<![CDATA[This study examines the relationship between digital li Principal teracy, adversity quotient, and work-life balance among teachers. It explores how technological competence and responsiveness to workplace challenges may relate to teachers' ability to balance professional and personal responsibilities. The study used secondary data from a dissertation dataset collected through a sequential exploratory design. The study obtained qualitative data through interviews with ten school principals, while quantitative data came from 147 civil servant teachers selected through proportional random sampling. Qualitative findings indicated that six school principals mentioned digital literacy and adversity quotient, while seven principals mentioned work-life balance. The original structural model reported positive, statistically significant relationships between digital literacy and work-life balance (β = 0.373, p < 0.001) and between adversity quotient and work-life balance (β = 0.445, p < 0.001). These findings suggest that both capacities are relevant individual resources. However, these coefficients are derived from a broader model. Practically, schools must strengthen digital competencies, manage workloads, set communication boundaries, and provide organizational support. Further research is needed to reevaluate the proposed model.]]>
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