School Principals’ Instructional Leadership Behavior and Job Satisfaction of Teachers: A Correlation
DOI:
https://doi.org/10.64612/ijiv.v1i4.32Keywords:
education, leadership, job satisfactionAbstract
This study aimed to investigate the correlation between school principals’ instructional leadership behavior and job satisfaction of teachersin the Bunawan District, Bunawan, Agusan del Sur. The research employed a quantitative descriptive survey-correlational design, utilizing a survey questionnaire as the primary data-gathering tool. The participants were 177 permanent teachers randomly selected. The results showed that the school principals’ instructional leadership behavior strongly agreed with the descriptive equivalent of always observed. Further, the level of teachers’ job satisfaction was evaluated as agree, which means that the teachers are satisfied with their job. The result also revealed no significant relationship between the school principals' instructional leadership behavior and teachers' job satisfaction. From the study results, it was recommended that the school principals create an empowering environment by providing relevant professional development and recognizing teacher excellence. The teachers can prioritize their professional growth through development opportunities, collaboration, and open communication with the school principal. And also, the Department of Education can invest in comprehensive training programs for principals, promote collaboration, and empower schools to make context-specific decisions. Further research is encouraged to investigate the impact of instructional leadership practices and develop practical tools to improve leadership.
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