Administrative Leadership Style and Job Satisfaction: Their Impact on the Communication Skills of Teachers
DOI:
https://doi.org/10.54536/jtel.v4i2.7599Keywords:
Administrative Leadership Style, Communication Skills, Job Satisfaction, Participative Leadership, Transformational LeadershipAbstract
This study investigated the influence of administrative leadership style and job satisfaction on the communication skills of teachers in selected public schools in Veruela District, Agusan del Sur during the School Year 2025–2026. It examined administrative leadership styles in terms of transformational, transactional, authoritative, participative, and laissez-faire, and job satisfaction in terms of satisfaction with co-workers, students, and parents, in relation to teachers’ communication skills, including verbal, non-verbal, written, interpersonal, and classroom communication. A quantitative research design employing a descriptive-correlational approach was used, with data collected from 120 teacher-respondents via validated structured questionnaire. Statistical tools such as weighted mean, Pearson r correlation, and multiple linear regression analysis were utilized. The findings revealed that administrative leadership styles and job satisfaction were both highly manifested and significantly related to teachers’ communication skills, with participative and transformational leadership, as well as satisfaction with co-workers and students, emerging as strong predictors. The study concludes that supportive leadership practices and positive workplace relationships enhance teachers’ communicative competence, and it recommends the adoption of participative and transformational leadership approaches to strengthen communication skills and overall teacher effectiveness.
References
Abasilim, U. D., Gberevbie, D. E., & Osibanjo, O. A. (2019). Leadership styles and employees’ commitment: Empirical evidence from Nigeria. SAGE Open, 9(3), 1–13. https://doi.org/10.1177/2158244019866287
Adediwura, A. A., & Tayo, B. (2017). Teachers’ communication skills and students’ academic performance in secondary schools. Journal of Education and Practice, 8(15), 64–72.
Afshari, M., Bakar, K. A., Luan, W. S., Samah, B. A., & Fooi, F. S. (2017). School leadership and communication effectiveness. International Journal of Educational Management, 31(6), 891–905. https://doi.org/10.1108/IJEM-01-2016-0015
Aldridge, J. M., & Fraser, B. J. (2016). Teachers’ job satisfaction and school climate. Learning Environments Research, 19(2), 291–307. https://doi.org/10.1007/s10984-015-9195-3
Allen, N. J., Meyer, J. P., & Smith, C. A. (2016). Commitment to organizations and occupations: Extension and test of a three-component conceptualization. Journal of Applied Psychology, 78(4), 538–551. https://doi.org/10.1037/0021-9010.78.4.538
Amanchukwu, R. N., Stanley, G. J., & Ololube, N. P. (2015). A review of leadership theories, principles, and styles. Journal of Management, 5(1), 6–14. https://doi.org/10.5923/j.mm.20150501.02
Argyle, M., & Dean, J. (2013). Eye-contact, distance and affiliation. Sociometry, 28(3), 289–304.
Balano, J. B., & Napil, L. A. (2024). Study habits and online learning motivation among students. Journal of Tertiary Education and Learning, 3(2). https://doi.org/10.54536/jtel.v3i2
Bass, B. M., & Riggio, R. E. (2012). Transformational leadership (2nd ed.). Psychology Press. https://doi.org/10.4324/9781410617095
Berkovich, I., & Eyal, O. (2015). Educational leaders and emotions: An international review of empirical evidence 1992–2012. Review of Educational Research, 85(1), 129–167. https://doi.org/10.3102/0034654314550046
Bickmore, D. L., & Hayes, K. (2022). Teacher communication and collaboration in schools. Educational Leadership Review, 23(1), 45–60.
Bui, D. C., & Myerson, J. (2014). The role of note-taking in learning. Journal of Educational Psychology, 106(2), 299–312. https://doi.org/10.1037/a0034322
Credé, M., & Kuncel, N. R. (2016). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on Psychological Science, 3(6), 425–453. https://doi.org/10.1111/j.1745-6924.2008.00089.x
Credé, M., Tynan, M. C., & Harms, P. D. (2017). Much ado about grit: A meta-analytic synthesis. Journal of Personality and Social Psychology, 113(3), 492–511. https://doi.org/10.1037/pspp0000102
Den Brok, P., Brekelmans, M., & Wubbels, T. (2012). Teacher interpersonal behaviour and student outcomes. School Effectiveness and School Improvement, 15(3–4), 407–442. https://doi.org/10.1080/09243450512331383262
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2011). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087
Hargie, O. (2011). Skilled interpersonal communication: Research, theory, and practice (5th ed.). Routledge.
Häfner, A., Stock, A., & Oberst, V. (2014). Time management training and perceived control of time. The Journal of Psychology, 148(3), 255–278. https://doi.org/10.1080/00223980.2013.770101
Kurt, S. (2016). Leadership in education: A review of leadership styles. Educational Research and Reviews, 11(6), 355–361.
Lagunday, B. J. D., Restor, M. A. D., Sasam, A. L., & Oliveros, J. C. (2025). Students’ grit and willingness to communicate in English as predictors of critical thinking skills. Journal of Tertiary Education and Learning, 3(3). https://doi.org/10.54536/jtel.v3i3.5176
Leithwood, K., & Sun, J. (2012). The nature and effects of transformational school leadership. Educational Administration Quarterly, 48(3), 387–423. https://doi.org/10.1177/0013161X11436268
Pagalilauan, J. B., et al. (2023). Library use and academic performance among students. Journal of Tertiary Education and Learning, 2(4). https://doi.org/10.54536/jtel.v2i4
Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation. Teaching and Teacher Education, 27(6), 1029–1038. https://doi.org/10.1016/j.tate.2011.04.001
Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: The importance of school working conditions. Educational Review, 73(1), 71–97. https://doi.org/10.1080/00131911.2019.1705247
Wang, Y., Pollock, K., & Hauseman, D. (2019). School leadership and professional learning communities. Educational Management Administration & Leadership, 47(5), 684–701. https://doi.org/10.1177/1741143217745885
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Jaygard Jay Dayong, Felinita Iii R. Doronio
This work is licensed under a Creative Commons Attribution 4.0 International License.
