Digital Competence and Work Life Balance on Teaching Effectiveness of Long Serving Basic Education Teachers

This study was conducted to examine the relationship between digital competence, work-life balance, and teaching effectiveness among long-serving teachers in basic education, specifically in the school districts of Damulog North, Damulog South, Dangcagan, Don Carlos 1, Kibawe East, Kibawe West, Kitaotao 1, and Maramag 1. A survey questionnaire was employed to collect data from 320 elementary and high school teachers, focusing on various indicators of digital competence, work-life balance, and teaching effectiveness. The findings indicate that long-serving basic education teachers demonstrate high digital competence, effectively integrating digital tools into their teaching practices to enhance engagement and personalized learning. Their work-life balance and teaching effectiveness are rated as very satisfactory, reflecting a strong emphasis on family relationships and self-care, and showcasing excellent subject knowledge and the use of strategies that promote independent learning and effective classroom management. Based on the results, the study recommends enhancing digital competencies and supporting teachers in achieving a healthy work-life balance. Essentially, implementing targeted professional development programs and creating supportive work environments that prioritize teachers’ well-being. Ultimately, the study highlights the importance of addressing both digital competence and work-life balance as crucial components for enhancing teaching effectiveness among experienced teachers.