School Leadership Behavior and Job Satisfaction Among Multi-Grade Teachers

Abstract

This study aimed to determine the school leadership behavior and job satisfaction among multi- grade teachers in the Loreto district, Agusan del Sur—a descriptive. A descriptive-correlational design was used in the study. The study participants were multi-grade teachers selected from 15 multi-grade schools in Loreto, Agusan del Sur. All teachers currently teaching in the Department of Education were included using the universal sampling technique. This study used adapted 4-point Likert scale questionnaires for multi-grade teachers' school leadership behavior and job satisfaction. The school leadership behavior level in Loreto, Agusan del Sur District, often manifested. Job Satisfaction among Multi-grade Teachers in Loreto, Agusan del Sur, was high and oftentimes evident. There was a significant relationship between school leadership behavior and job satisfaction among multi-grade teachers in Loreto, Agusan del Sur. The study recommends that school leadership practices and qualities can be improved with a strategic program that might improve their ability to relate to others and develop effective and efficient leadership talents. To raise the degree of principal leadership, the school principal may strengthen teacher bonds by encouraging open communication, transparency, and teamwork. School principals may create and design sustainable activities that support their teachers' well-being. One of them is the Teachers Recognition Program. This activity recognizes the achievement and success of the teaching staff in this challenging time.