School Milieu and Teaching–Learning Efficacy as Determinants of Job Satisfaction Among Public School Teachers

This study examined school milieu and teacher self-efficacy as predictors of job satisfaction among public school teachers in San Fernando District II, Cebu Province, Philippines, during School Year 2026–2027. Anchored in Social Cognitive Theory, the Social-Ecological Model, Job Demands-Resources Theory, Herzberg’s Motivator-Hygiene Theory, and Distributed Leadership Theory, the study employed a quantitative descriptive-correlational and causal-comparative design. Using stratified purposive sampling, 48 teachers from four public elementary and secondary schools participated. Data were collected through an adapted five-part Teacher Research Questionnaire and official Individual Performance Commitment and Review Form (IPCRF) ratings, then analyzed using descriptive statistics, Pearson correlation, and multiple linear regression. Results revealed a moderately optimized school milieu (M = 2.61), high teacher self-efficacy (M = 3.03), and high overall job satisfaction (M = 3.00). Intrinsic satisfaction (M = 3.36) exceeded extrinsic satisfaction (M = 2.63), while teacher performance was generally Very Satisfactory. Major challenges included inadequate classroom ventilation, excessive administrative responsibilities, insufficient workspaces, and limited instructional resources. School milieu (r = 0.726) and teacher self-efficacy (r = 0.638) were significantly associated with overall job satisfaction. Both variables jointly explained 65.90% of its variance, with school milieu demonstrating the stronger predictive contribution. The findings supported the proposed School Milieu Optimization-Driven Strategic Enhancement Program (PROJECT TEAMS), emphasizing improved facilities, resource allocation, workload management, and professional development. The study aligns with Sustainable Development Goal 4 (Quality Education) and Sustainable Development Goal 8 (Decent Work and Economic Growth). Its sustainability contribution lies in providing an evidence-based foundation for improving institutional working conditions, supporting teacher well-being, and promoting the sustained delivery of quality public education.