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Percieved Instructional Supervision of School Heads, Work-Life Balance of Teachers as Determinants of Their Commitment to Change

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  • Jenely P. Olarte

    (Department of Education, Mati City, Davao Oriental)

  • Celso L. Tagadiad

    (UM Panabo College, Panabo City, Davao del Norte Philippines)

Abstract

This study investigates to determine the instructional supervision and work-life balance as determinants of teacher commitment to change of secondary public high school teachers in the Mati Division of Davao Oriental. A total of 300 teachers participated through random sampling, with data collected via three research questionnaires. Using a non-experimental, quantitative, and descriptive correlational research design. Even though planning and preparation may be improved, the results show that students are quite satisfied with instructional supervision, especially when it comes to feedback and evaluation. Although it is still difficult for work to interfere with personal life, teachers reported a solid work-life balance that is backed by workplace performance and satisfaction. Work-life balance, teacher commitment to change, and instructional supervision were shown to be significantly correlated. This suggests that these elements are important for promoting adaptability and that resolving work-life issues could further enhance engagement. It is recommended that administrators should focus on enhancing planning and preparation in instructional supervision and addressing work-life conflicts to further support teachers’ flexibility and engagement that would eventually beneficial for teachers and students. Future researchers should explore additional factors influencing teacher commitment to change and develop strategies to strengthen the relationship between work-life balance and professional growth.

Suggested Citation

  • Jenely P. Olarte & Celso L. Tagadiad, 2025. "Percieved Instructional Supervision of School Heads, Work-Life Balance of Teachers as Determinants of Their Commitment to Change," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(2), pages 3825-3843, February.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-2:p:3825-3843
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    References listed on IDEAS

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    1. Afia Nyarko Boakye & Richard Kofi Asravor & John Essuman, 2023. "Work-life balance as predictors of job satisfaction in the tertiary educational sector," Cogent Business & Management, Taylor & Francis Journals, vol. 10(1), pages 2162686-216, December.
    2. Mustafa Altun, 2017. "The Effects of Teacher Commitment on Student Achievement: A Case Study in Iraq," International Journal of Academic Research in Business and Social Sciences, Human Resource Management Academic Research Society, International Journal of Academic Research in Business and Social Sciences, vol. 7(11), pages 417-426, November.
    3. Yanli Li & Yonghong Cai & Runjia Tang, 2023. "Linking Instructional Leadership and School Support to Teacher Expertise: The Mediating Effect of Teachers’ Professional Development Agency," Sustainability, MDPI, vol. 15(4), pages 1-17, February.
    4. Lei Mee Thien, 2019. "Distributive Leadership Functions, Readiness for Change, and Teachers’ Affective Commitment to Change: A Partial Least Squares Analysis," SAGE Open, , vol. 9(2), pages 21582440198, April.
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