SCHOOL CLIMATE AND LEADERSHIP SUPERVISION: THEIR INFLUENCE ON THE JOB SATISFACTION OF TEACHERS

Educational Administration

This study explores the influence of school climate and leadership supervision on the job satisfaction of teachers in public elementary schools in Tagum City Division. Using a descriptive-correlational research design, the study involved 222 teachers and 10 school heads across 10 schools. Standardized questionnaires measured levels of school climate, leadership supervision, and job satisfaction. The findings revealed that both school climate and leadership supervision were perceived to be very high, and there was a significant positive relationship between these variables and teacher job satisfaction. Leadership practices—particularly ethical supervision, trust, and support—were identified as strong contributors to satisfaction. Similarly, aspects of school climate such as support, job stability, and recognition played a crucial role. The study emphasizes the importance of fostering positive school environments and ethical leadership to enhance teacher well-being and retention.

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