ISSN 3028-1261
10.5281/zenodo.17312829/NIJSE.2025
Adminis a i e Suppo as Mode a o on Teache s’ P o essional
Li e and Ins uc ional Beha io
Ma ia Co azon A. Lipe
Abs ac . The s udy aimed o de e mine he mode a ing e ec o adminis a i e suppo on
he in e ac ion be ween eache s’ p o essional li e and ins uc ional beha io . The esponden s
comp ised 197 elemen a y school eache s om Panabo Cen al Dis ic in Panabo Ci y,
selec ed h ough s a i ied andom sampling. Non-expe imen al quan i a i e esea ch design
using desc ip i e-co ela ional me hod was employed. The da a collec ed we e subjec ed
o he ollowing s a is ical ools: Mean, Pa ial Co ela ion, and Hie a chical Reg ession
Analysis. The indings e ealed ha eache s’ p o essional li e and ins uc ional beha io
ecei ed mode a ely ex ensi e a ings, while adminis a i e suppo was a ed as ex ensi e. A
signi ican ela ionship was ound be ween eache s’ p o essional li e and hei ins uc ional
beha io , wi h he adminis a i e backing se ing as a signi ican mode a o in his in e ac ion.
I is ecommended ha school adminis a o s enhance hei suppo o eache s by p o iding
mo e esou ces, os e ing a posi i e school clima e, and o e ing con inuous p o essional
de elopmen oppo uni ies o ensu e consis en and e ec i e adminis a i e suppo .
KEY WORDS
1. ins uc ional beha io 2. p o essional li e 3. adminis a i e suppo
Da e Recei ed: Augus 15, 2025 — Da e Re iewed: Sep embe 20, 2025 — Da e Published: Oc obe
10, 2025
1. In oduc ion
The e ec i eness o eache s in he class-
oom is in luenced by a mul i ude o ac o s,
among which adminis a i e suppo plays a
pi o al ole. Adminis a i e suppo encom-
passes he guidance, esou ces, and encou age-
men p o ided by school leade ship o os e a
conduci e en i onmen o p o essional g ow h
and ins uc ional excellence. As educa o s na -
iga e he complexi ies o eaching, he deg ee
o suppo hey ecei e can signi ican ly impac
hei p o essional sa is ac ion, mo i a ion, and
ins uc ional p ac ices. This ela ionship sug-
ges s ha adminis a i e suppo may se e as a
c ucial mode a o , po en ially ampli ying o mi -
iga ing he e ec s o a ious ac o s on each-
e s’ p o essional li es and hei ins uc ional
beha io . Unde s anding his dynamic is es-
sen ial o de eloping s a egies ha enhance
eache pe o mance and, ul ima ely, s uden
achie emen . Mo eo e , he idea ha admin-
is a i e suppo has a c ucial mode a ing e -
ec on he ela ionship be ween eache s’ p o-
essional li es and hei ins uc ional beha io
is a alid and impo an concep in educa ion,
as i helps explain how a suppo i e adminis-
a i e en i onmen can posi i ely in luence a
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eache ’s pe o mance and job sa is ac ion, ul i-
ma ely leading o be e educa ional ou comes.
Globally, in he Uni ed S a es, one o he p omi-
nen challenges a ec ing eache s’ ins uc ional
beha io is he g owing di e si y in class ooms.
Teache s o en s uggle o add ess he a ied
cul u al backg ounds, languages, and lea ning
needs o s uden s (Gay, 2018). This challenge
necessi a es cul u ally esponsi e eaching p ac-
ices, which many educa o s eel unp epa ed o
implemen e ec i ely. Fu he mo e, s anda d-
ized es ing and accoun abili y measu es ha e
led o a na owed cu iculum ocus, o en limi -
ing eache s’ abili y o employ inno a i e and
s uden -cen e ed ins uc ional s a egies. These
p essu es can esul in eaching o he es a he
han os e ing c i ical hinking and c ea i i y
among s uden s (Hu sh, 2018). Ano he sig-
ni ican issue is he pe asi e impac o socio-
economic dispa i ies on ins uc ional beha io .
Teache s in low-income a eas o en ace la ge
class sizes, ewe esou ces, and highe a es o
s uden absen eeism, which can impede e ec-
i e eaching (Ladd, 2019). In many A abian
coun ies, one o he p ima y challenges impac -
ing ins uc ional beha io is he igid adhe ence
o adi ional eaching me hods. Despi e ongo-
ing educa ional e o ms, lec u e-based ins uc-
ion emains p e alen , limi ing oppo uni ies
o s uden engagemen and c i ical hinking
(Al-Issa, 2019). This adi ional app oach o en
clashes wi h he need o de elop 21s -cen u y
skills, such as p oblem-sol ing and c ea i i y, in
s uden s. Mo eo e , he educa ional sys ems in
hese coun ies a e some imes c i icized o hei
hea y eliance on o e memo iza ion and high-
s akes examina ions, which can s i le eache s’
ins uc ional lexibili y and inno a ion (Zyoud,
2020). In a ious Asian coun ies, ins uc ional
beha io is o en in luenced by high socie al
expec a ions and he compe i i e na u e o he
educa ional en i onmen . Coun ies like Sou h
Ko ea and Japan a e known o hei igo ous
academic s anda ds, whe e eache s a e unde
cons an p essu e o ensu e hei s uden s ex-
cel in s anda dized es s (Byun, 2021). This
p essu e can lead o a ocus on es p epa a ion
o e holis ic educa ional p ac ices, impac ing
he b ead h and dep h o ins uc ion. Teach-
e s may eel compelled o p io i ize con en
co e age and examina ion echniques o e os-
e ing c i ical hinking and c ea i i y (Kang,
2019). In coun ies such as India and China,
eache s o en manage class ooms wi h 40 o
mo e s uden s, making i challenging o imple-
men pe sonalized ins uc ion and ac i e lea n-
ing s a egies (Dong, 2020). Mo eo e , Caban-
illa (2019) no ed ha he ins uc ional beha -
io o eache s in he Philippines aces se e al
signi ican issues ha impede e ec i e each-
ing and lea ning. One majo issue is he lack
o adequa e p o essional de elopmen oppo -
uni ies. Many eache s lack access o con in-
uous aining, which is essen ial o keeping
up wi h he e ol ing educa ional me hodolo-
gies and echnologies. The sca ci y o p o es-
sional de elopmen p og ams lea es eache s
using ou da ed ins uc ional s a egies, which
may no e ec i ely engage s uden s o add ess
hei di e se lea ning needs. Ano he p essing
issue is he inadequa e suppo and esou ces
p o ided o eache s, which signi ican ly im-
pac s hei ins uc ional beha io . Despi e he
ecogni ion o educa ion as a p io i y, he budge
alloca ed o educa ional esou ces in many e-
gions emains insu icien (Da id, Albe , Viz-
manos, 2019). Despi e nume ous s udies ex-
amining he ela ionship be ween eache s’ p o-
essional li e and hei ins uc ional beha io ,
a signi ican esea ch gap exis s ega ding he
mode a ing e ec o adminis a i e suppo on
his ela ionship. Mos o he esea ch encoun-
e ed by he in es iga o p ima ily ocuses on
he di ec in luence o eache s’ p o essional
li e aspec s—such as job sa is ac ion, bu nou ,
and p o essional de elopmen —on hei ins uc-
ional beha io . These s udies o e aluable
insigh s in o how ac o s such as mo i a ion and
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emo ional well-being di ec ly in luence each-
ing p ac ices. Howe e , hey o en o e look
he po en ial ole ha adminis a i e suppo
migh play in shaping his dynamic. Unde -
s anding whe he and how adminis a i e sup-
po can enhance o mi iga e he in luence o
p o essional li e on ins uc ional beha io e-
mains unexplo ed, hus p esen ing a c i ical gap
in he exis ing li e a u e. Mo eo e , he ma-
jo i y o hese s udies ha e been conduc ed in
o eign se ings, pa icula ly in Wes e n coun-
ies, whe e educa ional sys ems and cul u al
con ex s di e signi ican ly om hose in he
Philippines. The lack o localized esea ch
means ha indings om hese o eign s udies
may no be di ec ly applicable o he Philip-
pine con ex due o a ia ions in educa ional
policies, adminis a i e s uc u es, and socio-
cul u al ac o s. No ably, he esea che has no
encoun e ed any s udies speci ically examining
his mode a ing e ec wi hin he Philippine se -
ing. This absence highligh s a c ucial gap, as
adminis a i e suppo in Filipino schools migh
ha e unique cha ac e is ics and implica ions o
eache s’ p o essional li es and ins uc ional
beha io . The e o e, he e is a p essing need
o esea ch ha in es iga es his ela ionship
wi hin he Philippine con ex o de elop mo e
con ex ually ele an insigh s and ecommenda-
ions o enhancing educa ional ou comes. In
he local con ex , pa icula ly in Panabo Cen al
Dis ic , Panabo Ci y, adminis a i e suppo
se es as a i al mode a o ha signi ican ly in-
luences eache s’ p o essional li es and ins uc-
ional beha io s. E ec i e school leade ship
os e s a posi i e en i onmen by p o iding e-
sou ces, guidance, and cons uc i e eedback,
which boos s eache s’ mo ale and encou ages
ongoing p o essional de elopmen . Such sup-
po enables eache s o adop inno a i e each-
ing s a egies, add ess class oom challenges,
and imp o e hei ins uc ional p ac ices, ul i-
ma ely enhancing s uden lea ning ou comes.
By ac i ely media ing be ween dis ic policies
and class oom eali ies, adminis a o s help c e-
a e an en i onmen whe e eache s eel alued
and empowe ed, leading o mo e e ec i e each-
ing and a highe quali y o educa ion wi hin he
communi y.
1.1. Theo e ical/Concep ual F amewo k
o he S udy —This s udy was guided by heo-
ies, such as he Job Demands-Resou ces (JD-
R) Model, and he p inciples o Ins uc ional
Leade ship suppo ha adminis a i e suppo
ac s as a mode a ing ac o , bu e ing he nega-
i e e ec s o p o essional li e challenges (such
as s ess and wo kload) on ins uc ional beha -
io by p o iding job esou ces. Adminis a-
i e suppo also enhances eache well-being
and job sa is ac ion, which in u n os e s a a-
o able school clima e and imp o es ins uc-
ional e ec i eness, ein o cing he posi i e link
be ween p o essional commi men and ac ual
eaching p ac ices. The p esen s udy was based
on Skaal ik and Skaal ik’s (2017) asse ion ha
adminis a o s who o e esou ces, clea com-
munica ion, and emo ional suppo con ibu e o
c ea ing a suppo i e wo k en i onmen . Teach-
e s who eel backed by hei adminis a ion
expe ience inc eased job sa is ac ion and e-
duced s ess, leading o mo e e ec i e each-
ing p ac ices. This suppo enables eache s
o concen a e on hei ins uc ional esponsi-
bili ies wi hou being o e whelmed by s ess
and dissa is ac ion. In suppo , Lei hwood e al.
(2019) sugges ed ha schools os e ing a col-
labo a i e and espec ul en i onmen mo i a e
eache s o in es mo e in hei ins uc ional
p ac ices. E ec i e school leade ship os e s
a posi i e school clima e, which in u n sup-
po s bo h eaching and lea ning. When eache s
eel app ecia ed and in eg a ed in o a suppo i e
communi y, hey a e mo e inclined o demon-
s a e posi i e ins uc ional beha io s. In he
con ex o he cu en s udy, i was assumed
ha adminis a o s who ensu e ha eache s
ha e he necessa y esou ces—such as ins uc-
ional ma e ials, echnology, and class oom sup-
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Fig. 1. Theo e ical/Concep ual F amewo k
plies—empowe eache s o deli e high-quali y
educa ion. Access o hese esou ces enables
eache s o implemen di e se and inno a i e
eaching s a egies, he eby enhancing s uden
engagemen and lea ning ou comes. Mo eo e ,
ha ing adequa e esou ces educes he ime and
e o eache s need o spend on acqui ing ma-
e ials independen ly, he eby alle ia ing s ess.
Mo eo e , adminis a i e suppo plays a c u-
cial ole in enhancing eache s’ engagemen
wi h hei ins uc ional p ac ices. As shown
in Figu e 1, he s udy consis s o wo a iables.
The independen a iable o he s udy is p o es-
sional li e, which encompasses ca ee expe i-
ences, oles, and esponsibili ies, in e ac ions
wi h colleagues and s uden s, p o essional de el-
opmen , and o e all job sa is ac ion. Acco ding
o S omquis (2018) quali y o p o essional li e
is measu ed in e ms o compassion sa is ac ion
o he posi i e eelings de i ed om helping
o he s and inding ul illmen in one’s p o es-
sional ole, pa icula ly in ca ing p o essions
like eaching; e i aliza ion o he p ocess o e-
ene gizing and enewing one’s en husiasm and
commi men o hei p o ession; and com o ing
hough s o posi i e e lec ions and eassu ing
belie s ha eache s hold abou hei p o ession,
hei ole, and hei impac on s uden s.
2. Me hodology
This s udy sec ion ou lined he sys ema ic app oach employed o in es iga e he esea ch p oblem.
A desc ip i e esea ch design was u ilized o p o ide an in-dep h unde s anding o he phenomenon
unde s udy. This app oach enabled he comp ehensi e collec ion o ele an da a o add ess he
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esea ch objec i es e ec i ely. The selec ion o pa icipan s, ools, and p ocedu es was ca e ully
conside ed o ensu e eliabili y and alidi y. The p ocess in ol ed de ining he a ge esponden s,
designing app op ia e esea ch ins umen s, and es ablishing a s uc u ed da a ga he ing p ocedu e.
Da a analysis echniques we e hen applied o in e p e he collec ed in o ma ion and gene a e
meaning ul insigh s.
2.1. Resea ch Design—In his s udy, he
esea che employed a quan i a i e esea ch ap-
p oach, speci ically he desc ip i e-co ela ional
echnique wi h media ion analysis, o collec
da a, ideas, ac s, and in o ma ion ele an o
he s udy. As de ined by Ahmad e al. (2019),
quan i a i e esea ch me hodologies and s a e-
gies sys ema ically and impa ially ga he and
analyze nume ical da a o unde s and phenom-
ena, co ela ions, o ends. These me hods
in ol ed s a is ical analysis o de i e insigh s
and d aw conclusions om he da a. Quan i-
a i e esea ch en ailed collec ing and analyz-
ing nume ical da a wi hin a s uc u ed ame-
wo k o explo e a ious aspec s o phenomena,
ela ionships, o pa e ns. As no ed by Mo-
hajan (2020), desc ip i e esea ch echniques
encompass me hods used o depic , obse e,
and analyze he cha ac e is ics, beha io s, o
phenomena o in e es wi hou manipula ion
o in luence. The p ima y objec i e was o
p esen a comp ehensi e po ayal o he sub-
jec unde s udy, ocusing on desc ibing exis -
ing condi ions a he han in es iga ing causal-
i y. Addi ionally, desc ip i e esea ch allowed
esea che s o ou line and cha ac e ize a i-
ous a ibu es, ai s, o ea u es o a popula-
ion, g oup, o phenomenon, including demo-
g aphic de ails, beha io s, a i udes, and o he
ele an ac o s. As de ined by Hassan (2024),
a co ela ional esea ch design is a ype o non-
expe imen al esea ch used o explo e he ela-
ionship be ween wo o mo e a iables. This
app oach in ol ed assessing he ex en o which
changes in one a iable coincided wi h changes
in ano he , wi hou manipula ing ei he a iable.
The objec i e was o de e mine whe he a s a is-
ical co ela ion exis ed be ween he a iables
and o unde s and he di ec ion and s eng h o
his ela ionship. Co ela ional esea ch se ed
as a c ucial ool o ad ancing knowledge in
a ious ields by unco e ing connec ions be-
ween a iables, gene a ing hypo heses, and in-
o ming p ac ical applica ions and in e en ions.
Mo eo e , mode a ion analysis was a s a is ical
echnique used o examine i he ela ionship
be ween wo a iables (independen and depen-
den ) changes as a unc ion o a hi d a iable,
known as he mode a o . I helps in unde s and-
ing he condi ions unde which speci ic e ec s
occu , e ealing i he s eng h o di ec ion o
he ela ionship be ween he independen a i-
able and he dependen a iable is in luenced by
he mode a o a iable. This echnique p o ides
insigh s in o he condi ions unde which speci ic
e ec s occu , o e ing a deepe unde s anding
o complex ela ionships in a ious esea ch
con ex s, including educa ional s udies exam-
ining he in e play be ween p o essional li e,
adminis a i e suppo , and ins uc ional beha -
io (J
´
e olon e al., 2021). Co ela ional analysis
wi h a mode a ion app oach was sui able when
esea che s aimed o explo e he in e ac ion be-
ween a iables and unde s and he unde lying
mechanisms. In his con ex , i he goal was o
in es iga e how adminis a i e suppo mode -
a ed he in e ac ion be ween p o essional li e
and ins uc ional beha io o eache s, a co ela-
ional app oach could p o ide aluable insigh s
in o hese complex dynamics.
2.2. E hical Conside a ion—The e-
sea che p omp ly obse ed he p o ocols
deemed necessa y as he s anda d guidelines
in ca ying ou he esea ch s udy, ollowing
he s udy p o ocol assessmen c i e ia, pa icu-
la ly in managing he popula ion and da a. The
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su ey ques ionnai es, along wi h suppo ing
au ho s, we e submi ed o u he e alua ion.
A e he app o al om he E hics Commi ee,
he esea che p oceeded o he nex phase o
he s udy. Social Value. Adminis a i e suppo
g ounded in e hical p inciples os e s us , ai -
ness, and espec wi hin he school communi y.
Upholding in eg i y and anspa ency ensu e
ha eache s eel alued and p o ec ed, p omo -
ing a posi i e and equi able en i onmen ha
bene i s bo h educa o s and s uden s. In o med
Consen . In o med consen was a undamen al
e hical equi emen in esea ch, ensu ing ha
pa icipan s we e ully awa e o he s udy’s
pu pose, p ocedu es, isks, and bene i s be o e
hey ag eed o pa icipa e. In his s udy on he
mode a ing e ec o adminis a i e suppo on
he ela ionship be ween eache s’ p o essional
li e and ins uc ional beha io , he esea che
implemen ed in o med consen by p o iding all
po en ial pa icipan s wi h de ailed in o ma ion
abou he s udy. This included he objec i es,
he ypes o da a o be collec ed, how he da a
would be used, and any po en ial isks o bene-
i s associa ed wi h pa icipa ion. Pa icipan s
we e allowed o ask ques ions and we e equi ed
o sign a consen o m indica ing hei olun-
a y ag eemen o pa icipa e. The esea che
ensu ed ha his p ocess was s aigh o wa d
and anspa en , espec ing he au onomy o
he pa icipan s. Vulne abili y o Resea ch Pa -
icipan s. The esea che ook special ca e o
add ess he ulne abili y o esea ch espon-
den s, pa icula ly because he s udy in ol ed
eache s who migh eel p essu ed o pa icipa e
due o hie a chical s uc u es in educa ional
ins i u ions. To mi iga e his, pa icipa ion was
made en i ely olun a y, wi h assu ances ha
non-pa icipa ion would no esul in any nega-
i e consequences. Addi ionally, he esea che
p o ided clea communica ion ha esponden s
could wi hd aw om he s udy a any ime
wi hou any epe cussions. The esea che also
ensu ed ha ques ions and in e ac ions we e
conduc ed sensi i ely, espec ing he eache s’
p o essional and pe sonal bounda ies. P i acy
and Con iden iali y. This s udy examined he
da a P i acy P o isions o he 2012 Da a P i-
acy Ac . P o ec ing he p i acy and con iden-
iali y o pa icipan s was a key conside a ion
in his s udy. The esea che implemen ed mea-
su es o ensu e ha all da a collec ed we e
kep con iden ial and used solely o he pu -
pose o he esea ch. Pe sonal iden i ie s we e
emo ed, and da a we e anonymized o p e-
en he iden i ica ion o indi idual pa icipan s.
The esea che also s o ed da a secu ely, using
passwo d-p o ec ed iles and, whe e necessa y,
enc yp ed s o age solu ions. Pa icipan s we e
in o med abou hese measu es and assu ed
ha hei esponses would emain con iden ial,
he eby os e ing an en i onmen o us and
openness.
2.3. Resea ch Responden s—The espon-
den s o he s udy we e he elemen a y school
eache s in Panabo Cen al Dis ic , Panabo Ci y.
In his s udy, he 197 esponden s we e selec ed
h ough a s a i ied andom sampling echnique.
S a i ied andom sampling was a me hod o
sampling ha in ol es he di ision o a popu-
la ion in o smalle sub-g oups known as s a a.
Acco ding o Shi (2015), in s a i ied andom
sampling, also known as s a i ica ion, he s a a
a e o med based on membe s’ sha ed a ibu es
o cha ac e is ics, such as income o educa ional
a ainmen . S a i ied andom sampling is ap-
p op ia e in his s udy because he e is he e o-
genei y in a popula ion ha can be classi ied
wi h ancilla y in o ma ion. In his s udy, he
inclusion c i e ia consis ed o : licensed, pe -
manen elemen a y school eache s in Panabo
Cen al Dis ic wi h a leas h ee yea s (3) o
eaching expe ience; hose who egula ly in e -
ac wi h adminis a i e suppo s a in ol ed in
hei p o essional de elopmen and ins uc ion
wi hin he pas yea ; eache s who ha e no ongo-
ing adminis a i e o c iminal cases; and hose
who olun a ily signed he in o med consen
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o m. The s udy ocused on eache s’ p o es-
sional expe iences, wi hou conside ing gende
o socio-economic s a us, o ensu e ha pa ici-
pan s could p o ide ele an in o ma ion on he
in luence o adminis a i e suppo as a mode a-
o on hei p o essional li es and ins uc ional
beha io .
2.4. Resea ch Ins umen —The s udy em-
ployed ques ionnai es adap ed om a ious
s udies and modi ied o i he con ex o he
esponden s in his s udy. The ins umen was
di ided in o wo pa s. The i s pa o he in-
s umen , adap ed om S amm’s (2012) s udy,
was used o measu e he p o essional quali y
o li e o eache s, which consis s o h ee do-
mains: compassion sa is ac ion, e i aliza ion,
and com o ing hough s. The eliabili y o he
new scale was assessed using a C onbach’s al-
pha alue o 0.917, which is desc ibed as excel-
len , indica ing high eliabili y and consis ency
among he i ems. As a guide in de e mining
he ex en o p o essional li e, he esea che
made use o he ange o means, desc ip ion,
and in e p e a ion as p esen ed below:
Scale o In e p e ing he P o essional Li e o Teache s
Range o Mean Desc ip i e Le el In e p e a ion
4.20 – 5.00 Ve y Ex ensi e
The p o essional li e o eache s is always ob-
se ed.
3.40 – 4.19 Ex ensi e
The p o essional li e o eache s is o en obse ed.
2.60 – 3.39 Mode a ely Ex ensi e
The p o essional li e o eache s is some imes ob-
se ed.
1.80 – 2.59 Less Ex ensi e
The p o essional li e o eache s is seldom ob-
se ed.
1.00 – 1.79 No Ex ensi e
The p o essional li e o eache s is ne e obse ed.
The second pa o he ins umen was he
ins uc ional beha io , which was di ided in o
h ee domains: a oidance o nega i e, ca ing,
and ep essi e. The esea che modi ied he
ques ionnai e by g ouping all i ems in each di-
mension unde hei espec i e domains. Re-
sponden s used a 5-poin Like scale when e-
sponding o he ques ionnai e. The eliabili y
o he new scale was assessed using a C on-
bach’s alpha alue o 0.910, which is desc ibed
as excellen , indica ing high eliabili y and con-
sis ency among he i ems. As a guide in de e -
mining he le el o ins uc ional beha io , he
esea che made use o he ange o means, de-
sc ip ion, and in e p e a ion as p esen ed below:
The hi d pa is abou ins uc ional suppo ,
adap ed om Ye’s (2016) s udy, which con-
sis ed o s a emen s. In answe ing he ques ion-
nai e, he esponden s used he 5-Like scale.
The eliabili y o he new scale was assessed
using a C onbach’s alpha alue o 0.966, which
is desc ibed as excellen , indica ing high elia-
bili y and consis ency among he i ems. As a
guide in de e mining he ex en o suppo i e
school cul u e, he esea che made use o he
ange o means, desc ip ion, and in e p e a ion
as p esen ed below:
2.5. Da a Ga he ing P ocedu e—
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Scale o In e p e ing Ins uc ional Beha io
Range o Mean Desc ip i e Le el In e p e a ion
4.20 – 5.00 Ve y Ex ensi e Ins uc ional beha io is always mani es ed.
3.40 – 4.19 Ex ensi e Ins uc ional beha io is o en mani es ed.
2.60 – 3.39 Mode a ely Ex ensi e Ins uc ional beha io is some imes mani es ed.
1.80 – 2.59 Less Ex ensi e Ins uc ional beha io is seldom mani es ed.
1.00 – 1.79 No Ex ensi e Ins uc ional beha io is ne e mani es ed.
Scale o In e p e ing Adminis a i e Suppo
Range o Mean Desc ip i e Le el In e p e a ion
4.20 – 5.00 Ve y Ex ensi e The adminis a i e suppo is always e iden .
3.40 – 4.19 Ex ensi e The adminis a i e suppo is o en e iden .
2.60 – 3.39 Mode a ely Ex ensi e The adminis a i e suppo is some imes e iden .
1.80 – 2.59 Less Ex ensi e The adminis a i e suppo is a ely e iden .
1.00 – 1.79 No Ex ensi e The adminis a i e suppo is ne e e iden .
The esea che ook s eps o conduc he
s udy a e alida ing he esea ch ques ion-
nai e. Pe mission o Conduc he S udy. The
esea che secu ed he pe mission o conduc
he s udy. The s udy was conduc ed in he sec-
ond qua e o S.Y. 2022-2023. The esea che
secu ed he endo semen om he Dean o he
G adua e School in Rizal Memo ial Colleges,
Inc., Da ao Ci y. The endo semen le e om
he Dean o he G adua e School in Rizal Memo-
ial Colleges, Inc., Da ao Ci y, was a ached
o he pe mission le e s o be endo sed o he
schools di ision supe in enden , and hen o he
school p incipals o he selec ed public schools
in Panabo Cen al Dis ic , Panabo Ci y. Dis i-
bu ion and Re ie al o he Ques ionnai e. The
esea che p oceeded o dis ibu e he esea ch
ins umen o he esponden s a e app o al o
conduc he s udy. Upon dis ibu ing he ques-
ionnai es, he bene i s o he su ey we e b ie ly
discussed and explained o he iden i ied espon-
den s o he s udy. Fo he adminis a ion o
he ques ionnai e, he esea che dis ibu ed he
ques ionnai es simul aneously. The esponden s
we e gi en su icien ime o inish he su ey
o hei con enience. Colla ion and S a is ical
T ea men o Da a. A e e ie ing he da a
om he ques ionnai e, he sco es o each e-
sponden we e allied o o ganize he da a by
indica o . A e wa d, each sco e was subjec ed
o bo h desc ip i e and in e en ial analysis using
SPSS.
2.6. Da a Analysis—The ollowing we e
he s a is ical ools u ilized by he esea che
in p ocessing he ga he ed da a: Mean. This
was use ul in cha ac e izing he p o essional
li e, ins uc ional beha io , and adminis a i e
suppo in Panabo Cen al Dis ic , Panabo Ci y.
This was used o supply he answe o objec-
i es 1, 2, and 3. Pa ial Co ela ion Analy-
sis. I was used in his s udy o assess he sig-
ni ican ela ionship be ween independen (p o-
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essional li e) and dependen (ins uc ional be-
ha io ) wi h mode a o (adminis a i e suppo )
a iables. Hei a chical Reg ession Analysis. I
was applied o e alua e he mode a ing e ec
o adminis a i e suppo on he ela ionship
be ween p o essional li e and ins uc ional be-
ha io o eache s.
3. Resul s and Discussion
This chap e p esen s he esul s gene a ed om he da a ga he ed. I is sequenced based on he
s udy’s objec i es, as p esen ed in he i s chap e . Thus, i p esen s he ex en s o p o essional li e,
ins uc ional beha io , and adminis a i e suppo o eache s; he signi ican ela ionship be ween
p o essional li e and ins uc ional beha io o eache s in Panabo Cen al Dis ic in Panabo Ci y
when mode a ed by adminis a i e suppo ; and he mode a ing e ec o adminis a i e suppo
on he in e ac ion be ween p o essional li e and ins uc ional beha io o eache s.
3.1. P o essional Li e o Teache s in
Panabo Cen al Dis ic , Panabo Ci y—Table 1
p esen s a summa y o he p o essional li es o
eache s. The o e all mean o eache s’ p o es-
sional li e is 3.29, which is desc ibed as mod-
e a ely ex ensi e. This sugges s a balance be-
ween posi i e and nega i e expe iences. This
implies ha while eache s may ind some as-
pec s o hei job ewa ding, hey also encoun e
challenges ha p e en hem om expe iencing
high le els o job sa is ac ion and p o essional
ul illmen .
Table 1. Summa y on P o essional Li e o Teache s in Panabo Cen al Dis ic ,
Panabo Ci y
Indica o s Mean Desc ip i e Equi alen
Compassion Sa is ac ion 3.23 Mode a ely Ex ensi e
Re i aliza ion 3.37 Mode a ely Ex ensi e
Com o ing Though s 3.28 Mode a ely Ex ensi e
O e all 3.29 Mode a ely Ex ensi e
The indings align wi h Da ling-Hammond
e al. (2017), sugges ing ha mode a e le els
o p o essional li e imply ha eache s do ha e
access o aining and lea ning oppo uni ies.
Howe e , hese may no be ully comp ehensi e
o speci ically ailo ed o hei needs. E ec-
i e p o essional de elopmen is essen ial o
eache g ow h and job sa is ac ion, necessi a -
ing a con inuous, collabo a i e, and closely con-
nec ed app oach o eache s’ daily wo k. When
such oppo uni ies a e a ailable bu no op imal,
eache s migh eel compe en bu s ill unde -
challenged o insu icien ly suppo ed in hei
p o essional g ow h.
3.2. Teache s’ Ins uc ional Beha io —
Table 2 shows he summa y o eache s’ in-
s uc ional beha io in Panabo Cen al Dis ic ,
Panabo Ci y. As shown in he able, eache s’
ins uc ional beha io ob ained an o e all mean
sco e o 3.32, desc ibed as mode a ely ex ensi e
and in e p e ed as some imes mani es ed. This
shows ha eache s employ e ec i e s a egies
and echniques, bu do no ully op imize hese
p ac ices o hei highes po en ial. This le el
indica es ha while eache s a e compe en and
deli e quali y ins uc ion, he e may s ill be
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and s ay upda ed wi h bes p ac ices in educa-
ion. Seeking p o essional de elopmen oppo -
uni ies and s aying upda ed wi h bes p ac ices
in educa ion is no only bene icial o educa o s
bu also c ucial o ensu ing he success and
well-being o s uden s. I empowe s eache s
o adap , inno a e, and excel in hei oles, ul-
ima ely con ibu ing o imp o ed educa ional
ou comes and a mo e dynamic and e ec i e ed-
uca ional sys em. Fu u e esea che s should o-
cus hei esea ch e o s on opics ha di ec ly
impac eache s’ p o essional li e, ins uc ional
beha io , and adminis a i e suppo . This is
essen ial o e idence-based decision-making,
con inuous imp o emen , and he ad ancemen
o educa ion. I has a a - eaching impac on
he quali y o eaching, eache suppo , and
ul ima ely, s uden success.
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