Interpersonal Relationship and Level of Job Satisfaction of Secondary Schools Teachers in Limay District: Input for an Enhanced Supervisory Plan

Teacher job satisfaction significantly influences school effectiveness, student achievement, and overall educational quality. However, research on the role of interpersonal relationships in shaping teacher satisfaction in the Philippine context, particularly in Limay District, are limited. This study examined the relationship between interpersonal relationships and job satisfaction among secondary school teachers during School Year 2024–2025, intending to inform a context-specific supervisory plan. A descriptive correlational research design was employed, and data were collected through a structured survey and analyzed using mean, standard deviation, t-test, ANOVA, and Pearson correlation. Results indicated that positive interpersonal relationships were significantly associated with higher job satisfaction, while conflict, poor communication, and limited emotional support contributed to dissatisfaction. Significant differences in job satisfaction were also observed across teachers’ demographic and professional profiles. Based on these findings, the IMPACT Supervisory Plan was developed, including recognition, wellness, leadership, and community engagement programs designed to enhance teacher well-being, professional growth, and long-term commitment. The study highlights the importance of fostering supportive interpersonal dynamics and provides a practical, theory-informed framework for improving teacher satisfaction and school performance. By addressing a localized research gap and offering actionable recommendations, this research contributes both empirically and practically to educational management in Limay District and similar Philippine contexts.

Interpersonal Relationships, Limay District, Secondary School Teachers, Supervisory Plan, Teacher Job Satisfaction, Teacher Retention, Teacher Wellbeing, Work Environment

1. Adams, R., Miller, T., & Johnson, L. (2021). Assertiveness and collaboration in educational settings. Journal of Applied Educational Studies, 47(3), 278–294. [Google Scholar] [Crossref]

2. https://doi.org/10.1080/10400419.2021.1895467 [Google Scholar] [Crossref]

3. Agbozo, F., Mensah, R., & Abalo, E. (2023). Job demands–resources and teacher wellbeing in Ghanaian schools. Cogent Education, 10(1), 2189345. [Google Scholar] [Crossref]

4. https://doi.org/10.1080/2331186X.2023.2189345 [Google Scholar] [Crossref]

5. Ahmed, S., & Zafar, M. (2022). Collaborative relationships and teacher innovation: Evidence from Pakistan. International Journal of Educational Management, 36(4), 452–466. [Google Scholar] [Crossref]

6. https://doi.org/10.1108/IJEM-07-2021-0268 [Google Scholar] [Crossref]

7. Altman, I., & Taylor, D. A. (1973). Social penetration: The development of interpersonal relationships. Holt, Rinehart & Winston. [Google Scholar] [Crossref]

8. Anderson, P. (2024). Gender dynamics and leadership in education: Examining systemic biases in school promotion. Journal of Educational Leadership, 15(2), 112–128. https://doi.org/10.1007/s10833-024-1234-5 [Google Scholar] [Crossref]

9. Assaf, A., & Antoun, R. (2024). Supportive work environments and teacher well-being: Implications for instructional quality. Educational Management Review, 36(1), 15– [Google Scholar] [Crossref]

10. Baker, L. (2024). Recognition and retention: The impact of awards on teacher motivation. International Journal of Educational Management, 38(1), 56–71. https://doi.org/10.1108/IJEM-10-2023-0412 [Google Scholar] [Crossref]

11. Bernardo, A. B. I., Estrellado, A. F., & Calleja, M. C. (2021). Collegial support and teacher well-being in Philippine schools. Asia-Pacific Education Researcher, 30(2), 159–169. [Google Scholar] [Crossref]

12. https://doi.org/10.1007/s40299-020-00538-6 [Google Scholar] [Crossref]

13. Bernardo, M., Santos, R., & Villanueva, K. (2021). Non-monetary recognition and teacher motivation in Philippine schools. Asia Pacific Journal of Education, 41(3), 415–430. [Google Scholar] [Crossref]

14. https://doi.org/10.1080/02188791.2021.1932175 [Google Scholar] [Crossref]

15. Bhat, A. (2023, August 18). Descriptive correlational: Descriptive vs correlational research. Question Pro. [Google Scholar] [Crossref]

16. https://www.questionpro.com/blog/descriptive-research-vs-correlationalresearch/#:~:text=Descriptive%20correlational%20research%20is%20a,is%20a%20link%20between%20them. [Google Scholar] [Crossref]

17. Blomeke, S., Kaiser, G., & Lehmann, R. (2023). Teacher quality and student outcomes: A global perspective. Educational Research Review, 32, 100395. https://doi.org/10.1016/j.edurev.2023.100395 [Google Scholar] [Crossref]

18. Brown, K., Davis, L., & Patel, S. (2023). Gender differences in teacher motivation and job satisfaction. Teaching and Teacher Education, 124, 104102. https://doi.org/10.1016/j.tate.2023.104102 [Google Scholar] [Crossref]

19. Brown, L., Smith, R., & Allen, T. (2021). Autonomy and responsibility as predictors of employee motivation and commitment. Journal of Organizational Behavior, 42(3), 245–263. [Google Scholar] [Crossref]

20. https://doi.org/10.1002/job.2501 [Google Scholar] [Crossref]

21. Brown, M., & Taylor, S. (2022). Assertive communication in schools: Enhancing collaboration and reducing conflict. International Journal of Leadership in Education, 25(6), 785–802. [Google Scholar] [Crossref]

22. https://doi.org/10.1080/13603124.2021.1963457 [Google Scholar] [Crossref]

23. Burić, I., & Kim, L. E. (2021). Teacher job satisfaction: International evidence on the role of school climate and resources. Teaching and Teacher Education, 98, 103229. [Google Scholar] [Crossref]

24. https://doi.org/10.1016/j.tate.2020.103229 [Google Scholar] [Crossref]

25. Callaghan, G. M. (2006). FIAT Research. San Jose State University. [Google Scholar] [Crossref]

26. https://www.sjsu.edu/people/glenn.callaghan/FIAT/ [Google Scholar] [Crossref]

27. Carter, P., & Jones, R. (2021). Interpersonal closeness and teacher resilience in demanding environments. Educational Studies, 47(5), 589–605. https://doi.org/10.1080/03055698.2020.1806215 [Google Scholar] [Crossref]

28. Chen, L., & Huang, Y. (2021). Workplace conditions, career development, and leadership support as predictors of employee satisfaction. International Journal of Human Resource Management, 32(7), 1450–1468. https://doi.org/10.1080/09585192.2020.1825674 [Google Scholar] [Crossref]

29. Chen, L., & Wong, M. (2021). Awards, motivation, and teacher job satisfaction: Short-term versus long-term effects. International Journal of Educational Development, 82, 103–119. https://doi.org/10.1016/j.ijedudev.2020.102550 [Google Scholar] [Crossref]

30. Chen, Q., & Li, X. (2022). Conflict management and organizational climate in schools. Educational Management Administration & Leadership, 50(4), 601–618. [Google Scholar] [Crossref]

31. https://doi.org/10.1177/17411432211047102 [Google Scholar] [Crossref]

32. Chen, Y., & Wu, H. (2024). Leadership roles, stability, and job satisfaction in education. Journal of School Leadership, 34(1), 45–63. https://doi.org/10.1177/1052684624123456 [Google Scholar] [Crossref]

33. Cherry, K. (2023, May 8). Understanding social exchange theory in psychology. Verywell Mind. https://www.verywellmind.com/what-is-social-exchange-theory-2795882 [Google Scholar] [Crossref]

34. Choi, J., & Lee, K. (2022). Teacher–administrator relationships and their effect on job satisfaction. Asia-Pacific Education Review, 21(4), 435–447. https://doi.org/10.1007/s12564-021-09694-7 [Google Scholar] [Crossref]

35. Cruz, A. (2021). Teacher recognition and stress reduction: Building collegiality in schools. Journal of Education and Human Development, 10(3), 23–32. https://doi.org/10.15640/jehd.v10n3a3 [Google Scholar] [Crossref]

36. Dahl, T., Moreno, P., & Santos, L. (2023). Feedback skills and collaborative teacher practices in secondary schools. Teaching and Teacher Education, 120, 104023. [Google Scholar] [Crossref]

37. https://doi.org/10.1016/j.tate.2023.104023 [Google Scholar] [Crossref]

38. Eagly, A. H., & Carli, L. L. (2007). Through the labyrinth: The truth about how women become leaders. Harvard Business School Press. [Google Scholar] [Crossref]

39. Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Routledge. https://doi.org/10.4324/9780429494673 [Google Scholar] [Crossref]

40. Evans, J., & Carter, D. (2021). Gender and school culture: How teacher demographics shape learning environments. Teaching and Teacher Education, 102, 103315. [Google Scholar] [Crossref]

41. https://doi.org/10.1016/j.tate.2021.103315 [Google Scholar] [Crossref]

42. Evans, R., & Carter, J. (2021). Gendered experiences of job satisfaction among educators. International Journal of Educational Research, 108, 101754. https://doi.org/10.1016/j.ijer.2021.101754 [Google Scholar] [Crossref]

43. Fernandez, L., & Garcia, M. (2022). Stability, professional development, and teacher participation in schools. Asia-Pacific Education Review, 23(2), 211–224. https://doi.org/10.1007/s12564-021-09695-6 [Google Scholar] [Crossref]

44. Fernandez, L., & Garcia, M. (2022). Stress and coping strategies among novice teachers: A comparative study. Journal of Teacher Education, 73(3), 310–325. [Google Scholar] [Crossref]

45. https://doi.org/10.1177/00224871211012345 [Google Scholar] [Crossref]

46. Fernandez, L., & Richards, P. (2022). Supervisory roles and workplace relationships in schools. Educational Management Administration & Leadership, 50(5), 789–805. [Google Scholar] [Crossref]

47. https://doi.org/10.1177/17411432211058910 [Google Scholar] [Crossref]

48. Fernandez, P., & Ramos, K. (2021). Regret and minimization after self-disclosure: Cultural perspectives in the Philippines. Journal of Cross-Cultural Psychology, 52(6), 498–514. [Google Scholar] [Crossref]

49. https://doi.org/10.1177/0022022121990543 [Google Scholar] [Crossref]

50. Flores, A., Martinez, E., & Cruz, P. (2022). Family support and professional commitment among teachers. Teaching and Teacher Education, 118, 103828. https://doi.org/10.1016/j.tate.2022.103828 [Google Scholar] [Crossref]

51. Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press. [Google Scholar] [Crossref]

52. Garcia, L. (2024). Work-family balance and teacher well-being: Civil status as a moderating factor. Journal of School Psychology and Development, 12(2), 89–103. [Google Scholar] [Crossref]

53. https://doi.org/10.1080/2159847X.2024.1770011 [Google Scholar] [Crossref]

54. Garcia, L., & Lee, R. (2021). Tenure, institutional trust, and teacher job satisfaction. Journal of Educational Administration, 59(6), 610–628. https://doi.org/10.1108/JEA-06-2021-0089 [Google Scholar] [Crossref]

55. Garcia, L., & Patel, R. (2023). Job responsibilities, supportive workplaces, and teacher engagement. Journal of Educational Administration, 61(4), 501–518. https://doi.org/10.1108/JEA-04-2023-0034 [Google Scholar] [Crossref]

56. Garcia, L., & Smith, J. (2021). Expression of professional needs and teacher engagement: A correlational study. Teaching and Teacher Education, 105, 103430. [Google Scholar] [Crossref]

57. https://doi.org/10.1016/j.tate.2021.103430 [Google Scholar] [Crossref]

58. Garcia, R., Santos, P., & Cruz, L. (2022). Interpersonal trust and conflict management in schools. Journal of Educational Administration, 60(5), 511–528. https://doi.org/10.1108/JEA-01-2021-0012 [Google Scholar] [Crossref]

59. Gonzalez, A., Herrera, P., & Cruz, S. (2022). Postgraduate qualifications and teacher leadership: Implications for job satisfaction. Teaching and Teacher Education, 118, 103827. [Google Scholar] [Crossref]

60. https://doi.org/10.1016/j.tate.2022.103827 [Google Scholar] [Crossref]

61. Gonzalez, P., & Ramirez, M. (2022). Skill utilization and recognition as key determinants of job satisfaction. Employee Relations, 44(5), 1023–1041. https://doi.org/10.1108/ER-03-2022-0067 [Google Scholar] [Crossref]

62. Gonzalez, P., Ramirez, M., & Santos, L. (2021). Advanced degrees and teacher job satisfaction: The role of workplace culture and leadership practices. Journal of Educational Administration, 59(7), 745–762. https://doi.org/10.1108/JEA-07-2021-0092 [Google Scholar] [Crossref]

63. Gonzalez, P., Ramirez, M., & Santos, L. (2023). Emotional expression, interpersonal closeness, and job satisfaction in cooperative work environments. Teacher Development Journal, 31(2), 75–92. https://doi.org/10.1080/13664530.2023.217890 [Google Scholar] [Crossref]

64. Gonzalez, P., Ramirez, M., & Santos, L. (2023). Gender differences in perceptions of job security among educators. Journal of Educational Administration, 61(2), 210–228. [Google Scholar] [Crossref]

65. https://doi.org/10.1108/JEA-02-2023-0018 [Google Scholar] [Crossref]

66. Gonzalez, R., dela Cruz, A., & Moreno, P. (2022). Postgraduate education and teacher career advancement in the Philippines. Philippine Journal of Educational Research, 35(2), 45–61. [Google Scholar] [Crossref]

67. Gordon, T. (2019). Teacher effectiveness training: The program proven to help teachers bring out the best in students of all ages. Harmony. [Google Scholar] [Crossref]

68. Green, S., & Wallace, T. (2022). Career priorities and satisfaction among single teachers. International Journal of Educational Research, 114, 101986. https://doi.org/10.1016/j.ijer.2022.101986 [Google Scholar] [Crossref]

69. Greenhalgh, L., & Rosenblatt, Z. (2010). Evolution of research on job insecurity. International Studies of Management & Organization, 40(1), 6–19. https://doi.org/10.2753/IMO0020-8825400101 [Google Scholar] [Crossref]

70. Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781 [Google Scholar] [Crossref]

71. Hall, P., & Richards, K. (2022). Supportive leadership and teacher morale: Examining institutional responsiveness. Educational Management Administration & Leadership, 50(2), 287–303. https://doi.org/10.1177/17411432211012345 [Google Scholar] [Crossref]

72. Harrison, K., & Liu, P. (2024). Workplace management practices and teacher morale: Evidence from secondary schools. International Journal of Educational Research, 125, 102–118. [Google Scholar] [Crossref]

73. https://doi.org/10.1016/j.ijer.2023.102118 [Google Scholar] [Crossref]

74. Hattie, J. (2021). Visible learning: 10th Anniversary edition. Routledge. [Google Scholar] [Crossref]

75. Heitler, S., Brown, P., & Walker, J. (2022). School climate, resources, and teacher collaboration: Testing the JD-R model. Journal of School Psychology, 90, 13–27. [Google Scholar] [Crossref]

76. https://doi.org/10.1016/j.jsp.2022.01.004 [Google Scholar] [Crossref]

77. Hernandez, R., & Cruz, M. (2023). Career development, work-life balance, and teacher satisfaction in secondary education. Journal of Educational Administration, 61(3), 310–328. [Google Scholar] [Crossref]

78. https://doi.org/10.1108/JEA-03-2023-0042 [Google Scholar] [Crossref]

79. Herzberg, F. (1959). The motivation to work (2nd ed.). John Wiley & Sons. [Google Scholar] [Crossref]

80. Herzberg, F., Mausner, B., & Snyderman, B. B. (1959). The motivation to work. John Wiley & Sons. [Google Scholar] [Crossref]

81. Hoffman, B., Torres, M., & Kim, Y. (2023). Job insecurity, teacher dissatisfaction, and attrition in contractual appointments. Teaching and Teacher Education, 124, 104099. [Google Scholar] [Crossref]

82. https://doi.org/10.1016/j.tate.2023.104099 [Google Scholar] [Crossref]

83. Huang, Y., & Chen, H. (2023). Professional networks, role mastery, and satisfaction among experienced teachers. International Journal of Educational Research, 121, 104–123. [Google Scholar] [Crossref]

84. https://doi.org/10.1016/j.ijer.2022.103456 [Google Scholar] [Crossref]

85. Hutchinson, L., & Jackson, D. (2021). Spousal support and teacher job satisfaction. Journal of Education and Work, 34(4), 413–428. https://doi.org/10.1080/13639080.2021.1897135 [Google Scholar] [Crossref]

86. Ingersoll, R. M. (2012). Beginning teacher induction: What the data tell us. Phi Delta Kappan, 93(8), 47–51. https://doi.org/10.1177/003172171209300811 [Google Scholar] [Crossref]

87. Jacobson, A., Lee, R., & Kim, S. (2022). The impact of emotional intelligence on classroom management and student engagement. Journal of Educational Psychology, 114(3), 450–465. https://doi.org/10.1037/edu0000612 [Google Scholar] [Crossref]

88. Javier, R., & Ramirez, M. (2021). Emotional intelligence and conflict management in teachers: Implications for workplace outcomes. Journal of Educational Psychology and Practice, 16(2), 145–162. https://doi.org/10.1080/1475939X.2021.1987654 [Google Scholar] [Crossref]

89. Jiang, X., Li, Y., & Zhou, M. (2021). Collegial support and teacher well-being: The role of professional communities. Journal of Educational Research, 114(2), 145–160. [Google Scholar] [Crossref]

90. https://doi.org/10.1080/00220671.2021.1872479 [Google Scholar] [Crossref]

91. Johnson, R., & Adams, F. (2021). Mentoring and peer support among unmarried teachers. Educational Research, 63(3), 345–361. https://doi.org/10.1080/00131881.2021.1885824 [Google Scholar] [Crossref]

92. Jomuad, F. (2021). Teacher engagement with community stakeholders and its impact on educational outcomes. International Journal of Education Research, 110, 101900. [Google Scholar] [Crossref]

93. https://doi.org/10.1016/j.ijer.2021.101900 [Google Scholar] [Crossref]

94. Kim, J., & Lee, S. (2022). Workplace conflict and job satisfaction among teachers: Evidence from secondary schools. International Journal of Educational Research, 117, 105–123. https://doi.org/10.1016/j.ijer.2022.102678 [Google Scholar] [Crossref]

95. Kim, J., & Park, S. (2022). Professional credibility and its impact on perceptions of job security and work environment. International Journal of Educational Research, 116, 105–124. [Google Scholar] [Crossref]

96. https://doi.org/10.1016/j.ijer.2022.102567 [Google Scholar] [Crossref]

97. Kim, J., & Park, S. (2025). Career stage and teacher satisfaction: Evidence from longitudinal studies. Journal of School Leadership, 35(1), 21–40. https://doi.org/10.1177/1052684625123456 [Google Scholar] [Crossref]

98. Korb, K. A. (2012). Conducting Educational Research: Adopting or Adapting an Instrument. http://korbedpsych.com/R09aAdopt.html [Google Scholar] [Crossref]

99. Kumar, A., Mehta, R., & Singh, P. (2022). Professional development, recognition, and teacher satisfaction: A cross-gender analysis. Journal of Educational Administration, 60(6), 702–718. https://doi.org/10.1108/JEA-09-2021-0187 [Google Scholar] [Crossref]

100. Kumar, R., & Patel, M. (2023). Workload, leadership opportunities, and job satisfaction in lower-ranked teachers. Teacher Development Journal, 29(1), 35–52. [Google Scholar] [Crossref]

101. https://doi.org/10.1080/13664530.2023.2156789 [Google Scholar] [Crossref]

102. Lee, A., & Thompson, R. (2023). Interpersonal skills, teacher well-being, and retention in educational settings. Journal of Educational Psychology, 115(4), 489–502. https://doi.org/10.1037/edu0000621 [Google Scholar] [Crossref]

103. Lee, H., Park, J., & Kim, S. (2023). School culture and teacher engagement: Evidence from South Korea. Asia-Pacific Journal of Education, 43(1), 23–39. [Google Scholar] [Crossref]

104. https://doi.org/10.1080/02188791.2022.2101470 [Google Scholar] [Crossref]

105. Lee, S., & Kim, H. (2022). Workplace conditions, professional responsibilities, and job satisfaction among teachers. Journal of Educational Management, 60(3), 321–338. https://doi.org/10.1108/JEM-03-2022-0021 [Google Scholar] [Crossref]

106. Lee, S., & Lim, H. (2021). External partnerships and innovation in schools: A study of community linkages. Asia-Pacific Education Review, 22(3), 467–479. https://doi.org/10.1007/s12564-021-09672-9 [Google Scholar] [Crossref]

107. Lee, S., Kim, H., & Park, J. (2022). Tenure, career advancement, and teacher job security: Evidence from secondary schools. International Journal of Educational Research, 114, 102–118. https://doi.org/10.1016/j.ijer.2022.101948 [Google Scholar] [Crossref]

108. Lee, S., Kim, H., & Park, J. (2023). Managed conflict and professional collaboration in schools. International Journal of Educational Research, 121, 102185. https://doi.org/10.1016/j.ijer.2023.102185 [Google Scholar] [Crossref]

109. Lee, S., Kim, H., & Park, J. (2024). Career stage and job satisfaction among secondary school teachers. Educational Studies, 50(1), 23–39. https://doi.org/10.1080/03055698.2024.1842110 [Google Scholar] [Crossref]

110. Li, S., Zhang, W., & Zhao, Q. (2021). Interpersonal closeness, teamwork, and school performance: Evidence from China. Asia-Pacific Education Review, 22(4), 675–688. https://doi.org/10.1007/s12564-021-09675-w [Google Scholar] [Crossref]

111. Liu, H., & Zhao, Y. (2024). Collaborative community involvement and teacher adaptability. Frontiers in Education, 9, 1302456. https://doi.org/10.3389/feduc.2024.1302456 [Google Scholar] [Crossref]

112. Liu, Y., & Chen, Z. (2023). Communication, conflict resolution, and teacher satisfaction: A Chinese study. Journal of Educational Psychology, 115(3), 432–448. https://doi.org/10.1037/edu0000754 [Google Scholar] [Crossref]

113. Liu, Y., & Park, S. (2024). Fair compensation, support systems, and long-term teacher satisfaction. International Journal of Human Resource Management, 35(2), 245–265. [Google Scholar] [Crossref]

114. https://doi.org/10.1080/09585192.2023.2134567 [Google Scholar] [Crossref]

115. Lopez, A., Villanueva, R., & Tan, S. (2023). Social support and openness in workplace relationships. Journal of Organizational Behavior, 44(1), 123–140. https://doi.org/10.1002/job.2621 [Google Scholar] [Crossref]

116. Lopez, M., & Chen, H. (2022). Pay transparency, promotion opportunities, and employee retention in education. International Journal of Human Resource Management, 33(8), 1785–1803. [Google Scholar] [Crossref]

117. https://doi.org/10.1080/09585192.2021.2005678 [Google Scholar] [Crossref]

118. Lopez, M., & Ramirez, P. (2021). Reciprocal communication and employee engagement in educational settings. Journal of Educational Administration, 59(8), 820–838. [Google Scholar] [Crossref]

119. https://doi.org/10.1108/JEA-08-2021-0103 [Google Scholar] [Crossref]

120. Lopez, R., Martinez, P., & Vega, L. (2021). Professional development and job satisfaction in experienced educators. Professional Development in Education, 47(2), 102–116. [Google Scholar] [Crossref]

121. https://doi.org/10.1080... [Google Scholar] [Crossref]

• The Indirect Effect of Liquidity and Activity on Company Value with Profitability as an Intervening Variable
• Effect of Financial Skills, Knowledge, and Attitude on The Financial Behaviour of Clergy
• A Decade of Review: Trends in Budget Execution and Financial Performance of Development Projects in Tanzania (2014/15-2023/24)
• The Influence of Pre-Project Planning on the Budget Absorption Rate of Public Funded Infrastructure Projects in Kenya a Comparative Case Study of Narok, Migori, and Kisii County Government Projects
• Assessment of Factors Influencing Digital Transformation in Hotels’ Facility Management in Abuja Metropolis, Nigeria