This study investigated the interplay of support, trust, commitment, and work-life balance in the organization among public elementary school teachers in Sariaya East District, Division of Quezon, for the academic year 2025–2026. Utilizing a quantitative-correlational research design, 193 teachers were random sampled. Key areas examined included organizational support in terms of fairness, supervisory support, organizational rewards, and job conditions; organizational trust in terms of ability, benevolence, and integrity; work-life balance in terms of work interference with personal life, personal life interference with work, work enhancement of personal life, and personal life enhancement of work; and organizational commitment in terms of affective, normative, and continuance commitment. Findings indicated high perceptions of organizational support, organizational trust, and organizational commitment among the respondents. Significant relationships were found between organizational support and organizational commitment, organizational trust and organizational commitment, and work-life balance and organizational commitment. The relationships of organizational support and organizational trust with work-life balance were dimension-specific, indicating that support and trust were significantly associated with some aspects of work-life balance, but not with all dimensions, particularly personal life interference with work. Notably, work-life balance did not mediate the relationship between organizational support and organizational commitment or between organizational trust and organizational commitment. Recommendations emphasize the need for school leaders to strengthen supportive and trust-oriented practices while addressing specific work-life balance concerns that may affect teachers’ well-being, personal time, and professional commitment.