PRINCIPALS’ INSTRUCTIONAL LEADERSHIP AND TEACHERS’ JOB SATISFACTION: A CORRELATIONAL STUDY

Education

This quantitative, predictive-correlational study examined the relationship between school heads’ instructional leadership and the job satisfaction of public school teachers in Rosario District, Agusan del Sur. A total of 175 teachers from five public schools participated through universal sampling. The study focused on five dimensions of instructional leadership developing school instructional characteristics, improving curriculum and instruction quality, stimulating teachers’ professional growth, enhancing adaptive learning effectiveness, and optimizing teaching support and their relationship with job satisfaction indicators, namely satisfaction with co-workers, students, and parents. Adapted and validated survey questionnaires were utilized for data collection. Statistical tools such as weighted mean, Pearson r, and multiple linear regression were used for data analysis. Results revealed that both instructional leadership and job satisfaction were generally rated high. Furthermore, a significant relationship was found between instructional leadership and teachers’ job satisfaction. Among the leadership dimensions, optimizing teaching support emerged as the most significant predictor of job satisfaction. These findings underscore the critical role of effective instructional leadership in fostering a supportive and satisfying work environment for teachers. The study offers implications for policy formulation, leadership training, and institutional support to enhance teacher morale and retention.

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