IELTS Teachers’ Perceptions of the Academic Leader’s Behavior and Job Satisfaction in a Private Language School

Abstract

This descriptive-correlational study examined the relationship between IELTS teachers' perceptions of the academic leaders' behavior and their job satisfaction in a private language school, Cebu International Academy, during calendar year 2026. It determined the respondents' profile, perceived level of the academic leader’s behavior, and job satisfaction in terms of career and promotion opportunities, teamwork and job security, compensation and welfare benefits, and leadership style. Data were collected from 110 IELTS teachers using adapted and validated questionnaires and analyzed using descriptive statistics and Spearman's rho correlation coefficient. Findings revealed that respondents perceived their academic leader’s behavior positively and reported varying levels of job satisfaction across the dimensions. Respondents were highly satisfied with career and promotion opportunities and teamwork and job security, while moderate satisfaction was observed in compensation and welfare benefits and leadership style. A significant moderate positive relationship was found between academic leader behavior and overall job satisfaction (ρ = .507, p < .001). Among the job satisfaction dimensions, career and promotion opportunities showed the strongest relationship with academic leader behavior (ρ = .477), followed by teamwork and job security (ρ = .420), compensation and welfare benefits (ρ = .418), and leadership style (ρ = .370), all statistically significant (p < .001). The study concludes that supportive and effective academic leadership is associated with higher teacher job satisfaction. It recommends implementing the proposed Leadership Enhancement Plan to address teachers' job satisfaction in the institution.