EMPOWERMENT, WELL-BEING, AND INTERPERSONAL RELATIONSHIP: A STRUCTURAL EQUATION MODEL ON TEACHER JOB SATISFACTION AMONG PUBLIC ELEMENTARY SCHOOL TEACHERS
Abstract
This study determined the best-fit model for empowerment, well-being, and interpersonal relationships regarding job satisfaction. It used a quantitative, non-experimental research design using correlational techniques and structural equation analysis. This study used stratified random sampling to select 400 teachers from a total population of 23,569 across four divisions, employing the Raosoft sample size calculator to ensure representative sampling. Mean, Pearson r, and structural equation analysis were used as statistical tools. Moreover, adapted, modified, and validated survey questionnaires were used. The result shows that the level of empowerment, teachers' well-being, and interpersonal relationships are very high. Meanwhile, public school elementary teachers' job satisfaction is high. Further, when each independent variable correlates with job satisfaction, results showed that empowerment is significantly associated with teachers' job satisfaction. There was also a significant relationship between well-being and job satisfaction. Moreover, interpersonal relationships have a positive correlation to job satisfaction. Model 3 emerged as the best-fit model for predicting teacher job satisfaction. The model showed that empowerment, well-being, and interpersonal relationships impact job satisfaction among public elementary school teachers in Region XII. It implies that the DepEd should prioritize enhancing teachers' empowerment, well-being, and interpersonal relationships, as these factors significantly influence teachers' job satisfaction.
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DOI: http://dx.doi.org/10.46827/ejes.v12i2.5849
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