Public Leadership Roles, Professional Identity, Quality of Work Life and Satisfaction of Teachers in Public Elementary Schools

Abstract

This study aimed to examine the significant relationship between leadership roles, professional identity, quality of work life, and teachers’ satisfaction in public elementary schools. A descriptive-correlational research design was utilized, with a sample of 250 teachers from various public elementary schools in Mati, Davao Oriental. Data were gathered through standardized questionnaires and analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression. The results indicated that leadership roles and professional identity were at very high levels, while the quality of work life was high and teachers' satisfaction was also very high. Correlation analysis showed a significant positive relationship between leadership roles, professional identity, and quality of work life with teachers’ satisfaction. Further analysis revealed that leadership roles, professional identity, and quality of work life significantly influenced teachers’ satisfaction. Based on these findings, it is recommended that school administrators and policymakers focus on strengthening leadership roles and fostering professional identity through leadership training, recognition programs, and professional development opportunities. Additionally, improving the quality of work life by ensuring fair compensation, promoting work-life balance, and enhancing working conditions may further increase teachers’ job satisfaction and commitment to their profession.