Empowering Behaviors of School Heads as Predictor of Teacher Teaching Efficacy and Job Satisfaction

Abstract

This study evaluated the role of the empowering behaviors of the school heads to the job satisfaction and teaching efficiency of teachers. This study also utilized non-experimental quantitative research using the descriptive method by which the main tool was adapted and modified from the standardized survey questionnaire. In selecting the respondents, the researcher identified at least 150 total population of teachers and used pure random sampling. The elementary teachers of Maco North District, Division of Davao de Oro, particularly teacher I to master teacher II teachers with at least three to five years in the teaching service and above have undergone supervision from the school heads. The empowering behavior of the school heads in terms of acknowledgment and recognition, fostering collaborative relationships, and providing role-modeling was oftentimes manifested. The extent of teaching proficiency of teachers in terms of social presence, cognitive presence and teaching presence was oftentimes manifested. The job satisfaction of teachers in terms of teacher cooperation, teacher workload, and leadership support was oftentimes manifested. The teaching efficacy of teachers was oftentimes manifested in terms of efficacy in student engagement, efficacy in Instructional Strategies, efficacy in classroom management. Hence, these are all a manifestation of significant relationship between empowering behaviors of the school heads to the job satisfaction of teachers, and the teaching proficiency of teachers.