Level of Teacher Satisfaction Toward the Leadership Practices of the Teacher-In-Charge: Basis for a School Management Enhancement Plan

This study investigated the level of teacher satisfaction toward the leadership practices of the Teacher-in-Charge in selected public elementary schools in the Division of Tangub City. Employing a quantitative descriptive–correlational design, data were collected from 120 teachers who had been under the supervision of their Teacher-in-Charge for at least one academic year. A structured, researcher-made questionnaire measured leadership practices across four domains: Planning, Organizing, Implementing, and Evaluating; and assessed teacher satisfaction in terms of Administrative Support, Communication and Decision-Making, Professional Development, and School Management Effectiveness. Descriptive statistics, including weighted mean, frequency counts, and percentages, were used to summarize the data, while Pearson’s r correlation determined the relationship between leadership practices and teacher satisfaction. Results revealed that overall leadership practices were perceived positively (Grand Mean = 3.24, High), with Organizing (3.32, Very High) and Evaluating (3.28, Very High) rated the highest. Teacher satisfaction was also rated High overall (Grand Mean = 3.16), with School Management Effectiveness (3.28, Very High) receiving the highest score. A moderate but statistically significant positive correlation was found between leadership practices and teacher satisfaction (r = 0.482, p < 0.05), indicating that effective leadership directly influences teacher contentment. Teachers reported challenges such as time constraints, administrative workload, and limited teaching resources, while strategies like task delegation, mentoring, structured schedules, and regular staff meetings were employed to enhance school management. Based on these findings, a School Management Enhancement Plan was proposed to strengthen leadership practices and optimize teacher satisfaction.