World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue X (October 2026), pp.40-45
Emma C. Laurente
Abstract
This qualitative descriptive study examined how experienced Teacher Education faculty understood administrative support and job satisfaction in four selected private higher education institutions in Masbate City. The planned participants were eight teachers who had served in their respective Teacher Education units for at least five years. The study used criterion based purposive sampling and individual semi structured interviews. The chapter manuscript organized its response set around clear guidance, practical assistance, uneven timeliness, professional meaning, respectful relationships, workload pressure, resource access, and confidentiality. These patterns informed the proposed Masbate Teacher Support Program, which combines communication protocols, workload coordination, professional learning, resource planning, confidential consultation, recognition, and periodic review. Administrative support appeared most useful when it was timely, understandable, respectful, and connected to a work need, but professional meaning and student progress remained independent sources of satisfaction. Because the source states that its response statements did not come from authenticated interviews, the results require verification with consented field data before empirical publication. The program remains an unevaluated planning framework.
Keywords: administrative support, job satisfaction, Teacher Education faculty, private higher education, qualitative description, faculty development
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