Administrative Support As Moderator on Teachers' Professional Life and Instructional Behavior

The study aimed to determine the moderating effect of administrative support on the interaction between teachers' professional life and instructional behavior. The respondents comprised 197 elementary school teachers from Panabo Central District in Panabo City, selected through stratified random sampling. Non-experimental quantitative research design using descriptive-correlational method was employed. The data collected were subjected to the following statistical tools: Mean, Partial Correlation, and Hierarchical Regression Analysis. The findings revealed that teachers' professional life and instructional behavior received moderately extensive ratings, while administrative support was rated as extensive. A significant relationship was found between teachers' professional life and their instructional behavior, with the administrative backing serving as a significant moderator in this interaction. It is recommended that school administrators enhance their support for teachers by providing more resources, fostering a positive school climate, and offering continuous professional development opportunities to ensure consistent and effective administrative support.