TEACHER-STUDENT RELATIONSHIP, INTERPERSONAL COMMUNICATION COMPETENCE, AND EMPOWERING LEADERSHIP OF SCHOOL HEADS: A STRUCTURAL EQUATION MODEL ON JOB SATISFACTION IN PUBLIC SCHOOLS IN REGION XII

Jay-ar M. Dubalan, Lyndon A. Quines

Abstract


This study was conducted to determine the best fit model on job satisfaction of public-school teachers in Region XII as estimated by teacher-student relationships, interpersonal communication competence and empowering leadership of school heads. The study used a quantitative, non-experimental research design using a correlational technique and structural equation model. The 400 elementary teachers from Sarangani, General Santos, Koronadal and South Cotabato divisions were determined using the stratified sampling procedure. Mean, Pearson r, and structural equation model were used as statistical tools. Moreover, adapted, modified and validated survey questionnaires were used. The result shows that the level of the teacher relationship, empowering leadership of school heads and job satisfaction is very high. On the other hand, the level of interpersonal communication competence among elementary teachers is high. Further, when each independent variable correlates with job satisfaction, results showed that student-teacher relationship, interpersonal communication competence and empowering leadership of school heads were significantly correlated with job satisfaction. Model 3 came out as the best fit model that predicts job satisfaction. The model showed that teacher-student relationship, interpersonal communication competence and empowering leadership of school heads predict job satisfaction among elementary school teachers in Region XII.

SDG Indicator: (4) Quality Education

 

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educational management, teacher-student relationships, interpersonal communication competence, empowering leadership of school heads, job satisfaction, structural equation model, DepEd Teachers, Region XII, Philippines

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DOI: http://dx.doi.org/10.46827/ejes.v12i2.5850

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