School Heads' Well-Being and Management Practices on Teachers' Job Performance and Satisfaction in the Context of DepEd Order no.2, Series 2024

AMY N. CAPATE

Job Perform, Job Satisfaction, Management Practices, Well-being

School heads’ well-being and management practices are essential in fostering a supportive environment for effective teaching and learning. This study investigated the well-being of school heads and their management practices in relation to teachers’ job performance and satisfaction within the framework of DepEd Order No. 2, s. 2024. A descriptive-correlational research design was employed, involving 450 respondents, comprising 24 school heads and 426 teachers, from various Schools Division Offices across Region XII. Standardized survey instruments were used to assess school heads’ well-being, management practices, and teachers’ job performance and satisfaction. Findings revealed no statistically significant relationships between school heads’ management practices and teachers’ job performance, nor between school heads’ well-being and teachers’ job satisfaction. Although specific management practices—such as budgeting resources and establishing linkages—showed moderate negative correlations with teacher performance, these were not statistically significant. Likewise, the well-being indicators of school heads demonstrated weak correlations with teacher job satisfaction, indicating a limited direct impact on teacher morale. Despite the absence of significant correlations, the implementation of DepEd Order No. 2, s. 2024 was perceived positively, particularly in empowering school heads to focus more on instructional leadership by delegating administrative tasks. Teachers reported improvements in professional efficacy, autonomy, and job satisfaction. These suggest that other contextual factors such as school culture, and equitable workload. The study recommends institutionalization of wellness programs for school heads, enhancement of leadership training, equitable workload distribution for teachers, and the expansion of recognition and professional growth initiatives to support educational effectiveness and personnel well-being.

https://doi.org/10.31871/IJNTR.11.6.15