Authors

Ferlenne Brylle T. Ramos*
Northwest Samar State University, Calbayog City, Philippines

Jayson I. Boral
Northwest Samar State University, Calbayog City, Philippines

Abstract

This study examined the interplay among instructional support systems, job satisfaction, and teacher performance among multigrade teachers during School Year 2025–2026. It specifically determined the status of instructional support systems in terms of supervisory and feedback support, coaching, mentoring, and collaboration, instructional materials and assessment support, learner progress monitoring, and professional learning and administrative support. It also assessed teachers’ job satisfaction and performance, as well as the relationships among these variables and the influence of teachers’ profile characteristics. A descriptive-correlational research design was employed using survey questionnaires administered to 141 multigrade teachers. Descriptive statistics, Pearson r correlation, and multiple regression analysis were used to analyze the data. Findings revealed that supervisory and feedback support was rated high, while the other dimensions of instructional support systems were rated moderate. Instructional support systems were assessed at a moderate level. Job satisfaction was generally moderate, although supervision and leadership support and professional development opportunities were rated high. Teacher performance was found to be predominantly very satisfactory to outstanding. Correlation analysis showed significant positive relationships among instructional support systems, job satisfaction, and performance, indicating that stronger support systems are associated with higher satisfaction and better performance. Regression analysis further revealed that instructional support systems significantly predict job satisfaction and performance, while teacher profile variables such as teaching load also influence outcomes. The study concludes that instructional support systems play a crucial role in enhancing job satisfaction and teacher performance in multigrade settings.

Keywords: Instructional support systems, Job satisfaction, Teacher performance, Multigrade teachers, and educational leadership.

*Corresponding author / Email: ferlennebrylle_tafalla@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05021147

Recommended citation:
Ramos, F. B. T., & Boral, J. I. (2026). Interplay among instructional support systems available to multigrade teachers and their job satisfaction and performance. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 4196-4221. http://doi.org/10.69651/PIJHSS05021147

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