Skip to content Call for Papers September 2026 | [email protected] | ISSN: 2582-6832 | Google Scholar | Impact Factor: 5.794 Paper Details Subject: Educational Management Paper ID: UIJRTV7I60014 Volume: 07 Issue: 06 Pages: 141-155 Date: April 2026 ISSN: 2582-6832 Statistics: Full Text [PDF] Cite this Alma B. Pondoc . (April 2026). Level of Teacher Satisfaction Toward the Leadership Practices of the Teacher-In-Charge: Basis for a School Management Enhancement Plan. United International Journal for Research & Technology (UIJRT) , 7 (6), 141-155. Abstract This study investigated the level of teacher satisfaction toward the leadership practices of the Teacher-in-Charge in selected public elementary schools in the Division of Tangub City. Employing a quantitative descriptive–correlational design, data were collected from 120 teachers who had been under the supervision of their Teacher-in-Charge for at least one academic year. A structured, researcher-made questionnaire measured leadership practices across four domains: Planning, Organizing, Implementing, and Evaluating; and assessed teacher satisfaction in terms of Administrative Support, Communication and Decision-Making, Professional Development, and School Management Effectiveness. Descriptive statistics, including weighted mean, frequency counts, and percentages, were used to summarize the data, while Pearson’s r correlation determined the relationship between leadership practices and teacher satisfaction. Results revealed that overall leadership practices were perceived positively (Grand Mean = 3.24, High), with Organizing (3.32, Very High) and Evaluating (3.28, Very High) rated the highest. Teacher satisfaction was also rated High overall (Grand Mean = 3.16), with School Management Effectiveness (3.28, Very High) receiving the highest score. A moderate but statistically significant positive correlation was found between leadership practices and teacher satisfaction (r = 0.482, p < 0.05), indicating that effective leadership directly influences teacher contentment. Teachers reported challenges such as time constraints, administrative workload, and limited teaching resources, while strategies like task delegation, mentoring, structured schedules, and regular staff meetings were employed to enhance school management. Based on these findings, a School Management Enhancement Plan was proposed to strengthen leadership practices and optimize teacher satisfaction. Keywords: teacher satisfaction, leadership practices, Teacher-in-Charge, school management, public elementary schools, educational leadership. Related Papers Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026
Call for Papers September 2026 | [email protected] | ISSN: 2582-6832 | Google Scholar | Impact Factor: 5.794 Paper Details Subject: Educational Management Paper ID: UIJRTV7I60014 Volume: 07 Issue: 06 Pages: 141-155 Date: April 2026 ISSN: 2582-6832 Statistics: Full Text [PDF] Cite this Alma B. Pondoc . (April 2026). Level of Teacher Satisfaction Toward the Leadership Practices of the Teacher-In-Charge: Basis for a School Management Enhancement Plan. United International Journal for Research & Technology (UIJRT) , 7 (6), 141-155. Abstract This study investigated the level of teacher satisfaction toward the leadership practices of the Teacher-in-Charge in selected public elementary schools in the Division of Tangub City. Employing a quantitative descriptive–correlational design, data were collected from 120 teachers who had been under the supervision of their Teacher-in-Charge for at least one academic year. A structured, researcher-made questionnaire measured leadership practices across four domains: Planning, Organizing, Implementing, and Evaluating; and assessed teacher satisfaction in terms of Administrative Support, Communication and Decision-Making, Professional Development, and School Management Effectiveness. Descriptive statistics, including weighted mean, frequency counts, and percentages, were used to summarize the data, while Pearson’s r correlation determined the relationship between leadership practices and teacher satisfaction. Results revealed that overall leadership practices were perceived positively (Grand Mean = 3.24, High), with Organizing (3.32, Very High) and Evaluating (3.28, Very High) rated the highest. Teacher satisfaction was also rated High overall (Grand Mean = 3.16), with School Management Effectiveness (3.28, Very High) receiving the highest score. A moderate but statistically significant positive correlation was found between leadership practices and teacher satisfaction (r = 0.482, p < 0.05), indicating that effective leadership directly influences teacher contentment. Teachers reported challenges such as time constraints, administrative workload, and limited teaching resources, while strategies like task delegation, mentoring, structured schedules, and regular staff meetings were employed to enhance school management. Based on these findings, a School Management Enhancement Plan was proposed to strengthen leadership practices and optimize teacher satisfaction. Keywords: teacher satisfaction, leadership practices, Teacher-in-Charge, school management, public elementary schools, educational leadership. Related Papers Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026
Call for Papers September 2026 | [email protected] | ISSN: 2582-6832 | Google Scholar | Impact Factor: 5.794
Paper Details Subject: Educational Management Paper ID: UIJRTV7I60014 Volume: 07 Issue: 06 Pages: 141-155 Date: April 2026 ISSN: 2582-6832 Statistics: Full Text [PDF] Cite this Alma B. Pondoc . (April 2026). Level of Teacher Satisfaction Toward the Leadership Practices of the Teacher-In-Charge: Basis for a School Management Enhancement Plan. United International Journal for Research & Technology (UIJRT) , 7 (6), 141-155. Abstract This study investigated the level of teacher satisfaction toward the leadership practices of the Teacher-in-Charge in selected public elementary schools in the Division of Tangub City. Employing a quantitative descriptive–correlational design, data were collected from 120 teachers who had been under the supervision of their Teacher-in-Charge for at least one academic year. A structured, researcher-made questionnaire measured leadership practices across four domains: Planning, Organizing, Implementing, and Evaluating; and assessed teacher satisfaction in terms of Administrative Support, Communication and Decision-Making, Professional Development, and School Management Effectiveness. Descriptive statistics, including weighted mean, frequency counts, and percentages, were used to summarize the data, while Pearson’s r correlation determined the relationship between leadership practices and teacher satisfaction. Results revealed that overall leadership practices were perceived positively (Grand Mean = 3.24, High), with Organizing (3.32, Very High) and Evaluating (3.28, Very High) rated the highest. Teacher satisfaction was also rated High overall (Grand Mean = 3.16), with School Management Effectiveness (3.28, Very High) receiving the highest score. A moderate but statistically significant positive correlation was found between leadership practices and teacher satisfaction (r = 0.482, p < 0.05), indicating that effective leadership directly influences teacher contentment. Teachers reported challenges such as time constraints, administrative workload, and limited teaching resources, while strategies like task delegation, mentoring, structured schedules, and regular staff meetings were employed to enhance school management. Based on these findings, a School Management Enhancement Plan was proposed to strengthen leadership practices and optimize teacher satisfaction. Keywords: teacher satisfaction, leadership practices, Teacher-in-Charge, school management, public elementary schools, educational leadership. Related Papers Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026
Paper Details Subject: Educational Management Paper ID: UIJRTV7I60014 Volume: 07 Issue: 06 Pages: 141-155 Date: April 2026 ISSN: 2582-6832 Statistics: Full Text [PDF] Cite this Alma B. Pondoc . (April 2026). Level of Teacher Satisfaction Toward the Leadership Practices of the Teacher-In-Charge: Basis for a School Management Enhancement Plan. United International Journal for Research & Technology (UIJRT) , 7 (6), 141-155.
Alma B. Pondoc . (April 2026). Level of Teacher Satisfaction Toward the Leadership Practices of the Teacher-In-Charge: Basis for a School Management Enhancement Plan. United International Journal for Research & Technology (UIJRT) , 7 (6), 141-155.
Abstract This study investigated the level of teacher satisfaction toward the leadership practices of the Teacher-in-Charge in selected public elementary schools in the Division of Tangub City. Employing a quantitative descriptive–correlational design, data were collected from 120 teachers who had been under the supervision of their Teacher-in-Charge for at least one academic year. A structured, researcher-made questionnaire measured leadership practices across four domains: Planning, Organizing, Implementing, and Evaluating; and assessed teacher satisfaction in terms of Administrative Support, Communication and Decision-Making, Professional Development, and School Management Effectiveness. Descriptive statistics, including weighted mean, frequency counts, and percentages, were used to summarize the data, while Pearson’s r correlation determined the relationship between leadership practices and teacher satisfaction. Results revealed that overall leadership practices were perceived positively (Grand Mean = 3.24, High), with Organizing (3.32, Very High) and Evaluating (3.28, Very High) rated the highest. Teacher satisfaction was also rated High overall (Grand Mean = 3.16), with School Management Effectiveness (3.28, Very High) receiving the highest score. A moderate but statistically significant positive correlation was found between leadership practices and teacher satisfaction (r = 0.482, p < 0.05), indicating that effective leadership directly influences teacher contentment. Teachers reported challenges such as time constraints, administrative workload, and limited teaching resources, while strategies like task delegation, mentoring, structured schedules, and regular staff meetings were employed to enhance school management. Based on these findings, a School Management Enhancement Plan was proposed to strengthen leadership practices and optimize teacher satisfaction. Keywords: teacher satisfaction, leadership practices, Teacher-in-Charge, school management, public elementary schools, educational leadership. Related Papers Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026
This study investigated the level of teacher satisfaction toward the leadership practices of the Teacher-in-Charge in selected public elementary schools in the Division of Tangub City. Employing a quantitative descriptive–correlational design, data were collected from 120 teachers who had been under the supervision of their Teacher-in-Charge for at least one academic year. A structured, researcher-made questionnaire measured leadership practices across four domains: Planning, Organizing, Implementing, and Evaluating; and assessed teacher satisfaction in terms of Administrative Support, Communication and Decision-Making, Professional Development, and School Management Effectiveness. Descriptive statistics, including weighted mean, frequency counts, and percentages, were used to summarize the data, while Pearson’s r correlation determined the relationship between leadership practices and teacher satisfaction. Results revealed that overall leadership practices were perceived positively (Grand Mean = 3.24, High), with Organizing (3.32, Very High) and Evaluating (3.28, Very High) rated the highest. Teacher satisfaction was also rated High overall (Grand Mean = 3.16), with School Management Effectiveness (3.28, Very High) receiving the highest score. A moderate but statistically significant positive correlation was found between leadership practices and teacher satisfaction (r = 0.482, p < 0.05), indicating that effective leadership directly influences teacher contentment. Teachers reported challenges such as time constraints, administrative workload, and limited teaching resources, while strategies like task delegation, mentoring, structured schedules, and regular staff meetings were employed to enhance school management. Based on these findings, a School Management Enhancement Plan was proposed to strengthen leadership practices and optimize teacher satisfaction.
Keywords: teacher satisfaction, leadership practices, Teacher-in-Charge, school management, public elementary schools, educational leadership.
Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026
Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026
Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City
Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026
Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School
Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026
Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement
Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026
Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc.
The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026
The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning
Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026
Instructional Leadership Support and Professional Growth Among TVL Teachers
Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026
Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements
Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026
Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action
Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026
Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data
Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026
Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes
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