Teachers’ Psychological Capital and Its Effect on Teachers’ Work–Life Balance

Teachers' psychological capital is an essential psychological resource that influences their ability to manage professional responsibilities while maintaining a healthy work–life balance. This study determined the relationship between teachers' psychological capital and work–life balance among public elementary school teachers in the Schools Division of Tangub City. Specifically, it assessed the respondents' demographic profile, levels of psychological capital and work–life balance, the relationship between the two variables, and the differences in these variables when grouped according to age, educational attainment, and length of service. A descriptive-correlational research design was employed involving 156 teachers selected through stratified random sampling from a population of 262 public elementary school teachers. Data were collected using a validated researcher-made questionnaire (r = 0.88) and analyzed using mean, standard deviation, Pearson's correlation coefficient, and the Kruskal–Wallis test. The findings revealed that teachers demonstrated a very high level of psychological capital (M = 3.26) and a high level of work–life balance (M = 3.13). Furthermore, a moderate positive and significant relationship was found between psychological capital and work–life balance (r = 0.482, p = 0.000), indicating that teachers with higher psychological capital tended to exhibit better work–life balance. No significant differences were found in either psychological capital or work–life balance when respondents were grouped according to age, educational attainment, and length of service. The study concludes that psychological capital significantly contributes to teachers' work–life balance regardless of demographic characteristics and recommends implementing programs that strengthen teachers' hope, self-efficacy, resilience, and optimism to promote their overall well-being.