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

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.