Level of administrative support and school environment in relation to the teachers’ performance in Rizal District

International Journal of Research Studies in Management
Divine Word College of San Jose Special Issue
2025 Volume 13 Issue 8

Available Online: 12 December 2025

Author/s:

Aguirre, Mary Joy L.*
Divine Word College of San Jose, Philippines (mary.aguirre003@deped.gov.ph)

Rayton, Maria Pura C.
Divine Word College of San Jose, Philippines (maria.pura.crayton@gmail.com)

Galay-Limos, Jenny A.
Divine Word College of San Jose, Philippines (jennygalay05@gmail.com)

Abstract:

The research aimed to provide a comprehensive understanding of how administrative factors and environmental conditions affect teacher effectiveness. Specifically, it described the level of administrative support and the school environment and determined their effects on teachers’ performance. Using an exploratory-sequential design, the qualitative phase precedes the quantitative phase. For the qualitative phase, this study involved in-depth interviews with 15 elementary school teachers. These insights guided the development of a researcher-made instrument in the quantitative phase, which was administered to 194 teachers from 22 public elementary schools in the Rizal District. The study revealed that administrative support, particularly in areas such as feedback, resources and materials, professional development, and school leadership, plays a crucial role in enhancing teacher performance. The performance of elementary school teachers is notably high. This indicates that most teachers consistently exceed expectations, demonstrate strong instructional competence, and contribute effectively to achieving their schools’ educational goals. Teachers rated all components of the school environment—school facilities and the psychosocial environment—as very good. Similarly, a positive psychosocial environment—characterized by strong interpersonal relationships, staff morale, and emotional support—was found to correlate with higher instructional effectiveness. Findings underscore the importance of collaborative leadership and a nurturing school climate in improving teaching outcomes. Therefore, the proposed action plan can be implemented and regularly monitored to ensure its effectiveness in enhancing teacher performance. Future researchers are encouraged to explore broader contexts using longitudinal or experimental designs to uncover deeper relationships and long-term impacts of administrative and environmental variables on teacher performance.

Keywords: administrative support, feedback and coaching, school environment, teachers’ performance, psychosocial environment

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DOI: https://doi.org/10.5861/ijrsm.2025.25523

Cite this article:
Aguirre, M. J. L., Rayton, M. P. C., & Galay-Limos, J. A. (2025). Level of administrative support and school environment in relation to the teachers’ performance in Rizal District. International Journal of Research Studies in Management, 13(8), 93-108. https://doi.org/10.5861/ijrsm.2025.25523

* Corresponding Author