<![CDATA[A robust sense of organizational commitment among teachers represents a critical element for educational institutions striving to raise the quality of education and reach institutional targets. This commitment is reflected not only in the implementation of teaching activities but also in teachers' involvement in and responsibility for school programs, including at SMAN XYZ Cimahi. SMAN XYZ Cimahi shows a clear need to reinforce organizational commitment, given the uneven participation levels among PPPK teachers, a pattern believed to be linked to their demanding workload and to disruptions in balancing work with personal life that may result in physical and mental fatigue. This study aims to determine the influence of workload and work-life balance on the organizational commitment of PPPK teachers at SMAN XYZ Cimahi. The study used a quantitative approach, involving a total of 61 PPPK teachers as respondents. Data collection combined observation, interviews, and questionnaires, with analysis carried out through descriptive and associative quantitative methods alongside multiple regression using SPSS version 27. The results show that workload has no effect on organizational commitment, whereas work-life balance has a positive effect on organizational commitment. These findings indicate that the workload experienced by PPPK teachers in carrying out teaching and learning activities is not a determining factor in their attachment to or involvement in supporting organizational activities and goals. Conversely, teachers who manage a better balance between their work and personal life tend to show stronger commitment toward the organization. This suggests that teachers' capacity to balance work demands with their personal life plays a more decisive role in building organizational commitment.]]>
