Work-Life Balance and Work Engagement on Teacher Performance with Psychological Capital as a Moderating Variable: A Study on Civil Servant Teachers at Public Junior High Schools in Sekayu District

This study aims to analyze the influence of Work-life Balance and Work Engagement on the performance of civil servant teachers of public junior high schools in Sekayu District, and to examine the role of Psychological Capital as a moderating variable. The study used a quantitative approach with a survey method, where all civil servant teachers of public junior high schools in Sekayu District were sampled through a census technique. Data were collected using a questionnaire compiled and explained using Structural Equation Modeling. The results showed that Work-life Balance had a positive and significant effect on teacher performance. Work Engagement was also proven to have a positive and significant effect in improving performance. However, Psychological Capital did not have a significant effect in moderating the relationship between Work-life Balance and teacher performance. Conversely, Psychological Capital had a significant effect by strengthening the relationship between Work Engagement and performance. These findings highlight the importance of role balance, Work Engagement, and Psychological Capital in supporting teacher performance achievement.