This study aimed to determine the predictive power of classroom management strategies domains on the work-life balance of public elementary school teachers in Santo Tomas District, Davao del Norte. A descriptive-correlational research design was used, involving 118 teacher-respondents selected through simple random sampling. Data were gathered through validated survey instruments and analyzed using weighted mean, standard deviation, Pearson Product-Moment Correlation, and linear regression analysis at the 0.05 level of significance. Findings revealed that classroom management strategies were extensive, with adaptive teaching as the strongest area and relationship as the weakest area. Work-life balance was moderately extensive, with awareness towards work-life balance as the strongest area, while job satisfaction and flexible environment was the weakest area. Results showed a direct, positive, strong, and significant relationship between classroom management strategies and work-life balance. Regression analysis further revealed that classroom management strategies significantly influenced teachers’ work-life balance, with adaptive teaching, relationship, and behavior management as significant predictors. Among these domains, behavior management showed the strongest practical contribution. The findings suggest that strengthening classroom management practices, reducing work-related strain, supporting positive teacher-learner relationships, and promoting school-level wellness policies may improve teachers’ work-life balance.