Extent of Instructional Supervision on Teacher Job Satisfaction in Public High Schools in Camarines Norte, Philippines

This study delves into the extent of instructional supervision and the level of teacher job satisfaction within public high schools in Camarines Norte, specifically focusing on Jose Panganiban District. The primary objectives include assessing the extent of instructional supervision by school heads, examining teachers’ satisfaction levels regarding school head support, identifying challenges in instructional supervision affecting job satisfaction, and exploring the relationship between instructional supervision and job satisfaction. The research employs a quantitative approach, utilizing surveys and correlational analysis. Data collected from 130 secondary school teachers across four public schools are analyzed using descriptive and inferential statistics. Findings reveal a significant positive correlation between instructional supervision and teacher job satisfaction, suggesting that heightened supervision correlates with increased job satisfaction among teachers. Moreover, the study uncovers various challenges encountered by teachers within instructional supervision, such as multiple responsibilities and limited budgets for professional development. Recommendations derived from the study emphasize the importance of comprehensive instructional supervision practices by school heads, tailored support mechanisms for teacher competency enhancement, fostering conducive working environments, and facilitating professional growth and development opportunities. This study contributes valuable insights for educational policymakers, school administrators, and practitioners aiming to enhance teacher satisfaction and overall school effectiveness through effective instructional supervision strategies.