ADMINISTRATIVE SUPPORT AND TEACHER EMPOWERMENT AMONG TESDA DIPLOMA PROGRAM INSTRUCTORS OF ANDRES SORIANO COLLEGES OF BISLIG: A DESCRIPTIVE-CORRELATIONAL STUDY

Education

This study examined the relationship between administrative support and teacher empowerment among TESDA Diploma Program instructors of Andres Soriano Colleges of Bislig (ASCB), a private higher education institution in Bislig City, Philippines. Anchored on Organizational Support Theory, the Job Demands-Resources framework, and structural-psychological empowerment theory, the research explored how organizational climate - specifically deviant behavior, subjective unsafety, and school well-being - relates to instructors’ empowerment in terms of decision making, professional growth, status, self-efficacy, autonomy, and impact. Using a quantitative descriptive-correlational design, data were gathered from 48 TESDA Diploma Program instructors through two standardized instruments: an adapted Organizational Climate Questionnaire (OCQ) based on the School Climate Questionnaire, and the School Participant Empowerment Scale (SPES). Descriptive statistics, Pearson’s correlation coefficient, and multiple linear regression were employed. Findings revealed a generally favorable organizational climate: deviant behavior was rated moderate (M = 2.72), subjective unsafety low (M = 1.95), and school well-being very high (M = 4.29). Teacher empowerment was high overall (M = 3.99), with very high professional growth (M = 4.24). School well-being showed a moderate, positive, and statistically significant relationship with teacher empowerment (r = 0.40, p = 0.01), while deviant behavior and subjective unsafety had weak, non-significant relationships. Regression results indicated that school well-being was the only significant positive predictor of teacher empowerment (B = 0.36, p = 0.008), explaining about 16% of the variance. Findings highlight the importance of sustaining a collegial and supportive climate to strengthen empowerment and TESDA-linked instructional delivery.

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