Interplay of Self-Efficacy, Career Aspirations, and Work-Life Balance on Teacher Longevity in Public Schools

This study examined the influence of self-efficacy, career aspirations, and work-life balance on the longevity of public school elementary teachers in the Division of Camarines Sur during the School Year 2024-2025. A descriptive-correlational design was employed, with data collected from 375 teachers using a researcher-made questionnaire, supplemented by unstructured interviews, and analyzed through Weighted Mean, Pearson Product-Moment Correlation Coefficient, and Coefficient of Determination. The study concluded that teachers’ confidence in their professional abilities, motivation for personal and professional growth, and capacity to manage work-life demands significantly supported their long-term engagement in teaching. Strong commitment, professional fit, social connections, and personal investment further reinforced teacher longevity. The results confirmed that self-efficacy, career aspirations, and work-life balance exert substantial influence on teacher retention, demonstrating that both intrinsic motivation and institutional support are essential in sustaining teachers in public schools. Based on these conclusions, policy recommendations were proposed to strengthen support systems, enhance professional development opportunities, and promote work-life balance initiatives to ensure teacher longevity.