ADMINISTRATIVE SUPPORT, JOB SATISFACTION, AND TEACHER PERFORMANCE: A PREDICTIVE MODEL AMONG SENIOR HIGH SCHOOL TEACHERS

This study examined the relationships and predictive influence of administrative support, job satisfaction, and teaching performance among 130 public Senior High School teachers in Alaminos City, Philippines. Using a descriptive-correlational design, data were collected through a validated survey instrument. Results revealed high levels of administrative support (M = 3.99), job satisfaction (M = 3.82), and teaching performance (M = 3.76). Pearson correlation analysis showed moderate, statistically significant relationships among administrative support, job satisfaction, and teaching performance (r = 0.38–0.42, p < .001). Multiple regression analysis indicated that administrative support and job support significantly predict teaching performance (F = 19.458, p < .001), explaining 23.5% of the variance (R² = .235). Administrative support (β = .414, p < .001) emerged as the stronger predictor, followed by job support (β = .392, p = .0018). Based on the findings, the study proposes the Teacher-Centered Administrative Support Model (TCASM), emphasizing collaborative leadership, professional development, recognition systems, and psychosocial support as key drivers of teacher effectiveness. The results highlight the importance of strengthening institutional support systems to enhance teacher satisfaction, performance, and retention.