Exploring the Relationship between Management Practices and Teacher’s Work Satisfaction and Commitment

Abstract

This study dealt to determine the relationship between the school head's management practices and Teacher's Work satisfaction and commitment in Fule Almeda District Division of San Pablo City for the School Year 2022-2023. A total of 130 teacher-respondents were used in the study. Descriptive-Correlational research design was adopted and the statistical tools such as Pearson r, mean and standard deviation were utilized to test the relationship of the independent and dependent variables. The following hypotheses are posited in this study: There is no significant relationship between the school head's managerial role and teachers' work satisfaction and work commitment. There is no significant relationship between the school head's functional management and teachers' work satisfaction and work commitment. Having all those findings, this study suggests that school heads should focus on maintaining their management practices in intrapersonal, interpersonal, technical, and leadership skills to ensure success and satisfaction of teachers. Administrative relationship, teacher relationship, policy implementation, and communication should also be maintained and strengthened to ensure high levels of work satisfaction. The school should recognize the high level of affective, normative, and continuance commitment among teachers and provide opportunities to reinforce it further. The study suggests that administrative and teacher relationship, policy implementation, and communication are key indicators of work commitment and satisfaction.