School Head’s Instructional Leadership Styles in Relation to The Level of Work Satisfaction of The High School Teachers

AUTHOR(S)

SHALEE A. BATUSIN

ABSTRACT

— This study determined the significant relationship between the School Head’s Instructional Leadership Practices in relation to the level of work satisfaction of Junior & Senior high school Teachers. A proposed Instructional Supervisory plan was formulated based on the result of the study. This study utilized a descriptive-correlational design to explore the relationship between leadership styles and the level of work satisfaction among junior high school teachers. This approach allowed for a systematic examination of both variables, facilitating the investigation of potential correlations between them. By focusing on these relationships, the study aimed to illuminate how different leadership styles influenced teachers’ job satisfaction. Understanding this connection provided valuable insights into the factors that affected both teacher engagement and student achievement. The test of relationship between stress management skills and the extent of satisfaction among junior and senior high school teachers. The table highlights the correlation coefficient (r), computed t-value, table value at a significance level of 0.05, the decision on the null hypothesis (Ho), and the interpretation of the relationship. With a correlation coefficient and a computed t-value, which is significantly higher than the table value, the null hypothesis is rejected. This indicates a strong, significant relationship between stress management skills and the extent of satisfaction among teachers. The interpretation suggests that the better teachers manage stress, the more likely they are to experience higher job satisfaction. The relationship between stress management skills and job satisfaction, it is evident that teachers who are adept at handling stress tend to report higher levels of job satisfaction. Stress management skills, such as maintaining a positive outlook, using coping mechanisms, and managing work-related pressures, enable teachers to better navigate challenges in their professional roles. When teachers are able to manage stress effectively, they are more likely to feel a sense of accomplishment, personal growth, and overall satisfaction in their work. This, in turn, affects their motivation and engagement in the classroom, ultimately benefiting their students’ academic outcomes. The findings also underscore the critical importance of equipping teachers with stress management skills as a key element in improving their well-being and satisfaction. The results in Table 3 implied that stress management is an essential factor in enhancing teacher satisfaction. Given that teachers who are skilled in managing stress are more satisfied with their jobs, school leaders and policymakers should prioritize initiatives that support teachers in developing these skills. This could include offering stress management training, providing opportunities for relaxation and mental health support, and creating a work environment that reduces unnecessary pressures on teachers. Such initiatives would not only improve teachers’ job satisfaction but also contribute to a more positive school climate, where teachers are more engaged and motivated to perform their duties effectively. The results imply that the variables of resource management—whether human, material, or financial—have a substantial impact on learners’ numeracy performance. The very strong relationships with Human and Material Resource Management indicate that well-managed resources, including trained personnel and learning materials, significantly enhance student performance. Furthermore, the strong relationship with Financial Resource Management suggests that the allocation of funds for educational resources is crucial for fostering effective numeracy instruction. While the relationship between COT and numeracy is moderate, it still highlights the importance of classroom management and teaching strategies in improving numeracy skills among Grade 4 learners. Keywords — Instructional Leadership Styles School Heads Work Satisfaction Teachers