ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study was conducted to determine the Teachers’ Job satisfaction and School Issues in relation to Academic Performance of the Key Stage 2 Learners in Edukasyong Pantahanan at Pangkabuhayan and Technology and Livelihood Education. The findings of the study was the bases for a proposed Instructional Supervisory Plan. A mixedmethods research design was well-suited for the study on “Teachers’ Job Satisfaction and Learners’ Academic Performance in Edukasyong Pantahanan at Pangkabuhayan and Technology and Livelihood Education.” This approach combined quantitative and qualitative methodologies, allowing for a comprehensive understanding of the relationship between teachers’ job satisfaction and student outcomes. The test of relationship between the extent of teachers’ job satisfaction and the academic performance of Key Stage 2 learners, specifically in Edukasyong Pantahanan at Pangkabuhayan and Technology and Livelihood Education. The table includes the correlation coefficient (r), computed value (t), table value at a significance level of 0.05, the decision on the null hypothesis (Ho), and the interpretation of the relationship. The correlation coefficient indicates a very strong relationship between the variables. The computed t-value is significantly higher than the table value, leading to the rejection of the null hypothesis (Ho). This suggests that there is a statistically significant and very strong relationship between teachers’ job satisfaction and the academic performance of students. In the context of Edukasyong Pantahanan at Pangkabuhayan and Technology and Livelihood Education, the very strong relationship between teachers’ job satisfaction and students’ academic performance emphasizes the critical role that teacher satisfaction plays in student achievement. When teachers experience high job satisfaction, which includes intrinsic factors such as self-esteem, personal growth, and a sense of accomplishment, they are more motivated and engaged in their teaching. This, in turn, has a positive effect on students’ learning outcomes, particularly in practical subjects like Edukasyong Pantahanan at Pangkabuhayan and Technology and Livelihood Education. Teachers who feel respected and supported by their supervisors, and who are given opportunities for professional development, are more likely to deliver effective lessons that result in better academic performance from their students. These factors contribute to the overall quality of teaching in the school, directly influencing students’ success in subjects that require both theoretical knowledge and practical skills. The results in Table 3 implied that teachers’ job satisfaction has a significant and very strong influence on the academic performance of Key Stage 2 learners. A satisfied teacher is more likely to create a conducive learning environment, offer engaging lessons, and foster better relationships with students, all of which contribute to improved academic outcomes. This result suggests that the more satisfied teachers are with their work, the better students perform academically. Therefore, schools should focus on improving teachers’ job satisfaction by providing adequate resources, administrative support, and opportunities for professional growth. Such efforts will lead to enhanced teaching effectiveness and, consequently, better academic achievement among learners, especially in subjects like Edukasyong Pantahanan at Pangkabuhayan and Technology and Livelihood Education. The results from the one-on-one interviews reveal significant insights into how various aspects of the school environment impact students’ academic performance, motivation, and overall well-being. The physical environment, particularly the availability of resources such as ICT rooms, libraries, and classrooms equipped with technology, plays a crucial role in shaping the learning experience. However, challenges like large class sizes and limited access to these resources highlight the importance of balancing technology integration with practical limitations. On the other hand, the findings regarding teaching methods and student motivation show how instructional strategies directly affect academic outcomes. Tailored methods like differentiated instruction and scaffolding are essential in addressing the varying academic needs of students, particularly those who struggle. The implementation of active learning strategies such as group discussions and hands-on activities helps in maintaining student engagement and motivation. However, challenges like large class sizes and the dominance of traditional lecture-based methods limit opportunities for active participation. This affects students’ learning experiences and can lead to disengagement. Furthermore, the interviews underline the importance of connecting lessons to real-life applications and students’ personal interests to foster intrinsic motivation. Although rewards like certificates and medals are used to recognize academic achievements, a more comprehensive system that includes continuous feedback and recognition could further enhance students’ drive for success. Keywords — Teachers Job Satisfaction School Issues Academic performance EPP