Instructional Supervision & Leadership Strategies of School Heads and Level of Work Satisfaction of The Elementary Teachers

AUTHOR(S)

MARIA CHONA N. ENGHOY

ABSTRACT

— This study determined the significant relationship between the Instructional Supervision & Leadership Strategies and Level of Satisfaction of Teachers. A proposed instructional supervisory plan was formulated based on the result of the study. This study employed a correlational research design to determine the significant relationship between Instructional Supervision and Leadership Strategies and the Level of Satisfaction of Teachers. This design was chosen to examine the extent to which variations in leadership and supervision practices are associated with teachers’ satisfaction levels within the school setting. Quantitative data were collected through standardized survey instruments administered to teachers and school heads, allowing for the measurement of leadership styles, supervisory practices, and teacher satisfaction using Likert-scale items. Following the correlation analysis, which identified significant relationships between the variables, a descriptive approach was utilized to formulate a proposed instructional supervisory plan. This plan was developed based on the empirical evidence gathered, aiming to enhance instructional supervision and leadership strategies to improve teacher satisfaction and overall school performance. The study’s design allowed for both the identification of relationships between key variables and the practical application of findings through the creation of an actionable supervisory plan, bridging research with educational practice. The test of relationship between leadership style and teachers’ satisfaction, showing the correlation coefficient, computed test statistic, critical value, and the decision on the null hypothesis. The table shows a correlation coefficient (r) between leadership style and teachers’ satisfaction, which indicates a strong positive relationship. The computed t-value exceeds the critical table value at the 0.05 significance level. Because the computed value is greater than the table value, the null hypothesis (Ho) was rejected, confirming that there is a statistically significant relationship between leadership style and teachers’ satisfaction. The strength of the correlation suggests that as the effectiveness or quality of leadership style increases, teachers’ satisfaction also tends to increase substantially. This implies that leadership style is a key factor influencing how satisfied teachers feel in their roles, highlighting the importance of leadership practices in educational settings. The overall result implies that leadership style significantly impacts teacher satisfaction, meaning school heads who exhibit effective leadership styles can foster higher satisfaction levels among teachers. The strong relationship found in this study supports the notion that leadership behaviors and strategies are crucial to creating a motivating environment. Keywords — School Head, Instructional Supervision Leadership Strategies, Level of Work Satisfaction, Elementary, Teachers