Interpersonal Relationship and Level of Job Satisfaction of Secondary Schools Teachers in Limay District: Input for an Enhanced Supervisory Plan

Abstract

Teacher job satisfaction significantly influences school effectiveness, student achievement, and overall educational quality. However, research on the role of interpersonal relationships in shaping teacher satisfaction in the Philippine context, particularly in Limay District, are limited. This study examined the relationship between interpersonal relationships and job satisfaction among secondary school teachers during School Year 2024–2025, intending to inform a context-specific supervisory plan. A descriptive correlational research design was employed, and data were collected through a structured survey and analyzed using mean, standard deviation, t-test, ANOVA, and Pearson correlation. Results indicated that positive interpersonal relationships were significantly associated with higher job satisfaction, while conflict, poor communication, and limited emotional support contributed to dissatisfaction. Significant differences in job satisfaction were also observed across teachers’ demographic and professional profiles. Based on these findings, the IMPACT Supervisory Plan was developed, including recognition, wellness, leadership, and community engagement programs designed to enhance teacher well-being, professional growth, and long-term commitment. The study highlights the importance of fostering supportive interpersonal dynamics and provides a practical, theory-informed framework for improving teacher satisfaction and school performance. By addressing a localized research gap and offering actionable recommendations, this research contributes both empirically and practically to educational management in Limay District and similar Philippine contexts.