Administrative Support, Job Satisfaction, and Teacher Retention in Talibon II District Public Elementary Schools: A Descriptive–Correlational Study

This study examined the relationships among school administrative support, teacher job satisfaction, and teacher retention in public elementary schools. Using a descriptive-correlational design, data were gathered through structured questionnaires completed by teachers across various grade levels. The survey assessed their perceptions of administrative policies, professional development opportunities, availability of learning resources, and recognition or incentive programs. Results show that strong administrative support is closely linked to higher teacher job satisfaction and a greater likelihood of staying in the profession. Clear communication of school policies, access to relevant training, and consistent provision of teaching materials were identified as essential support factors. Recognition programs—such as awards, commendations, and performance-based incentives—also played a significant role in enhancing teachers’ sense of value and belonging within the school community. The study underscores the importance of a holistic support system that nurtures both professional growth and teachers’ psychological well-being. By fostering a favorable school climate, administrators can boost teacher motivation and improve instructional quality. In response to the findings, an Enhanced School Administrative Support Guide is proposed to help school leaders implement structured strategies that strengthen job satisfaction and promote long-term teacher retention.