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

Author

Listed:
  • Miguela Bacatan Napiere

    (Department of Quality Assurance, Lourdes College Inc. Philippines)

  • Vilma Silverio Gamao

    (Department of Quality Assurance, Lourdes College Inc. Philippines)

Abstract

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).

Suggested Citation

  • Miguela Bacatan Napiere & Vilma Silverio Gamao, 2025. "Work-Life Balance and Socio-Emotional Competence as Predictors of Teachers’ Performance in the Early Childhood Care and Development Program," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(8), pages 1853-1906, August.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-8:p:1853-1906
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