RELATIONSHIP BETWEEN INTERPERSONAL COMMUNICATION SKILLS OF SCHOOL HEADS TO THE JOB SATISFACTION OF TEACHERS IN BURDEOS DISTRICT I

This study examined the relationship of school heads’ interpersonal communication skills to teachers’ job satisfaction in Burdeos District as assessed by school heads themselves and their teachers. It also aimed to find out if there is a significant relationship between school heads’ interpersonal communication skills in terms of sending clear messages, listening, giving and getting feedback, and handling emotional interactions, and teachers’ job satisfaction in school communication – channel, communication – climate, communication – information, and communication - relationship. A total of 16 school heads and 173 public school teachers from 16 public elementary and secondary schools in Burdeos, Quezon participated in this study. Quantitative method of research particularly descriptive survey was utilized in this study. Data was gathered through a set of online survey questionnaires for school head respondents and teacher respondents. The statistical tools used for quantitative data analysis are Frequency-Percentage Distribution, Weighted Arithmetic Mean, and Pearson Moment of Correlation. The findings of this study indicated that there is a weak positive relationship between school heads’ interpersonal communication skills and teachers’ job satisfaction. These also revealed that school heads’ interpersonal communication skills on sending clear messages has significant relationship with teachers’ satisfaction on communication – channel, but no significant relationship with their satisfaction on communication – climate, communication – information, and communication – relationship. Moreover, school heads’ interpersonal communication skills on listening has significant relationship with teachers’ satisfaction on communication – channel, communication – climate, and communication - information but no significant relationship with their satisfaction on communication – relationship. Meanwhile, school heads’ interpersonal communication skills on giving and getting feedback, and handling emotional interactions has no significant relationship with teachers’ satisfaction on communication – channel, communication – climate, communication – information, and communication – relationship. The results of the study served as the bases for designing an enhancement program to improve the interpersonal communication skills of school heads.