This study aimed to determine the workplace environment and work satisfaction experienced in public elementary schools by mapping teachers performance and work-life balance of Tiaong II District teachers. The research employed a quantitative research design. It was explicitly descriptive because it identified current work environment conditions present in schools and the extent of work satisfaction concerning their performance and views on the work-life balance of elementary teachers. Results showed that the teacher–respondents perceived their work environment as to task design and technology, purpose clarity, independence, performance feedback, rewards and recognition, training and consultation, and physical environment is observed. However, the work environment as to organization culture is highly observed. The teacher–respondents are mostly satisfied with subordinate cooperation, superior support, and self–actualization. Meanwhile, the teacher–respondents are very satisfied with their peer relationship. The teacher–respondents perceive the status level of teacher performance among elementary school teachers in Tiaong II District regarding the teaching and learning process and curriculum implementation as very satisfactory. On the other hand, they perceived the pupils outcome and professional development as outstanding. The teacher respondents perceived work–life balance as to time management at work, time management at home, and the nature of work as practiced. There is a significant relationship between work environment factors and teacher performance as well as work–life balance. Work Satisfaction is significantly related to teacher performance and work–life balance.  

work environment

work satisfaction

teachers perfomance