International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12

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 Volume 13, Issue 1 (January 2026), Pages: 201-210

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 Original Research Paper

Perceived organizational support, psychological empowerment, and job satisfaction as key predictors of public school teacher performance

 Author(s): 

 Ronora S. Malaga 1, *, Dafe E. Olenski 2

 Affiliation(s):

  1College of Education, Carlos Hilado Memorial State University, Talisay City, Philippines
  2Advanced Education Program, Carlos Hilado Memorial State University, Talisay City, Philippines

 Full text

    Full Text - PDF

 * Corresponding Author. 

   Corresponding author's ORCID profile:  https://orcid.org/0000-0001-7754-1903

 Digital Object Identifier (DOI)

  https://doi.org/10.21833/ijaas.2026.01.021

 Abstract

This study examines the levels and predictive effects of perceived organizational support, psychological empowerment, and job satisfaction on teachers’ work performance, highlighting the important role of teachers in school success. A mixed-methods sequential explanatory design was used, involving 201 randomly selected public school teachers from three large local schools in the quantitative phase and seven purposively selected teachers in the qualitative phase. Data were collected through a validated and reliable questionnaire and semi-structured interviews. Quantitative data were analyzed using mean, standard deviation, and multiple regression, while qualitative data were analyzed using a six-phase thematic approach. Trustworthiness was ensured through member checking, careful sampling, code–recode procedures, thick description, data saturation, prolonged engagement, and data auditing. The findings showed that teachers had moderate levels of perceived organizational support, psychological empowerment, job satisfaction, and work performance, indicating a need for improvement in these areas to achieve higher performance. Perceived organizational support, psychological empowerment, and job satisfaction were significant predictors of teachers’ work performance. These results suggest that school policies and practices should focus on strengthening these factors to enhance teachers’ performance.

 © 2026 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license ( https://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

 Perceived organizational support, Psychological empowerment, Job satisfaction, Teachers’ work performance, Mixed-methods study

 Article history

 Received 17 July 2025, Received in revised form 8 December 2025, Accepted 15 January 2026

 Acknowledgment

The researchers sincerely thank the Department of Education officials and school heads for allowing the conduct of this study, as well as the teacher participants for their valuable cooperation. Special appreciation is extended to the in-house CHMSU panel for their thorough critique and evaluation of this paper. 

 Compliance with ethical standards

 Ethical considerations

This paper was completed in accordance with the ethics of Carlos Hilado Memorial State University. Participants were also informed and fully aware of both the purpose and extent of the study, and participation was all voluntary. The informed consent of all participants was obtained, and they were assured that their privacy would remain safe. Pseudonyms were used in the process of reporting qualitative data to maintain privacy, and all personal data was kept highly confidential during the research.

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Malaga RS and Olenski DE (2026). Perceived organizational support, psychological empowerment, and job satisfaction as key predictors of public school teacher performance. International Journal of Advanced and Applied Sciences, 13(1): 201-210

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 Figures

  Fig. 1

 Tables

  Table 1 Table 2 Table 3  Table 4

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