EXPLORING JOB SATISFACTION OF TEACHERS THROUGH ADMINISTRATIVE SUPPORT AND WORKLOAD: A REGRESSION ANALYSIS

EDUCATION

This study aimed to determine the influence of teachers’ administrative support and workload on teachers’ job satisfaction in selected public elementary schools in Rosario District, Agusan del Sur. The study employed a quantitative descriptive-correlational research design, utilizing an adapted survey questionnaire as the primary data-gathering instrument. The respondents of the study were the public elementary school teachers from selected schools in Rosario District, Agusan del Sur, identified through universal sampling. The data gathered were analyzed using statistical tools such as mean, Pearson r correlation, and multiple linear regression analysis. The results revealed that teachers’ administrative support was generally manifested at a high level across the dimensions of relational trust, mentorship, adequate preparation, public support, classroom autonomy, culture and climate, and general administrative support. Teachers’ workload was likewise manifested at a high level in terms of teaching-related activities and duties, as well as ancillary/administrative tasks. Teachers’ job satisfaction was also described as high across the dimensions of compensation and benefits, leadership of administrators, social relationship, and work environment. Further, the results showed that teachers’ administrative support and workload had significant relationships with teachers’ job satisfaction. Moreover, the regression analysis revealed that culture and climate, as a dimension of administrative support, and ancillary/administrative tasks, as a dimension of workload, significantly predicted teachers’ job satisfaction. These findings highlight the importance of strengthening supportive school leadership, cultivating a positive organizational climate, and managing workload demands to enhance teachers’ professional satisfaction and workplace well-being.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.