Administrative Officers’ Role in School Operations and Instructional Leadership in Relation to Teachers’ Satisfaction

Abstract

This study examined the effectiveness of administrative officers’ roles in school operations and instructional leadership and their relationship to teachers’ satisfaction in selected public schools in the Division of Oroquieta City. Using a descriptive correlational research design, 120 teachers provided perceptions of administrative officers’ performance in resource management, human resource coordination, record keeping, policy implementation, curriculum development, teacher support, student monitoring, and learning environment creation. Data were analyzed using mean, standard deviation, and Pearson’s r. Findings revealed high perceptions of administrative effectiveness and instructional leadership, very high teacher satisfaction, and highly significant positive relationships between operational effectiveness and instructional leadership with satisfaction. It is concluded that strong administrative and instructional leadership positively enhances teacher satisfaction. It is recommended that administrative officers continue improving operational practices, provide ongoing professional development, recognize teacher achievements, and maintain supportive learning environments to sustain high teacher satisfaction and school performance.