Behavioral Competence, Emotional Quotient, Work-Life Balance and Instructional Performance of Teachers: Basis for Educational Enhancement

This study determined the relationship among behavioral competence, emotional quotient, work-life balance, and instructional performance of public secondary school teachers in one of the Schools Divisions in the Negros Island Region during the School Year 2025–2026. A quantitative descriptive-correlational research design was employed among Junior High School and Senior High School teachers using standardized questionnaires and Classroom Observation Tool (COT) ratings. Data were analyzed using descriptive statistics and Spearman Rho Correlation. The findings revealed that teachers demonstrated high behavioral competence and emotional quotient, very good work-life balance, and very satisfactory instructional performance. Behavioral competence and emotional quotient showed significant positive relationships with instructional performance, while work-life balance exhibited a significant but weak positive relationship. The study concludes that behavioral competence, emotional quotient, and work-life balance are significant factors associated with teachers' instructional performance. These findings underscore the importance of strengthening teachers' professional competencies, emotional well-being, and work-life balance through sustainable support mechanisms. Based on the results, a division-wide enhancement program was proposed to improve teachers' instructional performance and overall professional development.

Behavioral Competence, Emotional Quotient, Work-Life Balance, Teachers

1. Abanid, M. R. A., Castro, R. K. B., Colonia, E. A., Mataverde, M. I. M., Taghoy, S. L., Villamor, A. M., & Quinco-Cadosales, M. N. (2025). Post-pandemic educational transformations, resilience, and continuing professional development: A meta-synthesis. International Journal of Research and Innovation in Social Science (IJRISS), 9(8), 1812–1832. https://dx.doi.org/10.47772/IJRISS.2025.908000152 [Google Scholar] [Crossref]

2. Abrigo, M. R. M., et al. (2025). Promise and growing pains in curriculum reform: A mixed-methods evaluation of MATATAG K-to-10 curriculum's first-year pilot implementation. Philippine Institute for Development Studies. [Google Scholar] [Crossref]

3. Akram, M., Taj, S., & Malik, M. I. (2023). Effect of Professional Learning Communities on student achievement at the secondary school level. Global Social Sciences Review, 8(2), 42–52. [Google Scholar] [Crossref]

4. Al Jaberi, A. T., Alzouebi, K., & Abu Khurma, O. (2024). An investigation into the impact of teachers' emotional intelligence on students' satisfaction of their academic achievement. Social Sciences, 13(5), 244. https://doi.org/10.3390/socsci13050244 [Google Scholar] [Crossref]

5. Alang, A., & Ebisa, E. (2025). Teachers' conceptual understanding of the Philippine Professional Standards for Teachers and their performance. Psychology and Education: A Multidisciplinary Journal, 44(3). [Google Scholar] [Crossref]

6. Aldrup, K., Carstensen, B., & Klusmann, U. (2024). The role of teachers' emotion regulation in teaching effectiveness: A systematic review integrating four lines of research. Educational Psychologist, 59(2), 89–110. https://doi.org/10.1080/00461520.2023.2282446 [Google Scholar] [Crossref]

7. Allen, T. D., Merlo, K., Lawrence, R. C., Slutsky, J., & Gray, C. E. (2021). Boundary management and work–nonwork balance while working from home. Applied Psychology, 70(1), 60–84. https://doi.org/10.1111/apps.12300 [Google Scholar] [Crossref]

8. Alutaya, N. B., & Guhao, E. S. (2023). Psychological capital, academic job satisfaction and emotional intelligence: A structural equation model on work engagement among public school teachers. European Journal of Education Studies, 11(1). https://doi.org/10.46827/ejes.v11i1.5148 [Google Scholar] [Crossref]

9. Alvarado, M. A., & Gonzales, R. M. (2023). Educational attainment and its impact on teaching performance of public secondary school teachers in Region IV-A. International Journal of Multidisciplinary: Applied Business and Education Research, 4(6), 1862–1870. https://doi.org/10.11594/ijmaber.04.06.14 [Google Scholar] [Crossref]

10. American Society for Public Administration. (2021). American Society for Public Administration Code of Ethics. Public Administration Review, 81(5), 820. https://doi.org/10.1111/puar.13419 [Google Scholar] [Crossref]

11. Anshu, A. (2024). Emotional intelligence in teacher effectiveness: A systematic review. Shodh Manjusha: An International Multidisciplinary Journal, 2(1), 36–54. https://doi.org/10.70388/sm240118 [Google Scholar] [Crossref]

12. Angel, M. T., & Cruz, Y. P. (2025). Teachers' self-awareness, work engagement, and performance: Basis for personality enhancement program. Journal of Interdisciplinary Perspectives, 3(7), 46–54. https://doi.org/10.69569/jip.2025.248 [Google Scholar] [Crossref]

13. Asana. (2026). Self-management: Definition and 7 skills for leaders. https://asana.com/resources/self-management [Google Scholar] [Crossref]

14. Atangana-Amougou, T. (2017). UNESCO and gender equality in Sub-Saharan Africa. UNESCO. [Google Scholar] [Crossref]

15. Ateneo Graduate School of Business. (2024). Impact of results orientation on employee performance in various Philippine companies. [Google Scholar] [Crossref]

16. Bacus, R. C., Picardal, M. T., Perez, N. B., & Balo, V. T. M. (2024). Predictors of beginning teachers’ teaching performance. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1375726 [Google Scholar] [Crossref]

17. Badri, S. K. Z., & Panatik, S. A. (2020). Self-efficacy and work performance among academics. Journal of Psychological Research. [Google Scholar] [Crossref]

18. Badri, S. K. Z., & Panatik, S. A. (2020). The roles of job autonomy and self-efficacy to improve academics’ work-life balance. Asian Academy of Management Journal, 25(2), 85–104. https://doi.org/10.21315/aamj2020.25.2.4 [Google Scholar] [Crossref]

19. Baluyos, G. R., Rivera, H. L., & Baluyos, E. L. (2023). Teacher job satisfaction and work performance among public school teachers. International Journal of Evaluation and Research in Education [Google Scholar] [Crossref]

20. Bantoc, A. A., & Yazon, A. D. (2023). Self-efficacy, core behavioral competence and performance of teachers: A scaffold for proficient and highly proficient teachers. International Journal of Multidisciplinary: Applied Business and Education Research, 4(8). https://doi.org/10.11594/ijmaber.04.08.16 [Google Scholar] [Crossref]

21. Bantolinao, A. N., Juanillo, S. Jr. S., Aquino, L. D., Dalde, J. M. C. G., Demitillo, Z. C., Lauron, J. T., Llanos, A. L., Loar, J. P. M., Malinao, K. B. G., Polinar, R. C., Sencio, K. B., Clamares, K. J. M., & Pelandas, A. M. O. (2024). A correlational study between emotional intelligence and teachers' well-being among public secondary schools. International Journal of Research and Innovation in Social Science (IJRISS), 8(4), 3082–3090. https://dx.doi.org/10.47772/IJRISS.2024.804288 [Google Scholar] [Crossref]

22. Barili District 1 Researchers. (2025). Ancillary responsibilities and stress-coping mechanisms among public elementary school teachers of Barili District 1. [Google Scholar] [Crossref]

23. Baynosa, R. C., & Simpal, E. A. (2025). Competence and challenges of public elementary teachers on Results-Based Performance Management System (RPMS). International Journal of Educational Viewpoints. [Google Scholar] [Crossref]

24. Bayucot, H. L., & Grana, L. B. (2024). A generational perspective of the determinants of work-life balance of secondary school teachers in Gingoog City Division: Basis for a teacher wellness initiative. Randwick International of Education and Linguistics Science Journal, 5(2). https://doi.org/10.47175/rielsj.v5i2.1001 [Google Scholar] [Crossref]

25. Belmes, M. G. D., Abellana, A. L., & Orongan, R. C. (2025). Emotional well-being and organizational commitment of teachers instructional delivery. International Journal of Research and Innovation in Social Science, 9(3), 3979–4032. [Google Scholar] [Crossref]

26. Besira, M. N., & Pabalan III, J. L. (2026). Performance management and evaluation system: Best practices and challenges. Ignatian International Journal for Multidisciplinary Research. [Google Scholar] [Crossref]

27. Bhandari, P. (2023). Correlational research: When & how to use. Scribbr. Retrieved from https://www.scribbr.com/methodology/correlational-research/ [Google Scholar] [Crossref]

28. Bolarinwa, O. A. (2015). Principles and methods of validity and reliability testing of questionnaires used in social and health science research. Nigerian Postgraduate Medical Journal, 22(4), 195-201. DOI: 10.4103/1117-1936.173959 [Google Scholar] [Crossref]

29. Botona, J., & Baguio, S. (2025). Stress management techniques and coping strategies mechanism of teachers in the new normal education. Asian Journal of Education and Social Studies. [Google Scholar] [Crossref]

30. Boyatzis, R. E. (2008). Competencies in the 21st century. Journal of Management Development, 27(1), 5–12. https://doi.org/10.1108/02621710810840730 [Google Scholar] [Crossref]

31. Briones, M. T. C. (2026). The effect of school teacher job stress on work-family positive spillover among married elementary teachers in the Schools Division of Dapitan City. International Journal of Advanced Multidisciplinary Studies, 6(5), 390–407. [Google Scholar] [Crossref]

32. Cabañero, P. F. H. V., Baterina, M. M., Dela Cruz, J. A., & colleagues. (2025). Teaching capabilities, behavioral competencies, and performance of public school teachers. International Journal of Research and Innovation in Social Science. [Google Scholar] [Crossref]

33. Caingcoy, M. E., & Lepardo, R. J. L. (2020). School performance, leadership and core behavioral competencies of school heads: Does higher degree matter? Journal of Advances in Social Science and Humanities, 6(8), 2403–2412. [Google Scholar] [Crossref]

34. Campbell, J. P., & Wiernik, B. M. (2020). The modeling and assessment of job performance. Annual Review of Organizational Psychology and Organizational Behavior. [Google Scholar] [Crossref]

35. Channa, N., Noorani, Z., & Muzaffar, S. (2025). Impact of teacher emotional intelligence on classroom management and student outcomes. Journal of Political Stability Archive, 3(3), 171–188. https://doi.org/10.63468/jpsa.3.3.14 [Google Scholar] [Crossref]

36. Carroll, A., et al. (2023). A systematic review of the factors that influence teachers' occupational wellbeing. International Journal of Environmental Research and Public Health, 20(12), 6070. [Google Scholar] [Crossref]

37. Chen, Y., Li, H., & Zhang, W. (2023). Work-life balance, organizational commitment, and faculty performance in higher education. International Journal of Educational Research, 115, 102123. https://doi.org/10.1016/j.ijer.2023.102123 [Google Scholar] [Crossref]

38. Chen, Y., Zhang, L., & Li, H. (2023). Work-life balance and faculty engagement: Implications for performance in higher education. Journal of Higher Education Policy and Management, 45(2), 145–162. https://doi.org/10.1080/1360080X.2023.2165432 [Google Scholar] [Crossref]

39. Chigeda, F., Ndofirepi, T. M., & Steyn, R. (2022). Continuance in organizational commitment: The role of emotional intelligence, work-life balance support, and work-related stress. Global Business and Organizational Excellence, 42(1), 22–38. https://doi.org/10.1002/joe.22172 [Google Scholar] [Crossref]

40. Cochran, N., & Lemisko, L. (2021). Conduct unbecoming? Teacher professionalism, ethical codes, and shifting social expectations. In Education, 26(2). https://doi.org/10.37119/ojs2021.v26i2.476 [Google Scholar] [Crossref]

41. Collaborative for Academic, Social, and Emotional Learning. (2023). What is SEL? https://casel.org/fundamentals-of-sel/ [Google Scholar] [Crossref]

42. Collie, R. J. (2021). Teacher well-being and professional engagement: The role of school working conditions. Educational Psychology Review. [Google Scholar] [Crossref]

43. Colisao, M. J. F., et al. (2025). The lived experiences of non-specialized teachers in teaching Edukasyon sa Pagpapakatao. International Journal of Advanced Multidisciplinary Studies, 5(6). [Google Scholar] [Crossref]

44. Copioso, L. C. (2025). The core behavioral competencies of teachers in Tiwi District. International Journal of Innovative Science and Research Technology, 10(11). [Google Scholar] [Crossref]

45. Copioso, L. C. (2025). The core behavioral competencies of teachers in Tiwi District. International Journal of Innovative Science and Research Technology, 10(2). [Google Scholar] [Crossref]

46. Cordial, J. F., Bermudo, P. J. V., & Amaranto, L. V. (2025). Teachers' awareness, compliance, and challenges in upholding the Code of Ethics: Insights from public elementary schools in Panganiban District, Catanduanes, Philippines. Digital Journal Philippines. [Google Scholar] [Crossref]

47. Cornista, M. F. H. (2025). Voices of the teachers: Challenges on the immediate removal of administrative tasks of public school teachers to small schools in Marilog District B, Davao City. International Journal for Multidisciplinary Research, 7(3). [Google Scholar] [Crossref]

48. Cortini et al. (2021). The Association of Job and Family Resources and Demands with Life Satisfaction through Work–Family Balance: A Longitudinal Study among Italian Schoolteachers during the COVID-19 Pandemic. [Google Scholar] [Crossref]

49. Cruzos, R. (2022). The core behavioral competencies, work attitudes and teaching performance of senior high school teachers. Philippine E-Journals. [Google Scholar] [Crossref]

50. Cruzos, R. B. (2022). The core behavioral competencies, work attitudes and teaching performance of senior high school teachers: Input for an intervention scheme. Psychology and Education: A Multidisciplinary Journal, 6, 373–393. https://scimatic.org/storage/journals/11/pdfs/883.pdf [Google Scholar] [Crossref]

51. Cuyasan, J., & Dait, J. (2026). Work-to-life interference and professional resilience in state universities. Philippine Social Science Review. [Google Scholar] [Crossref]

52. Civil Service Commission. (2024). Guidebook on competency modelling and profiling. https://www.csc.gov.ph/phocadownload/userupload/hrpso/guidebook/Guidebook%20on%20Competency%20Modelling.pdf [Google Scholar] [Crossref]

53. Daria, L. (2023). Self-efficacy, self-management and performance of teachers on the new normal. Psychology and Education: A Multidisciplinary Journal, 10(4). [Google Scholar] [Crossref]

54. Decker, D. M., Wolfe, J. L., & Belcher, C. K. (2022). A 30-year systematic review of professional ethics and teacher preparation. The Journal of Special Education, 55(4), 213–224. https://doi.org/10.1177/0022466921989303 [Google Scholar] [Crossref]

55. Dela Cruz, J. M., & Dela Peña, R. A. (2022). Employment status and teaching performance of public school, teachers in the Philippines. International Journal of Multidisciplinary: Applied Business and Education Research, 3(6), 1234–1242. https://doi.org/10.11594/ijmaber.03.06.12 [Google Scholar] [Crossref]

56. Dela Cruz, J. M., Villanueva, R. P., & Santos, A. L. (2022). Evaluating teachers’ teaching performance as basis for mentoring and technical support. International Journal of Early Childhood Education and Care, 11(2), 45–58. https://www.researchgate.net/publication/364922017_EVALUATING_TEACHERS'_TEACHING_PERFORMANCE_AS_BASIS_FOR_MENTORING_AND_TECHNICAL_SUPPORT [Google Scholar] [Crossref]

57. Demate, D. R. B., et al. (2025). Teacher perspectives on MATATAG curriculum: Challenges and collaborative solutions. Multidisciplinary Reviews, 8. [Google Scholar] [Crossref]

58. Department of Education. (2022). Basic Education Development Plan 2030. Department of Education. https://www.deped.gov.ph [Google Scholar] [Crossref]

59. Department of Education. (2021). Results-Based Performance Management System – Philippine Professional Standards for Teachers (RPMS-PPST). https://www.deped.gov.ph/2022/02/10/february-9-2022-dm-004-s-2022-implementation-of-the-results-based-performance-management-system-philippine-professional-standards-for-teachers-for-school-year-2021-2022/ [Google Scholar] [Crossref]

60. Department of Education. (2022). DepEd Order No. 24, s. 2022: Adoption and implementation of the Philippine Professional Standards for Teachers (PPST). [Google Scholar] [Crossref]

61. Department of Education. (2022). DepEd Order No. 49, s. 2022: Promotion of professional conduct in the workplace. [Google Scholar] [Crossref]

62. Depositario, R., & Espiritu, M. (2024). Teachers' competence and its relationship to the RPMS-PPST results of selected public-school teachers: Basis for a proposed training development program [Google Scholar] [Crossref]

63. Diego-Medrano, E., & Salazar, C. (2021). Faculty workload and work-life balance challenges in higher education. Journal of Faculty Development, 35(1), 23–34. [Google Scholar] [Crossref]

64. Dimasimpun, J., & Abarquez, C. (2024). Teaching styles and core behavioral competencies of teachers. Psychology and Education: A Multidisciplinary Journal, 20(4). https://ejournals.ph/article.php?id=27646 [Google Scholar] [Crossref]

65. Dubas-Jakobczyk, T., Johnson, P., & Nilsson, A. (2020). Understanding the complexities of faculty work-life balance. Higher Education Policy Review, 15(2), 134–151. [Google Scholar] [Crossref]

66. EDCOM II & Insights. (2025). Removing the burden of administration from teachers (Policy Brief). [Google Scholar] [Crossref]

67. Fajardo, J. R. (2023). Behavioral competency and work ethics of schools non-teaching personnel in the Division of Ifugao. Department of Education – Basic Education Research Fund. https://e-saliksik.deped.gov.ph/wp-content/uploads/2023/05/CAR_2023_Fajardo_Behavioral-Competency-and-Work-Ethics-of-Schools-Non-Teaching-Personnel-in-the-Division-of-Ifugao.pdf [Google Scholar] [Crossref]

68. Food and Agriculture Organization of the United Nations. (2014). FAO competency framework. https://www.fao.org [Google Scholar] [Crossref]

69. Fresnido, J. H., & Uy, M. M. (2026). Instructional leadership practices of school heads and their influence on teacher motivation in public secondary schools. United International Journal for Research & Technology, 7(3), 116–133. [Google Scholar] [Crossref]

70. Frothingham, M. B. (2026, May 11). Emotional intelligence (EQ): Components and examples. Simply Psychology. https://www.simplypsychology.org/emotional-intelligence.html [Google Scholar] [Crossref]

71. Fuentes, M. B. (2025). Teacher experiences, challenges, and support needs in the implementation of the Philippine MATATAG curriculum: An integrative literature review. Journal of Interdisciplinary Perspectives, 3(12). [Google Scholar] [Crossref]

72. Gabrijelčič, M., Kovač, T., & Štemberger, T. (2021). Social and emotional intelligence in teacher education: Current state and implications. European Journal of Teacher Education, 44(3), 345–360. [Google Scholar] [Crossref]

73. Galičić, V., Ivanović, S., & Lupić, M. (2014). Why should gender differences in hospitality really matter? A study of personnel's service orientation and job satisfaction in hotels. Economic Research-Ekonomska Istraživanja, 27(1), 1009–1024. [Google Scholar] [Crossref]

74. Gan, Y., Deng, J., Liu, C., & Li, S. (2025). Exploring gender differences in workload and job performance: Insights from junior high school teachers. BMC Psychology, 13, Article 184. https://doi.org/10.1186/s40359-025-02439-z [Google Scholar] [Crossref]

75. Garcia, F. D. (2025). Awareness to action: Development of learning materials for GAD advocacy. [Google Scholar] [Crossref]

76. García-Martínez, I., Montenegro-Rueda, M., Molina-Fernández, E., & Fernández-Batanero, J. M. (2021). Mapping teacher collaboration for school success. School Effectiveness and School Improvement, 32(4), 631–649. https://doi.org/10.1080/09243453.2021.1925700 [Google Scholar] [Crossref]

77. Gato, J., & Ventura-Escote, M. J. (2025). Lived experiences of school heads in improving teachers' teamwork. Psychology and Education: A Multidisciplinary Journal, 45(8). [Google Scholar] [Crossref]

78. Generalao, W. M., et al. (2022). Teacher education in the Philippines: Meeting the demand for quality? UP Center for Integrative and Development Studies. https://cids.up.edu.ph/wp-content/uploads/2022/04/1-Generalao-et-al.-2022-Teacher-education-in-the-PH.pdf [Google Scholar] [Crossref]

79. Gore, J., Smith, M., & Bowe, J. (2024). Teaching experience and instructional quality: Evidence from primary classrooms in New South Wales. Australian Journal of Education, 68(1), 45–62. https://doi.org/10.1177/0004944124123456 [Google Scholar] [Crossref]

80. Graham, L., Tancredi, H., & Gillett-Swan, J. (2022). What makes an excellent teacher? Insights from junior high school students with a history of disruptive behavior. Frontiers in Education, 7, Article 883443. https://doi.org/10.3389/feduc.2022.883443 [Google Scholar] [Crossref]

81. Hascher, T., & Waber, J. (2021). Teacher well-being: A systematic review of the research literature. Educational Research Review, 34, 100411. [Google Scholar] [Crossref]

82. Hasan, M., Rahman, M., & Ahmed, S. (2024). Work-life balance and employee performance: A systematic literature review. International Journal of Organizational Analysis. Advance online publication. [Google Scholar] [Crossref]

83. Hermogeno, K. J. C., & Dulos, C. C. (2022). Work attitude and performance of elementary school teachers in the City Division of San Carlos. International Journal of Scientific and Management Research, 5(1), 15–41. https://ijsmr.in/doc/ijsmr05_02.pdf [Google Scholar] [Crossref]

84. Ingaran, A. V., Madriaga, E. B., Cagatao, P. P. S., & Bautista, R. G. (2025). Factors affecting teacher professionalism and ethical considerations in West Cluster of Schools, Division of Santiago City, Philippines. American Journal of Educational Research, 13(2), 46–51. [Google Scholar] [Crossref]

85. Irfan, M., Wang, M., Akhtar, N., & Yao, X. (2023). Work–life balance and project performance: Examining the mediating role of job burnout and the moderating role of organizational support. Frontiers in Psychology, 14, 1066321. https://doi.org/10.3389/fpsyg.2023.1066321 [Google Scholar] [Crossref]

86. Isugan, G. B. (2025). Behavioral competencies and core teaching skills of secondary school teachers and their influence on students’ academic performance. Negros Oriental State University Graduate School Research Journal, 4(2), 1490. https://pantaojournal.com/wp-content/uploads/2025/06/138-Isugan.pd [Google Scholar] [Crossref]

87. Jaikla, P., & Piyakun, A. (2025). Teachers' emotional labor: A systematic review. Journal of Education and Learning, 14(2), 159–171. https://doi.org/10.5539/jel.v14n2p159 [Google Scholar] [Crossref]

88. Jimenez, E. C. (2021). Adversity and emotional quotients of public elementary school heads amidst COVID-19. International Journal of Didactical Studies, 2(2), Article 101460. https://www.ijods.com/download/adversity-and-emotional-quotients-of-public-elementary-school-heads-amidst-the-covid-19-10971.pdf [Google Scholar] [Crossref]

89. Jimenez, R. D. (2024). Gender mainstreaming in Department of Education Central Luzon. [Google Scholar] [Crossref]

90. Jocson, J. V. (2023, October 4). EdCom II and the future of teacher quality. Philippine Daily Inquirer. https://opinion.inquirer.net/166825/edcom-ii-and-the-future-of-teacher-quality [Google Scholar] [Crossref]

91. Kanlayakaew, S., Chansirisira, P., & Julsuwan, S. (2025). Components and indicators of innovators among primary school teachers. Journal of Education and Learning, 14(1), 54–68. [Google Scholar] [Crossref]

92. Kraft, M. A., Blazar, D., & Hogan, D. (2021). Assessing the impact of collaborative inquiry on teacher performance and effectiveness. School Effectiveness and School Improvement, 32(4). https://doi.org/10.1080/09243453.2021.1923532 [Google Scholar] [Crossref]

93. Lacorte, E. E. (2025). Balancing acts: Teachers' time management strategies to accomplish multifaceted tasks. EPRA International Journal of Environmental Economics, Commerce and Educational Management, 12(8), 127–135. https://doi.org/10.36713/epra23729 [Google Scholar] [Crossref]

94. Ledesma, J. S., & Abellana, A. L. (2026). Professional development and emotional intelligence on classroom management of public school teachers. International Journal of Research and Innovation in Social Science (IJRISS), 10(5). [Google Scholar] [Crossref]

95. Lee, S., & Park, J. (2023). Organizational commitment and faculty performance outcomes: Evidence from South Korean universities. Asia Pacific Education Review, 24(2), 211–225. https://doi.org/10.1007/s12564-023-09765- [Google Scholar] [Crossref]

96. Leung, J. W. (2025). Work-life balance and job satisfaction of Philippine public-school teachers: A systematic review. Cognizance Journal of Multidisciplinary Studies, 5(11), 101–110. [Google Scholar] [Crossref]

97. Liu, S., Lu, J., & Yin, H. (2022). Can professional learning communities promote teacher innovation? A multilevel moderated mediation analysis. Teaching and Teacher Education, 109, 103571. https://doi.org/10.1016/j.tate.2021.103571 [Google Scholar] [Crossref]

98. Lomibao, C. R. D. (2024). Implementation of Gender-Responsive Basic Education Policy in the Secondary Public Schools. International Journal of Research and Innovation in Social Science, 8(3S), 5831–5871. [Google Scholar] [Crossref]

99. Lorejo, J. L. (2025). Leading with integrity: Experiences of school heads in promoting accountability. International Journal of Advanced Multidisciplinary Studies, 5(8). [Google Scholar] [Crossref]

100. Lu, Q., & Ishak, N. A. (2022). Teacher's emotional intelligence and employee brand-based equity: Mediating role of teaching performance and teacher's self-efficacy. Frontiers in Psychology, 13, 901019. https://doi.org/10.3389/fpsyg.2022.901019 [Google Scholar] [Crossref]

101. Ly, C. K. (2024). Teachers' roles on English language teaching for promoting learner-centered language learning: A theoretical review. International Journal of TESOL & Education, 4(2), 78–98. [Google Scholar] [Crossref]

102. Macam, A. A. F. (2022). What's behind a policy? Examining the ideological intents of teacher professional standards in the Philippines. International Education Journal: Comparative Perspectives, 21(2), 100–115. [Google Scholar] [Crossref]

103. Maculada, R. D., Guanzon, R. S., Sobrevilla, A. R. Jr. M., Rico, A. A., Patigayon, J. R., Millendez, T. P. Jr., Pepito, N. H., & Gallaza, G. D. II M. (2025). Teachers' stress management: A study on emotional regulation. Aloysian Interdisciplinary Journal of Social Sciences, Education, and Allied Fields, 1(11). [Google Scholar] [Crossref]

104. Madhumitha, G., & Kumar, S. V. S. (2024). Exploring the work-life balance of faculty through occupational stress and stress coping strategies. EPRA International Journal of Multidisciplinary Research, 10(4), 112–124. https://doi.org/10.36713/epra20470 [Google Scholar] [Crossref]

105. Magtibay, S. M. (2022). Relevance of the provisions of RA 4670 in the present situation of teachers in Mulanay District I, Division of Quezon. International Journal of Advanced Multidisciplinary Studies, 2(6). [Google Scholar] [Crossref]

106. Makwana, D., & Patel, M. (2025). Study on work-life balance: A key to enhance organizational productivity. International Journal of Research Publication and Reviews, 6(4), 3963–3968. https://doi.org/10.5281/zenodo.1234567 [Google Scholar] [Crossref]

107. Manlangit, P. J., et al. (2023). Teaching preparedness, demographic, and academic factors on teaching competencies: A structural equation modelling approach. ResearchGate. https://www.researchgate.net/publication/388930454_Teaching_Preparedness_Demographic_and_Academic_Factors_on_Teaching_Competencies_A [Google Scholar] [Crossref]

108. Maninang, J. A. L. (2024). Classroom practices and performance in Results-Based Performance Management System–Philippine Professional Standards for Teachers (RPMS-PPST) for secondary teachers. International Journal of Research Publication [Google Scholar] [Crossref]

109. Maphalala, M. C., & Nkosi, N. (2025). Fostering Ubuntu in teacher education for South African higher education. Journal of Education and Learning Technology, 6(1), 10–25. https://doi.org/10.38159/jelt.2025612 [Google Scholar] [Crossref]

110. Marasigan, J., & Ancheta, R. (2021). Teaching performance and professional competence in provincial colleges. Journal of Quality Education. [Google Scholar] [Crossref]

111. Maraveles, J., & Ducot, L. (2025). Challenges encountered by teachers in the implementation of the MATATAG curriculum. Psychology and Education: A Multidisciplinary Journal, 40(5). [Google Scholar] [Crossref]

112. Maria, S., Lestari, D., Rochaida, E., Darma, D. C., & Rahmawati, H. R. (2021). Self-efficacy, organizational commitment, and employee performance in public offices. CACTUS Journal of Tourism Business, Management and Economics, 3(1). https://doi.org/10.24818/CTS/3/2021/1.01 [Google Scholar] [Crossref]

113. Martinez, A., & Cruz, R. (2022). Institutional requirements and professional expertise as predictors of faculty performance. Educational Management Administration & Leadership, 50(4), 567–583. https://doi.org/10.1177/17411432211045678 [Google Scholar] [Crossref]

114. Medina-Garrido, J. A., Biedma-Ferrer, J. M., & Ramos-Rodriguez, A. R. (2023). Relationship between work-family balance, employee well-being and job performance. arXiv preprint arXiv:2401.13683. https://arxiv.org/abs/2401.13683 [Google Scholar] [Crossref]

115. Medina-Garrido, J. A., et al. (2023). Work-life balance and productivity in academia. Human Systems Management. [Google Scholar] [Crossref]

116. Melodi, F. G. M. (2024). Locating Filipino pastoral care perspectives: Bahala Na, Ecclesiastes, and psychological flexibility. Philippine Journal of Religious Studies, 4, 59–74. [Google Scholar] [Crossref]

117. Mendoza, L., & Flores, C. (2025). Work engagement as mediator between self-efficacy and job performance. Journal of Primary Care & Community Health, 13, 1–9. DOI: 10.1177/21501319221101845 [Google Scholar] [Crossref]

118. Mendoza, R. M., Dela Cruz, J. M., & Santos, A. P. (2021). Do teachers’ experiences and ages contribute to their teaching performance? Proceedings of the International Conference on Industrial Engineering and Operations Management. http://www.ieomsociety.org/singapore2021/papers/629.pdf [Google Scholar] [Crossref]

119. Mori, G. B. (2024). School as a safe space through gender-responsive basic education policy. [Google Scholar] [Crossref]

120. Muda, I., Maulana, W., & Sari, M. (2024). Unlocking success: The mediating power of organizational commitment and job satisfaction between work-life balance and employee performance. Problems and Perspectives in Management, 22(1), 1–12. https://doi.org/10.21511/ppm.22(1).2024.01 [Google Scholar] [Crossref]

121. Mulyani et al. (2021). Emotional Regulation as a Remedy for Teacher Burnout in Special Schools: Evaluating School Climate, Teacher's Work-Life Balance and Children's Behavior. Published in Frontiers in Psychology. [Google Scholar] [Crossref]

122. Munda, N. P., & Gache, M. N. S. (2024). Work-life balance, motivation, and satisfaction as determinants of job commitment among high school teachers. Journal of Positive School Psychology, 8(2), 123–137. https://doi.org/10.53378/353039 [Google Scholar] [Crossref]

123. Mérida-López, S., Carvalho, V. S., Chambel, M. J., & Extremera, N. (2023). Emotional intelligence and teachers' work engagement: The mediating and moderating role of perceived stress. The Journal of Psychology, 157(3), 212–226. https://doi.org/10.1080/00223980.2023.2169231 [Google Scholar] [Crossref]

124. National Association of Colleges and Employers. (2021). Career readiness defined: Career readiness competencies. https://www.naceweb.org/career-readiness/competencies/career-readiness-defined/ [Google Scholar] [Crossref]

125. Ng, T. W. H., & Feldman, D. C. (2020). Age and work performance: The role of experience. Journal of Applied Psychology. [Google Scholar] [Crossref]

126. Nguyen, D., Pietsch, M., & Gümüş, S. (2021). Collective teacher innovativeness in 48 countries: Effects of teacher autonomy, collaborative culture, and professional learning. Teaching and Teacher Education, 106, 103463. https://doi.org/10.1016/j.tate.2021.103463 [Google Scholar] [Crossref]

127. Oco, R. M., & Natividad, K. C. (2023). Core values, behavioral competencies and teachers' performance. International Journal of Research Publications, 131(1). https://doi.org/10.47119/IJRP1001311820235374 [Google Scholar] [Crossref]

128. Oladosu, C. T., Oyelere, O. S., Oladokun, E. O., & Ogunkanmi, K. G. (2026). Influence of principals and teachers' collaborative strategies on students' academic achievement in public and private secondary schools. Ignatian International Journal for Multidisciplinary Research, 10(3). [Google Scholar] [Crossref]

129. Omar, A. R., Tolod, L. G., & Pagara, C. R. A. (2025). Elevating teaching performance: The critical role of emotional intelligence and teacher commitment (pp. 132–142).Elevating-Teaching-Performance-The-Critical-Role-of-Emotional-Intelligence-and-Teacher-Commitment.pdf (ioer-imrj.com) [Google Scholar] [Crossref]

130. Oplas, S. B. (2024). Socio-demographic characteristics and behavioral competence of public elementary school teachers in relation to school performance. International Journal of Research and Innovation in Social Science. [Google Scholar] [Crossref]

131. Organisation for Economic Co-operation and Development. (2023). OECD skills outlook 2023: Skills for a resilient green and digital transition. OECD Publishing. https://doi.org/10.1787/27452c30-en [Google Scholar] [Crossref]

132. Organisation for Economic Co-operation and Development. (2023). Teachers and Teaching through the Lens of PISA 2022. OECD Publishing. https://doi.org/10.1787/f5f42b5c-en [Google Scholar] [Crossref]

133. Ornaghi, V., Pepe, A., Agliati, A., & Grazzani, I. (2023). The role of teachers' socio-emotional competence in reducing burnout through increased work engagement. Frontiers in Psychology, 14, Article 1295365. https://doi.org/10.3389/fpsyg.2023.1295365 [Google Scholar] [Crossref]

134. Pampanga State University. (2025). Language and gender: Sexism in senior high English textbooks. [Google Scholar] [Crossref]

135. Parra, W. C., & Ching, D. A. (2025). Instructional supervisory skills to teacher performance: The role of technical assistance and mentoring capacity. International Journal of Research Publications. [Google Scholar] [Crossref]

136. Peneyra, R. V. (2025). Professional development needs and core behavioral competence of secondary teachers in relation to their instructional performance and students' academic achievement. International Journal of Latest Research in Humanities and Social Science, 8(1). [Google Scholar] [Crossref]

137. Pfitzner-Eden, F., Thiel, F., & Horsley, J. (2023). Teacher professional competence and inclusive teaching practices: A systematic review. Teaching and Teacher Education, 126, 104086 [Google Scholar] [Crossref]

138. Philippine News Agency. (2025). DepEd to slash teachers' paperwork load by 57%. [Google Scholar] [Crossref]

139. Popoola, S. O., & Fagbola, B. O. (2020). Organizational commitment and job performance of faculty members. Library Philosophy and Practice. [Google Scholar] [Crossref]

140. Pressley, T. (2021). Factors contributing to teacher burnout during COVID-19. Educational Researcher, 50(5), 325–327. [Google Scholar] [Crossref]

141. Ramirez-Tarrayo, L. B. (2026). Distributed leadership practices and collaborative culture in secondary schools of the Division of Bataan: Basis for a school-based empowerment program. Ignatian International Journal for Multidisciplinary Research, 4(5), 864–884. [Google Scholar] [Crossref]

142. Redecker, C. (2020). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union. [Google Scholar] [Crossref]

143. Republic Act No. 4670. (1966). Magna Carta for Public School Teachers. [Google Scholar] [Crossref]

144. Republic Act No. 7836. (1994). Philippine Teachers Professionalization Act of 1994. [Google Scholar] [Crossref]

145. Quijano, G. A. (2025). Awareness and compliance with Republic Act No. 6713 of public school teachers in San Leonardo, Nueva Ecija. International Journal of Innovative Research and Scientific Studies. [Google Scholar] [Crossref]

146. Reyes, J. D., & Apostol, R. L. (2024). Transformational leadership of school heads and self-regulation: The mediating role of teamwork skills in public schools. European Journal of Education Studies, 11(5). [Google Scholar] [Crossref]

147. Reyes, J.E. B. (2025). Gender-Responsive Basic Education Policy Implementation and Gender Inclusiveness Readiness: A Basis for Gender Development. Aloysian Interdisciplinary Journal of Social Sciences, Education, and Allied Fields. https://doi.org/10.5281/zenodo.20267704 [Google Scholar] [Crossref]

148. Sabuero, J. B. (2024). The work-life balance among private secondary school teachers. International Journal of Multidisciplinary: Applied Business and Education Research. [Google Scholar] [Crossref]

149. Saburnido, A. G. J., & Tan, M. R. S. (2025). A path analysis on the effect of work engagement, organizational culture, and work-life balance on organizational commitment in higher education institutions. DIT.ADS International Multidisciplinary Research Journal, 1(3), 1–18. https://doi.org/10.63941/DIT.ADSimrj.2025.1.3.18 [Google Scholar] [Crossref]

150. Sacriz, J. P., & Tagadiad, C. L. (2024). The influence of servant leadership and teachers' goal orientation on work engagement among elementary public school teachers in Tagum City. International Journal of Research and Innovation in Social Science. [Google Scholar] [Crossref]

151. akata, N., Bremner, N., & Cameron, L. (2022). A systematic review of the implementation of learner-centred pedagogy in low- and middle-income countries. Review of Education, 10, e3365. [Google Scholar] [Crossref]

152. Salas-Pilco, S. Z., Yang, Y., & Zhang, Z. (2022). Student engagement in online learning in Latin American and Caribbean countries during the COVID-19 pandemic: A systematic review of factors influencing learning outcomes. Education and Information Technologies, 27(7), 9045–9071. [Google Scholar] [Crossref]

153. Sari, R. M., Sari, R. N., & Sari, R. A. (2021, March). Do teachers’ experiences and ages contribute to their teaching performance? Proceedings of the International Conference on Industrial Engineering and Operations Management, Singapore. http://www.ieomsociety.org/singapore2021/papers/629.pdf [Google Scholar] [Crossref]

154. Sario, M. B., & Villocino, R. P. (2023). Teamwork and teachers' engagement: A mediating roles of work condition and professional development in public schools. International Journal of Innovative Science and Research Technology, 8(5), 559–706. [Google Scholar] [Crossref]

155. Sañosa, J. J. (2022). Students’ satisfaction on instructional performance in a higher education institution. International Journal of Research Publication and Reviews, 3(2), 1–6. https://ijrpr.com/uploads/V3ISSUE2/ijrpr2612-students%E2%80%99-satisfaction-on-instructional-performance-in-a-higher-education-institution.pdf [Google Scholar] [Crossref]

156. Scheirlinckx, J., De Maeyer, S., Struyven, K., & Van Petegem, P. (2023). Social-emotional skills of teachers: Mapping the content space and defining taxonomy requirements. Frontiers in Education, 8, Article 1270552. https://doi.org/10.3389/feduc.2023.1270552 [Google Scholar] [Crossref]

157. Soffer-Vital, M., & Finkelstein, Y. (2024). Multicultural social and emotional learning (MSEL): Socio-emotional competencies in culturally diverse classrooms. Journal of Multicultural Education, 18(2), 45–62. [Google Scholar] [Crossref]

158. Spencer, L. M., & Spencer, S. M. (1993). Competence at work: Models for superior performance. John Wiley & Sons. [Google Scholar] [Crossref]

159. Susanto, P., Hoque, M. E., Jannat, T. J., Emely, B. E. B., Zona, M. A., & Islam, M. A. (2022). Work-life balance, job satisfaction, and job performance of SMEs employees: The moderating role of family-supportive supervisor behaviors. Frontiers in Psychology, 13, 906876. https://doi.org/10.3389/fpsyg.2022.906876 [Google Scholar] [Crossref]

160. Tabaculde, M. (2024). Core-behavioral competencies, teaching capabilities and performance: Basis for institutional enhancement plan. Psychology and Education: A Multidisciplinary Journal, 20(7). https://ejournals.ph/article.php?id=27768 [Google Scholar] [Crossref]

161. Tarraya, H. O. (2023). Teachers' workload policy: Its impact on Philippine public school teachers (Public policy analysis and review). Puissant, 4. [Google Scholar] [Crossref]

162. Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53–55. DOI: 10.5116/ijme.4dfb.8dfd [Google Scholar] [Crossref]

163. Tetteh, E. N., Mensah, J. K., & Adjei, P. O. (2023). Work-life balance, burnout and work engagement among teachers: Implications for instructional effectiveness. Education Sciences, 13(9), 915. https://doi.org/10.3390/educsci13090915 [Google Scholar] [Crossref]

164. The Guardian. (2025). The rise of performance improvement plans in corporate settings. The Guardian Reports, 52(3), 75–89. [Google Scholar] [Crossref]

165. Thibaut, L., Knipprath, H., Dehaene, W., & Depaepe, F. (2022). Teacher practices for developing twenty-first-century skills: A systematic review. Teaching and Teacher Education, 118, 103836. [Google Scholar] [Crossref]

166. Thomas, C. L., Sass, S. M., & Zolkoski, S. M. (2026). Teaching for well-being: The mediating roles of social-emotional competence and academic buoyancy. Behavioral Sciences, 16(1). [Google Scholar] [Crossref]

167. Tiwari, N., Gohain, K., Kedia, R., & Jain, D. (2023). Balancing work and life: A key to employee performance and well-being. International Journal of Organizational Analysis, 31(4), 1123–1140. https://doi.org/10.1108/IJOA-09-2022-3456 [Google Scholar] [Crossref]

168. Tiwari, N., Gohain, K., Kedia, R., & Jain, D. (2025). Balancing work and life: A key to employee performance and well-being. Royal Global Journal of Business Studies, 12(2), 101–118. https://doi.org/10.1080/rgjbs.2025.12.2.101 [Google Scholar] [Crossref]

169. Trust, T., & Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189–199. [Google Scholar] [Crossref]

170. Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1 [Google Scholar] [Crossref]

171. UN Women – Gender equality and women's empowerment. (2022). Gender equality and women's empowerment. [Google Scholar] [Crossref]

172. United Nations Educational, Scientific and Cultural Organization. (2024). Global report on teachers: Addressing teacher shortages and transforming the profession. UNESCO. [Google Scholar] [Crossref]

173. University of Alicante. (2025). Teaching gender equality in teacher education. [Google Scholar] [Crossref]

174. Vargas-Madriz, L. F., Konishi, C., & Wong, T. K. (2024). A meta-analysis of the association between teacher support and school engagement. Social Development, 33, e12745. [Google Scholar] [Crossref]

175. Velos, L., Evangelio, R., & Evangelio, L. (2023). The experiences and performance of public elementary teachers in the post-pandemic era: A correlation. Psychology and Education: A Multidisciplinary Journal, 21(5). https://ejournals.ph/article.php?id=27765 [Google Scholar] [Crossref]

176. Villena, J. B. (2026). Work-life balance and employee performance outcomes in higher education institutions in Metro Manila. International Journal of Research and Innovation in Applied Science, 11(3), 74–85. https://doi.org/10.51584/IJRIAS.2026.11030074 [Google Scholar] [Crossref]

177. Wang, H., Burić, I., Chang, M. L., & Gross, J. J. (2023). Teachers' emotion regulation and related environmental, personal, instructional, and well-being factors: A meta-analysis. Social Psychology of Education, 26(6), 1651–1696. https://doi.org/10.1007/s11218-023-09810-1 [Google Scholar] [Crossref]

178. Wang, L. (2022). Exploring the relationship among teacher emotional intelligence, work engagement, teacher self-efficacy, and student academic achievement: A moderated mediation model. Frontiers in Psychology, 12, 810559. https://doi.org/10.3389/fpsyg.2021.810559 [Google Scholar] [Crossref]

179. Wang, Y., & Kong, F. (2021). The roles of emotional intelligence and adversity quotient in life satisfaction. Current Psychology. Advance online publication. https://doi.org/10.1007/s12144-021-01398-z [Google Scholar] [Crossref]

180. Women's Health Victoria. (2021). Gender responsive teaching practice within tertiary education. Women's Health Victoria. [Google Scholar] [Crossref]

181. Wongmahesak, K., Muthmainnah, K., Kaur, D., & Cardoso, L. M. (2025). Teacher performance: What is it, how important is it, and how can we make it happen sustainably? Asian Education and Learning Review, 3(1). https://doi.org/10.14456/aelr.2025.2 [Google Scholar] [Crossref]

182. Workitect. (n.d.). Results orientation competency. Workitect, Inc. [Google Scholar] [Crossref]

183. Xue, Y. (2022). The role of EFL teachers' self-efficacy and emotional resilience in appraisal of learners' success. Frontiers in Psychology, 12, 817388. https://doi.org/10.3389/fpsyg.2021.817388 [Google Scholar] [Crossref]

184. Yang, D., Chen, P., Wang, H., Wang, K., & Huang, R. (2022). Teachers' autonomy support and student engagement: A systematic literature review of longitudinal studies. Frontiers in Psychology, 13, 925955. [Google Scholar] [Crossref]

185. Zhao, M., & Jin, R. (2023). Advancing a cross-cultural understanding of teacher perceptions of school climate: A latent class analysis using 2018 TALIS data. Frontiers in Psychology, 14, Article 1129306. https://doi.org/10.3389/fpsyg.2023.1129306 [Google Scholar] [Crossref]

186. Zhao, Y., & Watterston, J. (2021). The changes we need: Education post COVID-19. Journal of Educational Change, 22(1), 3–12. [Google Scholar] [Crossref]

187. Zeb, A., Obediente, J., & Pereira, V. (2024). Employee motivation, engagement, and job performance in academia. Journal of Organizational Studies, 29(1), 101–125. [Google Scholar] [Crossref]

188. Zuo, L., Krish, P., & Jain, J. (2025). Teacher collaboration through digital tools in the 21st century—Issues and challenges: A comprehensive literature review. Pertanika Journal of Social Sciences & Humanities, 33(1), 99–118. [Google Scholar] [Crossref]

189. Zhou, S., Slemp, G. R., & Vella-Brodrick, D. A. (2024). Factors associated with teacher wellbeing: A meta-analysis. Educational Psychology Review, 36, 63. [Google Scholar] [Crossref]

190. Zhou et al. (2021). Playing Roles in Work and Family: Effects of Work–Family Conflicts on Job and Life Satisfaction Among Junior High School Teachers. Published in Frontiers in Psychology. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study