Job Gratification of Teachers as Inclined by Principal Guidance Comportment in Public Elementary Schools

Abstract

This study aimed to determine the significant relationship between job gratification of teachers and principal guidance comportment in public elementary schools. A research gap exists in understanding the significant relationship between the gratification of teachers and principal guidance comportment in public elementary schools, as these factors are crucial in enhancing teacher satisfaction, leadership effectiveness, and overall school performance, yet have not been thoroughly explored in existing literature. This study is significant as it contributes valuable insights into how principal guidance comportment influences the gratification of teachers, ultimately fostering a more supportive and effective school environment. A descriptive-correlational research design was employed, with a sample of 134 teachers from public schools in Caraga, Davao Oriental. Data were gathered through standardized questionnaires distributed via face-to-face surveys. The data were analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses. The findings indicated that both job gratification and principal guidance comportment were rated as very high. Correlation analysis revealed a significant positive relationship between these variables. Additionally, the study found that various domains of job gratification, such as salary, working conditions, and supervisory practices, significantly influenced teachers’ perceptions of principal guidance comportment. The study recommends that school administrators focus on enhancing professional development opportunities and fostering a supportive school culture to boost both teacher satisfaction and leadership effectiveness, leading to a better overall school environment.