Professional Development at Work, School Culture Triage as Predictor of Teachers' Job Satisfaction

Abstract

This study was conducted to investigate the relationship between professional development at work and school culture, as well as their role in predicting teachers' job satisfaction. Specifically, this study aimed to determine the level of professional development at work, the level of school culture triage, and the level of job satisfaction; the significant relationship between professional development at work and job satisfaction; the significant relationship between school culture triage at work and job satisfaction; and the singular and combined influence of professional development at work and job satisfaction. The present study employed a descriptive-correlational research design. involves describing a phenomenon based on observation or examining the relationship between two or more variables. Professional development activities, such as experimentation, reflection, staying up to date, and seeking feedback, showed the strongest positive influence on job satisfaction, while collaborationrelated domains consistently received the lowest mean scores. In the school culture triage, self-determination emerged as the strongest factor, and professional collaboration the weakest, with both school culture and professional development demonstrating significant relationships with job satisfaction. Overall, job satisfaction was significantly influenced by a combination of professional development practices and school culture factors, particularly self-determination efficacy and collegial relationships.