School Climate, Administrators' Leadership Behavior and Teachers' Emotional Intelligence: Determinants of Teacher's Job Satisfaction and Internal Efficiency of Public Secondary Schools

Abstract

INTRODUCTION

The demand of the twenty first century is to challenge institutions with quality of excellence. In these times of heightened concern for student learning, school leaders are being held accountable for how well learning leaders teach and how much they respond to complex environment and serve all students. Since the keystone in the educational edifice is doubtless, the teacher, the quality of his effectiveness is considered to be associated with his satisfaction towards the profession. Improving any one of these influences will lead in the direction of job satisfaction. Making less satisfactory in any one of these influences will lead in the direction of job dissatisfaction. This is why it is very important that these needs be addressed and answered at once to boost the country's quality education of the organization and grease the wheels of its machinery.

METHODS

A total of 369 public secondary high school teachers of 41 National Secondary Schools in the Division of Sta. Rosa, San Pablo and Calamba City, categorized as big, medium and small school served as the respondents of the study. The descriptive type of research was used and applied an adapted and modified questionnaire as the main tool in gathering the needed information. The following statistical tools were employed to treat the data gathered, which include frequency, percent, mean, standard deviation, Pearson product moment correlation coefficient, and regression analysis

RESULTS

The tests of correlations among variables being used in the study yield results that school climate, school administrators' leadership behavior, and teachers' emotional intelligence significantly relate with teachers' job satisfaction across the three school types. The regression analyses of variables reveal that input variables: school climate leadership behavior of school administrators and emotional intelligence of teachers significantly predict and relate the teachers' job satisfaction.

DISCUSSIONS

The result demonstrated that organizational behavior lies in the hands of the school administrator, he is in the position to maximize their school to produce teachers' quality performance. It is important as it may awaken satisfied teachers to conduct periodic self-assessment for the improvement of their teaching performances. This study may have implications for leader selection, training, evaluation, employee retention, and succession strategies. To validate further the findings, a parallel study may be conducted both public and private institutions