Educators are pivotal Educators play a pivotal role in shaping both the academic and personal growth of learners, particularly within the Alternative Learning System (ALS), where teachers navigate multiple responsibilities that demand professional competence, effective instructional practices, and balanced work engagement. This study examined how core competencies, instructional practices, and professional behavior influence the work-life balance of ALS teachers and informed the development of a targeted capacity-building program. Data were collected from 104 ALS teachers using a researcher-made survey, and analyzed through descriptive and inferential statistics, including weighted mean, Pearson’s correlation, and multiple regression analysis. The study assessed teachers’ levels of core competencies, instructional practices, professional behavior, and work-life balance, explored the relationships between these variables, and determined their predictive effect on work-life balance. Results revealed that ALS teachers consistently exhibit high levels of core competencies, instructional practices, professional behavior, and work-life balance. Significant positive relationships were observed between all three professional factors and work-life balance, with regression analysis identifying core competencies as the strongest individual predictor. These findings indicate that teachers’ professional capacities enable them to meet instructional demands effectively while maintaining personal well-being. High instructional competence reflects the impact of ongoing professional development, and professional behavior fosters supportive learning environments. The study recommends implementing the proposed capacity-building program to further strengthen ALS teachers’ competencies, enhance instructional effectiveness, and sustain work-life balance. Such interventions can support teacher well-being, reduce stress, and ultimately improve learner outcomes within the Alternative Learning System.