being and improve the quality of care and development programs.

Sangguniang Panlungsod. The study provides evidence-based findings that can guide the formulation of policies and programs aimed at assisting teachers in Early Childhood Care and Development (ECCD) environments. Identifying the factors that contribute to effective teaching performance enables policymakers to design initiatives that address the obstacles teachers encounter and help promote a more supportive and enriching atmosphere for both educators and students.

City Social Welfare and Development Officer.  The final result of this study would be a basic tool of the agency which focuses on the Child Development Teachers in the Early Childhood Care and Development (ECCD) that could strengthen the current programs and services focused on the professional enhancement of ECCD teachers.

Barangay Officials. They will coordinate with Early Childhood Care and Development (ECCD) and promote the importance of ECCD teachers in the Barangay.  Their role is to be involved in the decision making on policies in shaping the development of ECCD within their jurisdiction. To empower them to advocate for the betterment of young children’s education and improve overall growth in the community by giving support and funds to the ECCD programs.

Teachers: Teachers effectiveness is a vital role having a healthy work-life balance and the skills of building emotional skills. It will provide teachers with knowledge and strategies to improve their well-being, which will ultimately lead to better outcomes for students.

Early Childhood Learners: The results will help young students perform better in school because their teachers will have the right experience and knowledge.

Parents and the Community: The study shows that teachers’ well-being impacts the quality of early childhood education, emphasizing the importance of providing support from the community and parents to create a positive learning environment.

Future Researchers: The study gives helpful insights into Early Childhood Care and Development (ECCD), paving the way for more research and progress in this field. It points out factors that impact how effective teaching is and the quality of programs, enhancing our understanding and inspiring new research in education.

Scope and Delimitation of the Study

This study focused on work-life balance and socio-emotional skills of the child development teachers on how they manage professional duties and personal lives. It covers their emotional capacity to understand in creating a relationship with children and colleague for them to produce an accessible learning environment.

It was participated in by 122 child development teachers coming from District 1 (1a and 1b) and rural barangays of district 2 (2A, 2B and 2C) in Cagayan de Oro City. There were 19 Child Development Teachers from selected rural barangay and 103 from selected urban Barangays. The study focused on assessing the child development teachers involving the two variables mentioned above and such data were collected within two months after the approval of the proposal by the panel members, the ethical clearance from the school’s research committee, and from DSWD for the conduct of the study.

Definition of Terms

To be able to understand the terminologies used in the study, the following terms are defined conceptually and operationally.

Socio-emotional Competence. This term refers to the skill of teachers to understand the own feelings while responding to the emotions of their students and colleagues.

Self-awareness is a way of understanding other thoughts, feelings, behaviors and motivations.

Self-management.  This refers to the ability of individuals to control their thoughts, feelings, and actions.

Interpersonal skills. This refers to the abilities that help people communicate and interact effectively with others.

Empathy.  This term refers to understanding someone’s shared feelings.

Teaching Performance.  This term refers to the instructional practices and interactions with young children through their cognitive, emotional, social, and physical growth to achieve effective quality education.  In this study, it covers advancement of children’s growth and development, partnership with families, community and LGU, flexibility in scheduling, program management and physical environment and safety.

Advancement of Children’s Growth and Development.  It is the process of fostering and supporting children’s physical, cognitive, social, and emotional well-being.

Partnership with Families, Community, and LGU. The active collaboration and engagement between teachers, families, the local community, and local government units to support children’s holistic development.

Flexibility in Scheduling The extent of teachers to have control over or are allowed to adjust their work schedules to accommodate both professional responsibilities and personal commitments.

Program Management. It is the ability of the teachers to organize, plan, implement and evaluate the ECCD programs to be able to meet the teachers in the way of setting goals, managing resources, collaborating with staff and families ensuring a smooth implementation of programs.

Physical Environment and Safety.  The condition of quality learning space, facilities, and resources, and the measures of places to ensure the safety and well-being of both teachers and children.

Work-Life Balance. 

This term refers to managing the demands towards their personal life and work. The balance of responsibilities to handle personal responsibilities while about how well someone manages the demands of their personal life and work and care of physical health and well-being. In this study, it covers physical health and well-being, satisfaction with work-life integration, social support network, and time management.

Physical Health and Well-being.  This term refers to the teacher’s overall capacity on handling personal tasks effectively.

Satisfaction with Work-Life Integration. This refers to the measurement on the happiness and fulfillment between work and personal responsibilities ensuring its balance.

Social Support Networks. This includes the support teachers get from family, friends, colleagues, and community resources.

Time Management.  This term refers to an effective way of completing responsibilities or tasks in balancing work and personal commitments. To prioritize tasks and manage both professional and personal needs.

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter contains the overview of important literature and studies from local and international contexts.  These are integrated into this research as they support its overall framework, the methods and the interpretation of findings.

Teaching Performance of Child Development Teachers

Daycare teachers play a vital role in shaping children’s early experiences. Their responsibilities extend beyond caregiving and include supporting children’s social, emotional, cognitive, and physical development (Abdullah & Ibrahim, 2022). Effective educators implement developmentally appropriate practices, design engaging activities tailored to individual needs, and conduct continuous assessments to promote holistic growth.

Smith and Doe (2021) emphasized that teachers’ confidence in their instructional abilities is essential for promoting cognitive and emotional development. They found that self-efficacious teachers are better able to implement strategies that help children explore and appropriately express emotions. Johnson and Lee (2022) further linked teacher self-efficacy to the use of effective instructional practices and improved child outcomes, noting that empowered teachers demonstrate enhanced classroom performance.

The correlation between teachers’ self-confidence and children’s development outcomes underscores the need for continuous professional development. Such training should aim to strengthen educators’ efficacy and equip them with skills to provide enriched learning experiences (Johnson & Lee, 2022).

Partnerships between educators and families are essential in fostering positive child outcomes. Zulauf-McCurdy and Zinsser (2021) highlighted that collaborative parent-teacher relationships contribute to behavioral improvements and a decrease in exclusionary discipline. Teachers with positive perceptions of their partnerships with parents were less likely to recommend expulsion for children with behavioral challenges.

McWayne and Mistry (2021) examined the impact of the “Getting Ready” intervention, which promotes family engagement in preschool education. Their findings revealed that active parental involvement significantly enhances children’s socio-emotional development and school readiness. Families who participated in structured interventions reported greater improvements compared to those who did not.

Effective communication strategies are integral to fostering these partnerships. Achermann-Fawcett et al. (2021) emphasized the importance of transparent communication in building trust and increasing parental satisfaction. Greater satisfaction was associated with heightened parental involvement and improved academic outcomes. Additionally, the authors noted the importance of cultural sensitivity and community engagement in building effective school-family partnerships.

Garcia and Thompson (2023) echoed the significance of open communication, especially regarding changes in school activities or schedules.

Regular updates and discussions with parent’s foster mutual trust, reduce anxiety, and enhance collaboration. Teachers who consistently communicate logistical updates demonstrate a stronger commitment to maintaining positive home-school connections.

Another component considered in this study is flexibility in scheduling.  This is critical in early childhood education, where children’s attention spans and developmental needs are highly variable. Lee, Johnson, and Smith (2022) found that teachers who adapt their instructional plans according to children’s interests and engagement levels observed higher participation and better learning outcomes. These findings highlight the importance of responsive teaching approaches in sustaining preschooler engagement.

Patel and Nguyen (2024) stressed the need for professional development programs that focus on enhancing teachers’ communication abilities, particularly when discussing schedule changes with families. Effective communication enhances parental involvement and trust, strengthening the home-school relationship.

This was likewise the focus of Smith and Jones (2021) who emphasized that adaptability should be viewed as a core teaching competency. Their study demonstrated that teachers who adapted daily activities to meet students’ evolving needs fostered more stable and responsive learning environments. Adaptability was positively correlated with improved behavior and reduced anxiety among children.

Strong program management supports the delivery of quality early childhood education. Atteberry, Smith, and Johnson (2023) found that educators reported a high level of competence in overseeing daily operations and assuming leadership roles, with findings that suggest a strong consensus among educators about their capacity to manage and lead in early learning environments.

However, McCoy, Thompson, and Garcia (2021) identified challenges in meeting licensing requirements and fostering partnerships with local organizations. To bridge these gaps, the authors recommended that professional development programs focus on enhancing communication and collaboration skills. Strengthening educators’ capacities in these domains is vital for promoting child development and improving program effectiveness. Building strong relationships with families and local communities creates a more supportive and engaging environment for children (McCoy et al., 2021).

Finally, a well-maintained physical environment is foundational to quality early childhood education. Berti, Cigala, and Sharmahd (2019) found that cleanliness, organization, and safety contribute significantly to children’s comfort and learning. Educators reported high confidence in maintaining safe, engaging classroom environments, underscoring the importance of environmental quality in supporting developmental outcomes.

Work-Life Balance

Kwon, Horm, and Amirault (2021) explored the well-being of early childhood educators, focusing on their healthy behaviors and work-life balance.

The study found that a large number of teachers actively engage in physical activities and make a point to take regular breaks during their work.

Many teachers are dedicated to stay active and prevent physical strain, and encounter challenges in managing stress. Some educators use relaxation techniques or hobbies, but less agreement on how effective these strategies were. The need for more support and resources is to help child development teachers manage stress better and ensure to maintain their health and well-being.

Whitaker, Dearth-Wesley, and Duran (2022)tated the importance of a link between work-life balance and physical health among early childhood educators. It also shows that most child development teachers engage in healthy habits by exercising and taking breaks while opinions varied in the importance of preventive healthcare and scheduling regular medical check-ups. The child development teachers have different responses and not all prioritize health practices.

Similarly, Bergmark et al. (2021) stated the need for work-life balance of early childhood educators and how it contributes to their job satisfaction. Many teachers feel that a strong sense of harmony connects work and personal lives. What is crucial in balance is the overall happiness in the flexible work schedules that plays an important role on the satisfaction of educators. Teachers should have the freedom to manage time and enjoy their jobs to maintain balance in health.

To have a supportive workplace, culture is vital in enhancing job satisfaction among early childhood educators. Schools who foster an environment and values flexibility and understanding child development teachers are better able to manage their personal and professional responsibilities (Bergmark et al., 2021) The need for schools to continue promoting these practices and support significantly affect educators’ well-being and effectiveness in the classroom.

According to Carroll et al. (2022), the experiences of early childhood educators in their work-life balance entails teachers spending time with family and friends which is essential for their happiness. To satisfy the personal relationships outside of work contribute to educators’ overall job satisfaction. Effective communication with employers about work-life balance is important for teachers to feel supported.

An open communication between educators and their employers can lead to better support for work-life balance. Carroll et al. (2022) asserted that improving these communication channels help address teachers’ needs and enhance their job satisfaction. It indicates that schools should actively encourage discussions about work-life balance to help create a more positive and productive work environment for educators.

González and Rodríguez (2021) stated that the reason how social support affects the job satisfaction and well-being of early childhood educators in Spain. The educators’ high level of satisfaction with their support networks is to particularly noting the importance of recognition from parents and colleagues. In acknowledging the efforts is to increased morale and greater sense of fulfillment in their roles that is critical and thus appreciate plays in helping teachers feel valued and motivated.

Supportive environment is essential for enhancing job satisfaction among early childhood educators. Schools should implement programs that recognize and celebrate the contributions of teachers. In creating culture of appreciation not only boosts morale but also improves teacher retention and effectiveness in the classroom. González and Rodríguez (2021) is to invest in social support systems that benefits both educators and the preschoolers.

López and Martín (2022) examined the availability and effectiveness of counseling services for early childhood educators in Spain. The teachers valued emotional support from their peers and family, access to mental health resources was inconsistent across different schools. To have an access to counseling services and feelings that they do not have adequate support to manage the emotional demands of their jobs.

The access to mental health resources for early childhood educators is crucial. The equitable access to counseling services is to help teachers cope stress and maintain their well-being.  Inclusions in developing comprehensive support systems to ensure all educators and access necessary mental health resources. To address these gaps and enhances job satisfaction, effectiveness among teachers and creating a more positive learning environment for preschoolers.

For Cruz and Tan (2021), time management practices in early childhood educators in the Philippines and the overall confidence that professionals have in managing their time effectively. Educators feel well-equipped to balance their work and personal lives.  They likewise emphasized the importance of fostering a supportive environment that reinforces effective time management among educators.

Moreover, Sato and Nakamura (2022) found that time management strategies need further investigation to early childhood educators in Japan. A high score reflects educators’ ability to manage time effectively and handle their responsibilities. Japanese educators prioritize work-life balance, which is essential in maintaining job satisfaction and reducing burnout. Efficient time management can lead to positive outcomes not only for educators but also for the children they teach.

Furthermore, López and Yamamoto (2023) found that there are many challenges that early childhood educators face in managing their time effectively in the Philippines and in Japan.  They emphasize that individual challenges can hinder their ability to maintain a healthy work-life balance.

Socio-emotional competence

This is a critical dimension of professional effectiveness in early childhood education. It encompasses the primary domains of self-awareness, self-management, interpersonal skills and empathy. These competencies enhance are important in enhancing teaching practices, promoting educator well-being, and fostering a conducive learning environment for young children.

Self-awareness is described as the ability to understand one’s emotions, strengths, and limitations.  Chaiyaporn and Nguyen (2021) examined the self-awareness of early childhood educators in Thailand and reported a high overall mean score, especially in their ability to recognize personal weaknesses, indicating a strong foundation for reflective practice and skill development.  Similarly, Hoang and Suwannakudt (2022) studied this concept among early childhood educators in Vietnam, reflecting a positive self-concept and confidence in participants’ professional abilities.

Nguyen and Chai (2023) also investigated educators’ awareness of stress and found an overall high level of self-awareness but also identifying gaps in the ability to recognize stress signals. This insight reinforces the importance of incorporating self-awareness and stress recognition into professional development programs.

Another component of socio emotional competence considered in this study is Self-management which refers to the capacity to regulate emotions, manage stress, and balance personal and professional responsibilities. Lim and Rahman (2021) reported that early childhood educators in Singapore demonstrated confidence in managing both domains effectively. Emotional resilience and the ability to maintain composure in stressful situations contributed to a positive classroom climate.

Tan and Mohamed (2022) corroborated these findings in Malaysia, emphasizing that effective self-management supports educators’ well-being and helps prevent burnout. Educators who manage stress well are more likely to foster productive and emotionally stable learning environments.

Meanwhile, Wong and Ali (2023) highlighted that while educators generally feel capable of maintaining focus despite classroom distractions, differences in emotional regulation skills point to the need for differentiated support. These findings advocate for targeted professional development programs focusing on emotional regulation, stress management, and maintaining focus under pressure.

Interpersonal competence, including active listening, respectful communication, and empathy, is fundamental in early childhood education. Wang and Shih (2023) found that educators in Taiwan are confident in their ability to communicate effectively with students and families, a key factor in establishing trust and enhancing learning outcomes. Zhang and Liu (2022) further established a positive relationship between strong interpersonal skills and job satisfaction among early childhood educators in China. Similarly, Lee and Chang (2021) emphasized the importance of respecting diverse viewpoints and building inclusive relationships, identifying variability in educators’ abilities to engage in open dialogue.

Empathy emerged as a vital component in fostering positive classroom interactions. Schmidt, Müller, and Fischer (2025) observed high levels of empathy among educators, with a shared belief in its importance for nurturing children’s emotional and social development. Klein, Weber, and Herzog (2024) noted variability in the expression of empathy, suggesting the need for enhanced communication training.

Lange, Novak, and Schmidt (2023) assessed the impact of structured professional development on empathy and found significant improvements in educators’ ability to show concern for colleagues and students. These findings support the integration of empathy training into broader professional development initiatives to cultivate compassionate and emotionally intelligent learning environments.

The overall development of the preschoolers poses a crucial role for the Child Development Teachers’. Improvement in the educational outcomes of the child development teachers’ is through their abilities, confidence, strong partnership with parents and effective practices. It shows that teachers who believe in their capacity are engaging in different strategies to boost preschoolers’ social, emotional, and cognitive growth. The reduction of behavioral issues and highlighting the importance of teamwork in the early childhood education is building a relationship with parents.

To create a supportive learning environment there is a need for an ongoing professional development for child development teachers. Provision of training in communication, adaptability, and empathy to child development teachers enable them to meet the diverse needs of the preschoolers’ effectively. To boosts the confidence and improves quality of care and provide education is to invest in teachers’ growth and prioritize early childhood settings to benefit and encourage for all children.

The essential of teachers’ well-being is a healthy work-life balance. The support in managing time and stress is when educators tends to satisfied and effective in their roles. The unique challenges that teachers’ encounter in time management and self-awareness in the tailored support systems should be improved. To enhance teachers’ happiness and retention is fostering a culture of appreciation and access to mental health resources. To support the teachers benefits is to create a healthy environment and creates a learning environment that preschoolers can experience inside the daycare center.

These studies and literature provided a rich background in the conceptualization of this present study, as well as in the research methods and interpretation of the findings. qualified to provide the needed information. Those who did not sign the informed consent were also excluded and are given utmost respect on their choice (Carter, R. T. (2020).

There are 175 child development teachers in the current list provided by the City Social Welfare and Development Office in Cagayan de Oro City, Misamis Oriental and using the Taro Yamane’s formula, only 122 Child development teachers were taken as participants. The selection of participants is based in the list provided by the City Social Welfare and Development Office-Early Childhood Care and Development following the aforementioned criteria to ensure high-quality data collection. The participants included experienced child development teachers of Cagayan de Oro City who held the necessary certifications/accreditations and who signed the informed consent.

Research Instruments

This study uses a Researcher-Made questionnaire divided into three sections, The first section assessed child development teachers’ work-life balance, focusing on physical health and well-being, satisfaction with work-life integration, social support networks, and time management, using a 5-point Likert Scale.

The second section measured participants’ socio-emotional competence in areas like self-awareness, self-management, interpersonal skills, and empathy, also using a 5-point Likert Scale.

The third section evaluated teachers’ performance in the Early Childhood Care and Development Program, based on an approved assessment tool from the City Social Welfare and Development Office. The assessment focused on the advancement of children’s growth and development, partnership with families, community, LGU, flexibility in scheduling, program management, and physical environment and safety, as specified in the assessment tool for daycare workers.

The concepts used in this research instrument regarding work-life balance, socio-emotional competence, and teacher performance in early childhood education are supported by various sources from the literature as cited by Greenhaus and Beutell in 1985 The Wok-Life Balance and Social Learning Theory by Albert Bandura in 1977. The basis of these is from the 2 theories namely; work-life balance and social learning.

Validity and Reliability of Instruments

To ensure the validity of questionnaires, these were subjected to review by experts in the field and the panel members. Their comments and suggestions were incorporated in the instrument.  To ensure the instrument’s reliability, pilot testing was conducted with 30 daycare teachers in District 1A who were not part of the actual study. Pilot testing was conducted to assess the research instrument’s precision and consistency. After the pilot testing, the researcher tallied the responses of the daycare teachers and statistically processed the data using Cronbach’s Alpha Reliability Coefficient. According to Mugenda (2008), reliability scores of 0.7 to 0.8 is acceptable, 0.8 to 0.9 is good, and a score of 0.9 or higher is excellent.

Items under Work-Life Balance got a Cronbach Alpha of .792; Items related to Social Competence got alpha .932 and items on teaching performance got .948. These alpha values indicate that the items were internally consistent within the construct thus, they are reliable. According to Mugenda (2008), a score above 0.9 reflects a very high level of internal consistency among the items. However, no item was found to have low discriminatory power, hence, there was no item removed. This refinement improved the scale for measuring the underlying concepts more effectively. As a result, confidence in the reliability of the data increased, leading to stronger findings, as supported by Smith and Doe (2021). Overall, this high reliability score enhances the credibility of the conclusions drawn from the research.

Scoring Procedure

This study used a 5-point Likert Scale to assess various aspects of the study’s focus areas, such as Strongly Agree, Agree, Agree Slightly, Disagree, and Strongly Disagree for determining the level of early childhood daycare teachers’ work-life balance; socio-emotional competence, and for evaluating teaching performance. Each response level is linked to a specific numerical range, allowing for careful measurement and analysis of the data. The categories and descriptions are part of the 5-point Likert scale for participants who reflect their opinions. It aids to capture wide ranges of attitudes and behavior which helps a detailed analysis. Wade M. Vagias’s 2006 about Likert-type scales that interpret ranges like “High” and “Moderate”. To have clear definitions of each response it is emphasized the specific ranges for “Generally High” (3.41-4.50) and “Somewhat High” with (2.51-3.50).

Data Gathering Procedure and Ethical Consideration

Following the ethical guidelines on the process of data gathering is to protect the   participant rights and well-being. An approval from Lourdes College Research Ethics Committee (LC-REC) needs to be. After this, approval was sought from the City Mayor through the Department Manager of CSWD and also from the Barangay Chairman in the five districts of Cagayan de Oro City. It is essential to seek permission in conducting the study in promoting transparency and accountability.

To uphold ethical integrity, there are no family connections among the 122 child development teachers involved in the study. With seven years of prior experience in the Early Childhood Care and Development (ECCD) Department, there are no current ties to the participants, which helps minimize the risk of bias and conflicts of interest.

The process flows distribution of the survey questionnaire and also in the distribution of the informed consent form that outlines the study’s purpose, procedures, potential risks, benefits, and voluntary participation. They were informed that they can withdraw anytime without affecting their jobs and well-being. In the consent form states the collection of data will remain confidential and anonymous. I personally distributed the questionnaire and the collection of data. The participants could also ask questions and seek clarifications. Maintaining the integrity of the data collected is a hand-on approach

The entire data-gathering process was guided by the Belmont Report, which outlines essential ethical principles for research involving human subjects. One key principle is respect for persons, which emphasizes the importance of ensuring that all participants are capable of making informed choices about their involvement and fully understand the nature of their participation. Another principle, beneficence, prioritizes the well-being of participants by ensuring that the benefits of the research outweigh any risks, with measures in place to minimize potential harm. Additionally, the principle of justice calls for a fair selection of participants. This thorough approach ensures that ethical standards are upheld throughout the research process, as outlined in the Belmont Report (National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, 1979).

The Statistical Package for Social Sciences (SPSS) was used to analyze data while keeping participants’ information accurate and confidential. Following the ethical principles in the Belmont Report and under LC-REC supervision, the research prioritized the rights and well-being of all participants.Statistical Treatment of the Data

In addressing problems 1, 2, and 3 is to analyze the collected data basic statistics such as the average and standard deviation were used. The characteristics of the data are effective for summarizing For Problem 4, which looked at how daycare teachers’ work-life balance and socio-emotional skills affect their teaching performance, inferential statistics were used, specifically Regression Analysis. This method helped identify the connections between the independent factors (work-life balance and socio-emotional skills) and the dependent factor (teaching performance). Using Regression Analysis allowed for predicting teaching performance based on work-life balance and socio-emotional skills, revealing important insights into how these factors influence the effectiveness of daycare teachers.

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This section details the results of the research along with their assessment and explanation. The organization aligns with the sequence of the problem statements previously discussed in chapter 1.

Problem 1. What is the level of Early Childhood Daycare Teacher’s Work Life Balance in terms of:

• Physical health and well-being;
• Satisfaction with work-life integration;
• Social support network; and

1.4. Time management?

Table 1 shows the results of early childhood daycare teachers’ work-life balance in terms of physical health and well-being. The overall mean score of 4.59 indicates that most teachers are actively engaging in healthy behaviors. A significant 74.59% of early childhood daycare teacher’s scored in the “very high” range, suggesting a strong commitment to maintaining their health.

The highest indicator with a highest mean of 4.80 was for the statement about regularly exercising, which shows that teachers prioritize physical activity in their lives. The low variation in responses (0.40) indicates that this is a shared value among them. Similarly, the mean of 4.66 for taking breaks during work highlights the importance teachers place on preventing physical strain, further demonstrating a collective understanding of the benefits of staying active throughout the day.

Table 1. Frequency, Percentage and Mean Distribution of Early Childhood Daycare Teacher’s Work-life Balance (Physical Health and Well-being)

On the other hand, the score for effective stress management was slightly lower at 4.52. This indicates that while many teachers do use relaxation techniques or hobbies, there is less agreement about how effective these strategies are. The higher variation (0.52) indicates differing views on managing stress, pointing to an area where more support could be helpful. The lowest mean of 4.41 for scheduling regular medical check-ups shows that attitudes toward preventive healthcare vary; some teachers prioritize check-ups more than others. The mean shows that most child development teachers prioritize their physical well-being by maintaining their health.

This result finds consonance with what Kwon, Horm, and Amirault (2021) found that a large number of teachers actively engage in physical activities and make a point to take regular breaks during their work to maintain their work-life balance.  There are many teachers who manage stress despite challenges remain dedicated to stay active and prevents physical strain while some use relaxation techniques and hobbies and less agreement on how effective the strategies. Child development teachers who manage stress better, maintain their health and well-being needs to provide more resources.

The link between work-life balance and physical health among early childhood educators as investigated by Whitaker, Dearth-Wesley, and Duran (2022) shows that most child development teachers give importance to preventive healthcare by availing regular medical check-ups and engaging in healthy habits through exercise and taking breaks.  While many educators are committed to their physical health, the study suggests that interventions are needed to encourage better health habits, especially regarding regular check-ups. By providing resources and support, schools can help educators not only to take care of themselves but also to create a healthier and more positive environment for the children they teach.

Table 2 presents the results regarding early childhood daycare teachers’ satisfaction with work-life balance. The overall mean score of 4.57 indicates a very high level of satisfaction among participants. This positive outcome suggests that teachers generally feel content with how they balance their work and personal lives.

Table 2. Frequency, Percentage and Mean Distribution of Early Childhood Daycare Teacher’s Work-life Balance (Satisfaction with Work-life Balance)

The highest mean score of 4.69 is associated with the sense of harmony between work and personal life, indicating that teachers feel aligned in both areas. This strong agreement, along with a low standard deviation of 0.50, shows that most participants share this positive sentiment. Close behind, the mean of 4.68 for enjoying flexibility in work schedules highlights a supportive workplace culture that allows teachers to manage personal responsibilities effectively.

A notable finding is the mean of 4.64 for feeling fulfilled by time spent with family and friends outside of work. This reflects the importance teachers place in personal relationships, suggesting they prioritize their time away from work. These findings reveal the teachers’ expressed satisfaction with prioritizing their well-being and self-care even if some may experience guilt on taking time of themselves.

The indicators that got the lowest mean, although rated as high, is on their sense of autonomy in managing their workloads and schedules (M=4.46) showing that teachers appreciate having control over their work.  The next indicator that got the lowest is establishing boundaries between work and personal life. These results reflect the importance of having flexible work hours and fulfilling personal relationships as these contribute to the sense of balance.  It is essential to have a clear communication about work-life balance to encourage employees to focus on their mental and physical health. The vital role in preventing burnout is to establish boundaries and allowing autonomy in managing workloads.

This is in line with what Carroll et al. (2022) found that early childhood educators place a high value on spending time with family and friends which is essential for their happiness and job satisfaction. Teachers expressed their need to feel being supported. Thus, school heads may actively encourage discussions about work-life balance to create a more positive and productive work environment for educators. Personal well-being not only benefits teachers but also affects the children.

Table 3 presents the findings on social support network.  The overall mean of 4.54 indicates a generally strong agreement on the support systems in place. This reveals that educators feel positively about the social support they receive, which is crucial for their well-being.  As to the specific indicators, the mean of 4.80 is given to the indicator related to receiving recognition and appreciation from parents, coworkers, and supervisors.

Table 3. Frequency, Percentage and Mean Distribution of Early Childhood Daycare Teacher’s Work-life Balance (Social Support Network)

The support from spouses or partner is vital in managing the demands of their jobs, as indicated in the item that got the second highest (M=4.61).   Although still rated as high, the indicator that got the lowest mean (M=4.39) is on the teachers’ assessment of being supported by their school administration in managing their workloads and professional development. This finding implies that support for the hard work exerted by the teachers can boost their morale and commitment.

This need echoes what González and Rodríguez (2021) found that social support affects job satisfaction and well-being of earl childhood educators in Spain. Acknowledging their roles increased their morale and greater senses of fulfillment, knowing that they are valued. This support can come in the form of access to counselling services which help teachers manage the emotional demands of their jobs, cope with stress and maintain their well-being (López and Martín, 2022). When this is addressed, it is more likely that teachers can create a learning environment for children.

Table 4 provides a summary of how early childhood education professionals manage their time. With an overall mean of .66, the results indicate that the participants feel confident in their time management abilities; and they can effectively balance their work and personal lives. The highest mean of 4.76 pertains to managing time to achieve a good balance between work and personal life, implying that educators are capable of handling their various responsibilities that can affect effectiveness at work and personal well-being.

Table 4. Frequency, Percentage and Mean Distribution of Early Childhood Daycare Teachers’ Work-life Balance (Time Management)

The standard deviation is 0.46 shows that the variation in their responses is relatively low which implies that child development teachers’ responses are not so wildly dispersed.  Completing work tasks within the set working hours rank the second-highest score of 4.72 which reinforces their organizational skills and ability to manage time effectively. This reduces stress and enables them to maintain healthy work-life balance. Balancing responsibilities indicates that many educators believe they can manage their experiences, although there are some of them who find it challenging to achieve balance. Although still rated as very high, the indicator with the lowest mean of (M-.56) is in taking breaks to prevent burnout and maintain productivity, which implies that some child development teachers may struggle to implement this consistency.

Balancing teaching duties breaks indicates the need to have better support systems such as the provision of resources and workshops to help them handle their challenges that affects time management and self-care. Cruz and Tan (2021) found that managing time effectively makes them feel confident. The educators feel well-equipped to balance their work and personal lives, with the mean indicating “Very High” perception of their time management skills.

The result is in line with what Sato and Nakamura (2022) found that early childhood educators in Japan also considered balancing work and personal life as important. They manage time effectively, enabling them to handle their responsibilities well. Efficient time management lead to positive outcomes not only for educators but for the children they serve. This finding necessitates continuous support and training in effective time management practices to assist educators in refining their time management skills. On the other hand, López and Yamamoto (2023) found out that some early childhood educators encountered challenges in managing their time effectively in both the Philippines and Japan. The variability of experiences and the struggle to balance teaching duties and personal activities calls for the need for tailored support systems that cater to the unique circumstances of each educator.

Table 5 shows the summary of the early childhood daycare teacher’s’ work-life balance. All the components of work-life balance were rated as very high, showing that they have a generally positive outlook across key dimensions. The physical health and well-being got the highest mean of 4.59 indicating that teachers feel good with their health. The low standard deviation indicates that most teachers share similar views. It shows that

Table 5. Summary Table of Early Childhood Daycare Teachers’ Work-Life Balance

Time management stands out as having the highest mean of 4.66, showing that teachers feel they handle their time effectively, a key skills in their demanding roles. Satisfaction with work-life integration comes as having the second highest mean of 4.57 indicating that the teachers are managing to balance their work and personal lives well even as they encounter variations in their experiences. This is followed by the support that teachers receive (M=44.54) from colleagues and administration making them resilient and satisfied in their jobs. Overall, the composite score of 4.59 reflects a strong agreement among teachers about their positive work-life balance. While things look good there are still some challenges, particularly in balancing work and personal life that could be addressed to improve their overall well-being and job satisfaction even further.

Problem 2. What is the extent of the Early Childhood Daycare Teachers’ socio emotional competence in terms of:

• . Self-awareness;
• . Self-management;
• . Interpersonal Skills; and
• . Empathy?

Table 6 presents findings of self-awareness among early childhood education professionals, focusing on their understanding of personal strengths, weaknesses, values, and emotional influences. With an overall mean score of 4.59, the results indicate a very high level of self-awareness, suggesting that educators feel confident in their ability to reflect on and understand their traits and behaviors, which is essential for both personal and professional growth.

The highest score of 4.70 pertains to understanding one’s weaknesses, indicating that many participants are not only aware of their limitations but are also actively working to improve them. This commitment to personal growth demonstrates a strong desire to overcome challenges, and the low standard deviation of 0.46 shows that this perspective is widely shared among the participants.

Table 6. Frequency, Percentage and Mean Distribution of Early Childhood Daycare Teachers’ Socio Emotional Competence (Self Awareness)

The second highest mean of 4.64 reflects awareness of their strengths and their contributions to success. This suggests that educators have a positive self-image and recognize the qualities that aid them in their roles. The slightly higher variation of 0.52 indicates some differences in how individuals perceive their strengths, highlighting that while many see their strengths, opinions may vary. Conversely, the average score for awareness of learning styles is 4.53, with a variation of 0.50.

Recognizing that they are under stress and understanding how it affects their performance is an indicator that they rated as the lowest (M=4.44). This may imply that the educators may not be aware that they are already under stress and may not be mindful that the performance of their tasks is already affected. This reflects the need for a high level of self-awareness among child development teachers to identify stress signals that affects their work.

This finding reveals the need to prioritize self-awareness to develop teachers’ capacities to structure the environment conducive to learning for their students. This result finds alignment with Hoang and Suwannakudt (2022) who found that self-awareness is also high among early childhood educators in Vietnam, indicating that educators generally have a positive self-image and recognize the qualities that contribute to their professional success. The variability in perceptions indicates that while many educators are confident in their strengths, opinion may differ. The complexities of self-perception denote that some educators require additional support to fully understand that their strengths can be leveraged in their teaching practices.

Table 7 examines self-management practices among teachers in the Early Childhood Care and Development Program. With an overall mean score of 4.65, the results indicate a very high level of self-management, suggesting that educators feel confident in balancing their personal and professional responsibilities, which is crucial for effective teaching.

The highest mean score of 4.75 pertains to the ability to stay calm in stressful situations. This strong emotional resilience indicates that teachers can handle challenging classroom environments without feeling overwhelmed. The low standard deviation of 0.47 shows that most participants share this confidence in managing stress, creating a calm atmosphere that benefits both teachers and students

Table 7. Frequency, Percentage and Mean Distribution of the Extent of the Early Childhood Daycare Teachers’ Socio Emotional Competence (Self-Management)

The teachers’ ability to set clear boundaries between work and personal life got the second-highest mean of 4.72 indicating that practicing and maintaining a healthily balance can prevent burnout and support overall well-being. It shows that most educators feel capable of maintaining balance to allow them to recharge and remain effective in their roles.

The indicator which got the lowest mean (4.56) is on staying focused and productive despite distractions indicating that although they can still concentrate, the interruptions in the classroom may pose challenges. Individual experiences with distractions differ greatly among teachers with a moderate SD of 0.50.

This finding is aligned with Lim and Rahman (2021) study in Singapore that the early childhood educators were confident in managing their personal and professional responsibilities that is essential for effective teaching. The strong emotional resilience of teachers is shown in their ability to remain calm in stressful situations.  This does not only benefit the educators but also creates a conducive learning environment for students as teachers continue to foster positive classroom dynamics.

Moreover, in their study about early childhood in Malaysia, Tan and Mohamed (2022) found self-management practices enable them to maintain a healthy balance between work and personal life, and contribute to calm and productive classroom atmosphere.

As to the challenges on distractions Wong and Ali (2023) examined self-management practices among early childhood educators in Singapore and Malaysia, focusing on their ability to remain focused and productive despite distractions pointing to the need for tailored strategies to help individuals navigate their specific challenges effectively.

Table 8 focuses on the interpersonal skills of daycare teachers in the Early Childhood Education Program. With an overall mean score of 4.66, the results indicate a very high level of interpersonal competence, suggesting that teachers feel confident in their ability to connect with colleagues, students, and families, which fosters a positive learning environment.

Table 8. Frequency, Percentage and Mean Distribution of the Extent of the Early Childhood Daycare Teachers’ Socio Emotional Competence (Interpersonal Skills)

The highest mean of 4.78 relates to the ability to actively listen and understand others’ perspectives. This strong agreement among teachers highlights their commitment to empathetic engagement, which is essential for building trust and rapport in educational settings. Active listening is crucial in early childhood education, as it allows teachers to respond effectively to the needs and concerns of young children and their families. The low variation of 0.42 indicates that most participants share a similar level of confidence in their listening skills.

The second-highest score of 4.72 reflects the importance of clear and effective communication. This ability helps teachers convey their thoughts and ideas in ways that everyone can understand, facilitating collaboration and engagement in the classroom. The fairly low variation of 0.45 shows that teachers generally feel capable of expressing themselves clearly, which is vital for creating a positive learning atmosphere.

However, some areas show more variability among responses. The average mean for building and maintaining relationships stands at 4.61, indicating strong skills in fostering connections in various aspects of life. This is important for effective teaching and collaboration. The variation of 0.52 suggests that while many teachers feel confident in their relationship-building abilities, individual experiences and approaches may differ.

The lowest average score of 4.56 relates to respecting differing opinions. While there is a generally high level of consensus on this skill, some teachers find it challenging to explore diverse views in an educational environment. The moderate variation of 0.50 indicates that experiences regarding respect for others’ opinions can vary among teachers, highlighting a need for further development in this area.

Overall, these findings emphasize the critical role of interpersonal skills in the Early Childhood Care and Development Program. High means in active listening and clear communication suggest that teachers are well-equipped to engage with their students and colleagues. However, the variability in building relationships and respecting differing opinions points to opportunities for growth and enhancement of teaching effectiveness.

The result finds consonance with what Wang and Shih (2023) In Taiwan found that the early childhood educators are highly confident in their ability to connect students and families that is essential in building trust and rapport in the educational settings. Effective communication in the educational institutions support teachers in developing stronger relationships that benefits overall classroom atmosphere and student learning experiences.

Furthermore, it also supports what Chen, Zhang, and Liu (2022) found that early childhood educators possess strong interpersonal skills that focus on active listening and clear communication. They found that competence fosters positive relationships that enhance teachers’ overall well-being and job fulfillment. In the same view, Chen et al. (2022) highlighted the importance of respecting the different opinions and building relationships among daycare teachers in Taiwan, indicating that they feel confident in their interpersonal abilities.

Table 9 shows an overall mean of 4.66 indicating a very high level of empathy among teachers in the Early Childhood Care and development Program. The highest mean of 4.78 reflects that teachers understand the feelings of others and shows that teachers are dedicated in empathizing with their colleagues and students in an educational setting and most of the child development teachers share commitment with a low standard deviation of 0.45.

Table 9. Frequency, Percentage and Mean Distribution of the Extent of the Early Childhood Daycare Teachers’ Socio Emotional Competence (Empathy)

Showing genuine concern for the well-being of others in challenging situations gains the second-highest score of 4.68, indicating that they genuinely care for others in the midst of adversities. This is also expressed in their ability to recognize when someone is upset and offering support (M-4.64). The high level of agreement indicates that teachers are attuned to the emotional distress of others and are willing to help.

However, the lowest mean of 4.56) is on expressing empathy through words and actions. The broader range of responses indicates that teachers might vary in showing their effectiveness in conveying empathy. Exploring the role of empathy among early childhood educators, Schmidt, Müller, and Fischer (2025) found that teachers may have a high level of empathy in the level of commitment and sharing of feelings to their students and colleague. In addition, Klein, Weber, and Herzog (2024) found that the playfulness and empathy among preschool teachers show their being generally attunes to the emotional needs of their students. It is this skill that enables teachers to recognize children when upset and to offer support.

Table 10. Summary Table of Socio Emotional Competence

Table 10 shows the summary of the teachers’ socio-emotional competence. The overall socio-emotional-competence mean of 4.64 reflects a strong consensus on the high level of these skills, with a low standard deviation of 0.19. This indicates consistent positive traits among individuals. The highest mean of 4.66 was given to interpersonal skills which indicates their ability to communicate and interact effectively with other, which is crucial for building strong relationships. Additionally, empathy, also with a mean of 4.66, demonstrates an awareness of the feelings of others that allows for compassionate and supportive interactions.

Problem 3. What is the level of Early Childhood Daycare Teachers’ performance in Early Childhood Care and Development Program in terms of:

3.1. Advancement of children’s growth and development

• . Partnership with families, communities, and local government

3.3. Flexibility in Scheduling

3.4. Program management; and

3.5. Physical environment and safety?

Table 11 outlines the findings regarding the advancement of children’s growth as perceived by teachers in the Early Childhood Care and Development Program. With an overall mean score of 4.65, the results indicate a very high level of confidence among teachers in their ability to support children’s development.

The highest mean of 4.83 is given to the statement, “I enable the child to explore their environment with curiosity and confidence.” Indicating that teachers know the importance of exploration were children’s cognitive and social growth is encouraged. Having a low standard deviation score of 0.40 denotes the less dispersed data of teachers’ responses in giving children opportunities for exploration. The next indicator that was given a very high rating (M-4.67) indicates the provision of routines for children’s security and consistency.

Table 11. Frequency, Percentage and Mean Distribution of the Teacher’s Performance in Early Childhood Care and Development Program (Advancement of Children’s Growth)

However, there is a need to train them to become responsible as indicated by the item on enabling the children to enhance their sense of responsibility by participating in classroom tasks and routines which got the lowest mean, although still considered very high. This implies the need for teachers to provide tasks that are appropriate in their age so that they will learn the value of responsibility as they grow.

The item that got the lowest mean (4.57) is enabling the children to express emotions in healthy and constructive ways, implying the need for teachers to allow the children to manage their emotions so they can learn to regulate them. This crucial role of teachers was echoed in the study of Smith and Doe (2021) which highlighted the need for teachers to encourage exploration and facilitate emotional expression.

Table 12 presents the findings on the level of teacher performance in establishing partnerships with families within the Early Childhood Care and Development Program. The results indicate that the overall mean of 4.65 among teachers which implies that they are committed to engage with families that pose importance to make early childhood education effective.

This commitment is expressed on their effort to established open and transparent communication channels with families to ensure their involvement in their child’s care and education which got the highest mean of 4.75 along with eliciting feedback from stakeholders to improve our daycare center’s services and programs. Teachers considered feedback as important in building trust and in ensuring that the needs of the children are met. This is in consonance with what Fawcett and colleagues (2021) found that family engagement must be uplifted to let children benefit from educational experiences through the implementation of open communication, regular feedback and community involvement to develop trust.

The item that got the lowest mean, although still rated as very high is on collaborating with families and setting goals for their children’s development and regularly updating them of their children’s progress (M=4.55). This shows the need for teachers to strengthen partnership with families especially in determining the goals or their children’s development and in monitoring their progress towards that goal that they set.

Table 12. Frequency, Percentage and Mean Distribution of the Level of Early Childhood Daycare Teachers’ Performance in Early Childhood Care and Development Program (Partnership with Families)

The item that got the lowest mean, although still rated as very high is on collaborating with families and setting goals for their children’s development and regularly updating them of their children’s progress (M=4.55). This shows the need for teachers to strengthen partnership with families especially in determining the goals or their children’s development and in monitoring their progress towards that goal that they set. This concern was also studied by Zulauf-McCurdy and Zinsser (2021) who found that parent-teachers relationship can mitigate risk in the behavioral issues in the classroom.

The second lowest mean (M=4.56) was given to collaboration with local government units to access funding, resources and support service for the development of the day care center.

This implies the need to enhance the day care center’s resources with the help of sufficient funding, resources and support service for the development of the day care center. This implies the need to enhance the day care center’s resources with the help of sufficient funding. The findings reveal the need for teachers to establishing family engagement programs to set goals and monitor children’s developmental process as well as work on requesting for government funds for better services by the center.

Table 13 presents the teachers’ performance in terms flexibility in scheduling in the Early Childhood Care and Development Program. Results reveal that their performance in this area is at a generally high level (M-4.622) indicating that they exercise flexibility in scheduling the activities based on the needs of the children. This is shown in their ability to adjust the daily activities to suit the changing needs of young children without disrupting their routine which got the highest mean of 4.79 which indicates that while observing the necessary routine in their class, the teachers demonstrate flexibility in their daily activities. This is done to create a stable and comfortable learning environment.

Table 13. Frequency, Percentage and Mean Distribution of the Level of Early Childhood Daycare Teachers’ Performance in Early Childhood Care and Development Program (Flexibility in Scheduling)

The varying attention span of the children were also considered by the teachers and they creatively modify their planned learning experiences when class time change (M-4.67). This indicates the teachers’ awareness of children’s needs and their commitment to keeping students engaged, even when class schedules are altered. This finding echoes Lee, Johnson, and Smiths (2020) study which asserted the need for flexible scheduling considering the varying attention spans in young children. When this is done, the students’ participation is increased and children felt connected to the tailored activities. This indicates the teachers’ adaptability in responding to the dynamic nature of the children.

There is however, a need for teachers to inform the parents on the changes of schedules as indicated by the lowest mean of 4.50. This may be due to the difficulty of the teachers to readily communicate with the parents considering time constraints. This is identified as a potential area for improvement. Effective relay of changes in schedules is important wile engaging parents in the learning process. This concern was also expressed in the study of Garcia and Thompson (2023) which emphasize the need for educators to actively communicate schedule changes to parents. Patel and Nguyen (2024) likewise noted the need for communication as important in the professional development of educators especially in relaying information to parents about schedule changes.

In summary, flexibility is needed for educators to enhance the classroom atmosphere which sometimes means adjusting daily activities for the changing needs of children. This was the finding of Smith and Jones (2021) which reveal that adaptability in early childhood education creates stable learning environments.

Table 14 presents the teachers’ performance in relation to program management in Early Childhood Care and Development Program. The overall mean of 4.65 indicates a very high level of teachers’ performance in managing their programs, including compliance to licensing requirements, curriculum implementation, assessment and the daily operations of the center.

Table 14: Frequency, Percentage and Mean Distribution of the Teachers’ Performance in Early Childhood Care and Development Program (Program Management)

The highest mean score of 4.78 is given overseeing the daily operations of the daycare center, indicating the exercise of their leadership which is crucial in creating a stable and nurturing environment for children in the service that they provide every day. This is followed by the implementation of the developmentally appropriate curriculum plans and activities (M-4.70) reflecting the teachers’ commitment in providing learning experiences of children that fosters children’s growth and development. This result echoes what Atteberry, Smith, and Johnson (2023) found that managing daily operations and implementing developmentally appropriate curricula by early childhood educators is critical for establishing a nurturing and stable environment to young children.

It is the effect to maintain partnership with families, communities and local organizations that got the lowest mean of 4.5 although it is still rated as very high. While recognizing that building relationships with families and communities is vital for educators, the teachers acknowledge that this is a challenge.  Another area of improvement is on ensuring that their program meets all licensing requirement (M-4.57). The variability of responses SD-0.53) indicate that some teachers struggle with this compliance, indicating the need for teachers to be provided with training on meeting licensing requirements.

This challenge was also encountered by the participants of the study conducted by McCoy, Thompson, and Garcia (2021/. Meeting the licensing requirements and building partnerships with families and local organizations are the challenges that educators faced. They argue that establishing strong relationship with families and community organizations is essential for creating a supportive educational environment. By enhancing communication and collaboration skill, educators can foster better engagement with families, which is crucial for enhancing children’s social and emotional development.

Table 15 shows the teachers’ performance relative to the provision of physical environment and safety in Early Childhood Care and Development Program. The overall mean score is 4.70 indicating a very high level of performance in ensuring a safe environment for the children.

Table 15. Frequency, Percentage and Mean Distribution of the Early Childhood Daycare Teachers’ Performance in Early Childhood Care and Development Program (Physical Environment and Safety)

The highest mean of 4.81 among the specific indicators shows the performance of educators in creating a learning environment that is clean, organized and child-friendly, ensuring that all indoor and outdoor areas are safe and free from hazard (M=4.73). Teachers likewise provide play areas that the developmentally appropriate and ensure that all equipment and materials are safe to use and are in good condition. Maintaining clean, organized, and safe environments to support children’s learning and development encourages children to engage in different learning activities. This was likewise emphasized by Berti, Cigala, and Sharmahd (2019) who investigated the effect of the physical environment on child development in early childhood education settings. Moreover, Miller and Smith and Smith (2021) found that educators generally agreed on the necessity of maintaining safe environment in early childhood education.

It is the conduct of regular inspection on the physical environment and the development of an emergency plan with their colleagues that received the lowest means (both 4.64) although these are still rated as very high. This indicates areas that need improvement.

The summary of teacher performance in Early Childhood Care and Development programs is shown in Table 16. Data reveal a very positive outlook across several important areas as indicated in the overall mean of 65. To enhance teachers’ education, strategies for effective instruction and professional development must be explored. The education is continuously evolving, demanding educators to adapt and refine their skills to meet the diverse needs of learners.  To be a robust teacher is important and cannot be overstated, as it serve as the foundation to prepare to excel in their roles. Different approaches to improve teacher education, and incorporating the evidence-based instructional methods, foster collaboration among educators, integrate technology into teaching practices, and provide ongoing professional development opportunities. Implementation of strategies can better equip teachers with knowledge, skills, and support system to thrive the dynamic field of education. (Abbas, Asad. (2024).

Creating a safe and supportive physical environment got the highest mean, emphasizing the effort of the teachers to ensure safety (M-4.70). Program management, advancement of children’s growth and development and partnership with stakeholders come next and these are all contributing to the high quality of teaching in the conduct of early childhood education in the center.

Table 16. Summary Table of Early Childhood Daycare Teacher’s Performance in Early Childhood Care and Development Program

Problem 4: Do the Early Childhood Daycare Teachers’ Work-Life Balance and Socio-Emotional Competence significantly influence their teaching performance in the early childhood care and development program?

Ho₁. The Early Childhood Daycare Teachers’ work-life balance does not significantly influence their teaching performance in the early childhood care and development program.

H0₂. The participants’ work-life balance does not significantly influence their teaching performance in the early childhood care and development program.

Ho₃. The Early Childhood Daycare Teachers’ socio-emotional competence does not significantly influence their teaching performance in the early childhood care and development program.

Table 17 presents the results of the regression analysis on the influence of work-life balance and socio-emotional competence on teaching performances. Results show that the whole model is significant with F (8,113) =8.07, p=.000. Thus, the first null hypothesis is rejected, implying that teachers who have generally high work-life balance and socio-emotional competence also perform well in their task as teachers in early childhood care and development program. Collectively, the components of teachers work-life and socio-emotional competence significantly influence their teaching performance, with 36.33% of the variability in their performance as being accounted for by a combination of these variables. The remaining 63.67% may be attributed to other actors not covered in the study such motivation, internal and external motivation (Neşe Börü Asst. Prof., Nevsehir Haci Bektas, 2018 In this context, teachers who are responsible for coping with student’s diversity and limited opportunities, despite unfavorable environmental factors, should be taken into consideration keeping their own motivation in terms of sustainable development goals of the country.

The study aimed to provide an in-depth analysis of the internal and external causes that were influential towards job motivation of the teachers who were selected according to some success performance criteria for the institutions which is called science, art school where the gifted students are educated.  According to E. Mulvahill, B.A., 2018 also cited intrinsic motivation is doing something for the sake of personal satisfaction., while extrinsic motivation and extrinsic motivation is doing something to earn a reward or to avoid punishment.

Table 17. Regression Analysis on the Influence of Work-Life Balance and Socio-Emotional Competence on Teaching Performance.

Model Summary: R² = .603, R² = 0.363   Adjusted R²= 0.318     F (8, 113) = 8.07**   p = .000

Through the sense of purpose greatly influence their performance, also when teachers feel passionate about their work and believe they are making a difference, they are more likely to invest the necessary effort and time to ensure student success.  Professional development, an access to quality professional development opportunities that provide teachers with the knowledge, skills and resources they need to enhance their teaching practices is crucial. This includes opportunities to learn about pedagogical approaches, classroom management strategies, and best practices for working with diverse.

When the variables are taken in isolation, the components of socio-emotional competence such as self-management, interpersonal skills and empathy significantly influence their performance. Specifically, for every unit increase in their self-management, there is a corresponding .147 increase in their interpersonal skills, there is a corresponding .141 increase in their teaching performance (B-.147, t=.2.28, p=.024). In addition, for every unit increase in their interpersonal skills, there is a corresponding .141 increase in their performance (b=.141, t=2.24, p=.028). Finally, a .127 increase in their performance is observed with every unit increase in their empathy (B=.127, t=2.13, p=.036).

Self-management consist of the ability to keep calm during stress, drawing a balance between their work and personal lives, having self-disciplines, discerning on things before making decisions, and being focused on getting things done. This study found that these skills contribute to their performance in teaching. This supports what Lim and Rahman’s (2021) found that early childhood educators the strong emotional resilience of teachers shown in their ability to remain calm in stressful situations creates a conducive learning environment for students and fosters positive classroom dynamics. It likewise echoes that Tan and Mohamed (2022) found that self-management practices enable them to contribute to calm and productive classroom atmosphere.

As to the contribution on interpersonal skills, the findings in this study are in line with what Lee and Chang (2021) found that the educators’ social skills lead to more effective teaching and learning environment for children. In relation to empathy as a contributor to performance, this study reflects what Lange, Novak, and Schmidt (2023) found empathy integration creates an effective atmosphere, thus improving teaching performance may be due to self-assertive, assertive personality in not just being loud or dominant but about knowing one’s worth, express thoughts and needs clearly, and stand up for one’s belief without trampling over others. Cultivating assertive personality can enforce healthy boundaries, building self-confidence, practice clear communication and self-awareness but developing an assertive personality is a dynamic journey that enhance one’s ability to stand up for oneself and foster s a balanced, fulfilling life Simone, (2024)

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions, and recommendation based on the data gathered in this study.

Summary

The Problem. 

This study entitled “Work-Life Balance and Socio-Emotional Skills as Factors in Teachers’ Performance in Early Childhood Program” included 122 child development teachers from different areas in Cagayan de Oro City. The participants are Child Development Teachers employed by the city government and managed by the City Social welfare and Development Office. The focus on these districts aims to capture the experiences and insights of educators in early childhood education. Using a descriptive correlational approach, the research determined the level of work-life balance and socio-emotional skills and the influence that these variables have on their teaching performance. There were 4 identified questions, 1) What is the level of Early Daycare Teacher’s Work-Life Balance in terms of: Physical health and well-being, satisfaction with work-life integration, social support system and time management. 2)  What is the extent of early childhood daycare teaches’ socio-emotional competence in terms of: self-awareness, self-management, interpersonal skills and empathy. 3) What is the level of early childhood daycare teacher’s performance in Early Childhood Care and Development Programs in terms of advancement of children’s growth and development, partnership with families, communities, and local government, flexibility in scheduling, program management, and physical environment and safety. 4) Do the early childhood daycare teachers’ work life balance and socio-emotional competence significantly influence their teaching performance in the early childhood care and development program. The actions done for problem 1, 2 and 3 is to analyze the collected data basic statistics such as the average and standard deviations were used and the characteristics of the data are effective for summarizing. While problem 4, looked at how early childhood daycare teachers’ work-life balance and socio-emotional skills affect their teaching performance, inferential statistics were used, specifically Regression Analysis. The method helped identify the connections between the independent factors (work-life balance and socio-emotional) and the dependent factor (teaching performance). In using Regression Analysis allowed for predicting teaching performance based on work-life balance and socio-emotional skills, revealing important insights into how these factors influence the effectiveness of daycare teachers.

Findings

Based on the data gathered, the findings are as follows:

• The early childhood daycare teachers rated their work-life balance as generally very high with time management as having the highest mean, followed by physical health and well-being, satisfaction with work-life integration and social support system, indicating that they have worked at balancing their personal lives and professional responsibilities.
• The socio-emotional competence of the early childhood daycare teachers was generally very high, with interpersonal skills and empathy leading, followed by self-management and self-awareness, indicating that they demonstrate the capacity to manage their emotions and relate effectively with others.
• The early childhood daycare teachers’ teaching performance was at a generally very high level, especially on ensuring a safe physical environment for children, advancement of their children’s growth and development, partnership with families, communities and local government and flexibility in scheduling, implying that the teachers perform their teaching tasks with commitment to facilitate the growth of their children considering their needs.
• Collectively, the early childhood daycare teachers’ work-life balance and socio-emotional competence significantly influence their teaching performance. Taken singly, the three components of socio-emotional competence, namely self-management, interpersonal skills and empathy, came out out as having significance influence on their performance, highlighting the important role of managing emotions appropriately, social skills and empathy in performing their tasks as teachers in early childhood education.

Conclusions

Based on the findings of the study, it can be inferred that the early childhood daycare teachers’ have strong commitment to maintain healthy habits and work-life balance. The theories of work-life balance and socio-emotional competencies are confirmed in the study. They manage their time well, ensure to keep a clean environment in the center and implement the curriculum in the center that is developmentally appropriate to the level of the children. They collaborate with the stakeholders such as parents, and local government units for the sustenance of the center. These socio-emotional skills greatly contribute to their effective management of early Childhood Day Care Center.

Recommendations

Based on the results of this study, the following recommendations are endorsed:

1. That the City Social Welfare and Development Office.

1.1. continue to support the early childhood educators with services needed to sustain the operation of the day care centers; and

1.2. implement regular monitoring and assessment activities to the educators.

2. That the Local Government officials headed by the Chief Executive (City Mayor) continue to

2.1. support the conduct of health and wellness programs to facilitate the physical and mental health among educators;

2.2. encourage the development of programs to strengthen partnerships between early childhood education centers and local government to improve resource access.

2.3. allocate funding for professional development programs and for the resources needed in the center, such as, but not limited to seminars on the orientations on child’s rights and protection, Child Development, Classroom Management, Safety and Health, Professional Development and Childcare Training.

3. That Early Childhood teachers may strengthen communication channels with parents especially on changes in the schedule of the activities in the center and ensure transparency regarding safety and health procedures.
4. That parents engage actively in their child’s education, maintain open lines of communication with teachers and advocate for community support initiatives that recognize and appreciate the efforts of teachers.
5. That future researchers may conduct further studies on the effect of work-life balance on teacher performance and the learning outcomes of their students and investigate social support structures that enhance the quality of education among young children in the community.

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APPENDICES A

INFORMED CONSENT

	LOURDES COLLEGE, INC. Cagayan de Oro City Research, Planning, and Development Office (RPDO)
	INFORMED CONSENT FORMS FOR SURVEYS, INTERVIEWS,     AND FOCUS GROUP DISCUSSIONS                                     Adapted from WHO Informed Consent Template (http://www.who.int/rpc/research_ethics/informed_consent/en/)	RPD-FO-001

Adapted from the National Ethical Guidelines for Research Involving Human Participant 2023.

Philippine Health Research Ethics Board.

APPENDIX B

Sample of questionnaire survey

Work-Life Balance and Socio-Emotional Competence as Predictors of Teachers’ Performance in The Early Childhood Care and Development Program

Part I: Survey Questionnaires on the Early Childhood Daycare Teacher’s Work Life Balance

Scoring Guide:

Please place a check mark (∕) in the column that best represents your response to each statement based on the following scale:

SA       – Strongly Agree: You completely agree with the statement.

A         – Agree: You agree with the statement, but not as strongly.

AS       – Agree Slightly: You somewhat agree with the statement, but with reservations.

D         – Disagree: You do not agree with the statement.

SD       – Strongly Disagree: You completely disagree with the statement.

Part II: Survey Questionnaires on the Extent of the participant’s socio emotional competence

Scoring Guide:

Please place a check mark (∕) in the column that best represents your response to each statement based on the following scale:

SA       – Strongly Agree: You strongly believe that the statement is true for you.

A         – Agree: You generally agree with the statement, though not as strongly.

AS       – Agree Slightly: You somewhat agree with the statement but may have reservations or only slight agreement.

D         – Disagree: You generally do not agree with the statement.

SD       – Strongly Disagree: You completely disagree with the statement.

Part III: Survey Questionnaires on the level of Teacher’s Performance in Early Childhood Care and Development Program

Scoring Guide:

Please place a check mark (∕) in the column that best represents your response to each statement based on the following scale:

SA       – Strongly Agree: You strongly agree with the statement, and it fully describes your experience.

A         – Agree: You agree with the statement, but with slightly less intensity.

AS       – Agree Slightly: You somewhat agree with the statement but may have some reservations.

D         – Disagree: You generally do not agree with the statement.

SD       – Strongly Disagree: You completely disagree with the statement, and it does not describe your experience

Thank you for participating in this survey. Your responses are valuable for understanding the work-life balance, socio-emotional competence, and performance of early childhood educators.

VILMA S. GAMAO

Researcher, Lourdes College

APPENDIX C

Evidence that the Assumptions of Regression are Met

APPENDIX D

Letter Request to City Mayor Thru: CSWD Office