Administrative Practices of School Administrators and Their Effects on Teachers’ Job Satisfaction

This study investigates the administrative practices of school administrators and their effects on teachers' job satisfaction. School administrators’ leadership styles, including directive, supportive, participative, and achievement-oriented approaches, play a pivotal role in influencing teachers' motivation, job satisfaction, and performance. A descriptive-correlational research design was employed to examine the relationship between administrative practices and job satisfaction among teachers. The sample consisted of school administrators and teachers from various schools. Results revealed that school administrators exhibit high levels of leadership practices, with participative leadership having the most significant impact. Teachers reported high levels of job satisfaction, especially concerning motivators such as career growth and achievement, and hygiene factors like workload distribution and job security. A significant positive relationship between administrative leadership and teachers’ job satisfaction was found, with a correlation coefficient of 0.388 (p-value = 0.028). Demographic factors such as age, sex, and educational attainment did not significantly affect administrative practices. The study concludes that effective administrative practices, particularly participative leadership, are crucial in enhancing teachers' job satisfaction. Recommendations for school administrators include fostering a participative leadership approach, ensuring equitable workload distribution, and promoting professional development. The study suggests further research on additional factors influencing teachers' job satisfaction and school effectiveness.