Post Hoc Analysis on the Impact of Instructional Factors to Teacher Satisfaction among Primary Grade School Teachers

This study examined the extent of instructional practices, specifically developmental readiness, behavior management, and curriculum adaptation, and their influence on teacher satisfaction among Grade 1 teachers. The study used a descriptive-quantitative design to involve 60 Grade 1 teachers from public elementary schools. Data were collected through a structured survey instrument and analyzed using descriptive statistics, one-way analysis of variance (ANOVA), and Tukey’s post hoc test. Findings revealed that all three instructional domains were perceived as very extensively practiced, with the highest mean ratings for developmental readiness (M = 4.52) and curriculum adaptation (M = 4.52), followed by behavior management (M = 4.36). Teacher satisfaction was also rated as very extensive (M = 4.52), particularly about classroom management strategies, curriculum adaptability, and support for professional development. The ANOVA results indicated no statistically significant difference in teacher satisfaction across the instructional practice groups, F(2, 57) = 0.119, p = .888. Post hoc comparisons using Tukey’s HSD further confirmed the absence of significant pairwise differences. Consequently, the null hypothesis was retained, suggesting that teacher satisfaction is consistently high regardless of the primary instructional focus. The study concludes that systemic factors such as institutional support and access to professional learning may contribute more significantly to teacher satisfaction than instructional variations alone.