Influence of Instructional Supervision on Teachers' Job Satisfaction in Elementary Schools

This study examines the impact of instructional supervision on elementary teachers' job satisfaction within the Mati City Division, Philippines, framed by the principles of the Path-Goal Theory. Using a quantitative correlational design, the study collected data from 253 elementary teachers through a validated, reliable Likert-scale questionnaire. Data analysis was conducted using Pearson's correlation and multiple regression analyses to identify significant relationships among the variables. Findings indicate that instructional supervision is strongly evident (M=3.61, SD=0.40), with teacher support (M=3.60, SD=0.47) and performance assessment (M=3.66, SD=0.55) emerging as the most impactful components. Teachers reported high overall job satisfaction (M=3.31, SD=0.61), with greater satisfaction in work environment (M=3.34, SD=0.65) and job responsibilities (M=3.35, SD=0.79) than in security aspects (M=3.23, SD=0.74). Correlation analysis revealed significant positive relationships between instructional supervision and job satisfaction (r=0.438, p<0.001), with teachers' support showing the strongest association (r=0.441, p<0.001). Regression analysis identified teachers' guidance (β=0.317, p<0.001) and support (β=0.308, p<0.001) as significant predictors of job satisfaction. The results provide practical policy implications, recommending targeted professional training for school administrators in supportive supervision methods and enhanced strategies for fostering community involvement