Principal’s Supportive Behavior and Job Satisfaction Among Public Secondary Teachers in Tagum City Division

An increasing number of educators have left secure teaching positions to look into prospects outside the country. The dissatisfaction of educators might be a contributing factor in this pattern. The main purpose of the study was to determine the relationship of principal’s supportive behavior in terms of emotional support, appraisal support, instrumental support, informational support, and job satisfaction among public secondary teachers in Tagum City Division. Utilizing the descriptive quantitative which applied correlational research design, this study sought to find out the relationship of the two variables. The study used two adapted instruments for principal’s supportive behavior and job satisfaction. The principal’s supportive behavior was a 20-item survey questions, in terms of (1) emotional support, (2) appraisal support, (3) instrumental support, and (4) informational support as to (1) very low, (2) low, (3) average, (4) high and (5) very high,  and for job satisfaction level of beginning teachers of the public secondary schools in Tagum City was a 20-item survey questions as to (1) job security, (2) work environment, (3) job responsibilities, and (4) community attachments as to (1) Not Very satisfied(NVS), (2) Not Satisfied (NS), (3) Satisfied (S), (4) Very Satisfied(VS). The study found that there was a significant relationship between principal’s supportive behavior and job satisfaction of beginning teachers. The result showed that the teacher’s job satisfaction was influenced by their principal supportive behavior.