School Heads’ Instructional Supervisions and Teachers’ Job Satisfaction among Elementary Schools in the Ministry of Basic, Higher, and Technical Education (MBHTE) Sulu: Teachers’ Perspectives

Proserpina and Delda Abam and Jamiri-Amdan

doi:10.62596/q9h2wt36

Authors

Assoc. Prof. Proserpina S. Abam, EdD and Delda A. Jamiri-Amdan, EdD School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author

DOI:

https://doi.org/10.62596/q9h2wt36

Keywords:

Educational Management, Workplace Satisfaction, Instructional Leadership

Abstract

This study investigated the connection between teachers' job satisfaction and the instructional supervision provided by school heads in Sulu's primary schools run by the Ministry of Basic, Higher, and Technical Education (MBHTE). Purposive sampling was used to choose 200 teacher respondents for a descriptive-correlational study design. Results showed that instructional supervision by school heads was generally perceived as highly effective, particularly in identifying teachers’ strengths and limitations. Teachers also reported high levels of job satisfaction across multiple dimensions, reflecting a shared positive perception of their work environment. However, the correlation analysis revealed a very weak, negative, and statistically insignificant relationship between instructional supervision and job satisfaction, indicating no meaningful association between the two variables. The study suggests that MBHTE–Sulu school heads should sustain and strengthen their supervision practices to further enhance teacher satisfaction. Additionally, teachers are encouraged to take an active role in promoting job satisfaction, particularly in areas such as advancement and security. Future research may explore contextual factors that could influence the relationship between instructional supervision and job satisfaction.

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