Administrative support as a predictor of job satisfaction and performance among senior high school teachers

Administrative support is a critical determinant of teachers’ job satisfaction and work performance, particularly in senior high school contexts characterized by increasing instructional demands. This study examined the relationships among administrative support, job satisfaction, and work performance of Senior High School teachers and developed a Teacher-Centered Administrative Support Model (TCASM). A descriptive-correlational quantitative research design was employed, involving 130 public Senior High School teachers. Data were collected using structured questionnaires measuring administrative support in terms of professional development, work environment, workload management, communication and feedback, and financial compensation. Job satisfaction was assessed across career advancement, working conditions, work–life balance, interpersonal relationships, and benefits, while teacher performance was evaluated through instructional effectiveness and participation in professional development activities. Findings revealed high levels of administrative support, job satisfaction, and teacher performance, particularly in instructional effectiveness and professional growth. Correlation analysis indicated moderate yet statistically significant positive relationships between administrative support and job satisfaction (r = 0.38), administrative support and teacher performance (r = 0.39), and job satisfaction and teacher performance (r = 0.42). Based on these results, the Teacher-Centered Administrative Support Model (TCASM) was developed, emphasizing collaborative leadership, continuous professional development, recognition systems, supportive work environments, emotional and psychological support, and enhanced teacher autonomy. The model provides a strategic framework for educational leaders seeking to strengthen teacher motivation, retention, and instructional quality through sustained administrative support.