International Journal of Academic Multidisciplinary Research (IJAMR)   Year: 2022 | Volume: 6 | Issue: 8 | Page No.: 175-184 School Principal-Teachers' Interactions in Relation to Teachers' Professional Well-Being Download PDF John Florentino E. Echon EdD and Esmen M. Cabal EdD Abstract: This study determined the relationship of school principal-teacher interaction and teachers' professional well-being in the public secondary schools of Zone 1 of the Schools Division of Zambales during the Academic Year 2020-2021.A quantitative descriptive research design was employed in the study. A survey questionnaire was the main data gathering instrument to collect responses from the public secondary school teachers. The survey questionnaire consisted of item indicators with an excellent internal consistency of Cronbach's coefficient of 0.93. The findings of the study revealed that majority of the teacher-respondents are female, in their early adulthood, with MA units, a Teacher I and with adequate years in service. The teacher-respondents perceived that their School Principals "Always" interact in enhancing their teachers' professional well-being. The teacher-respondents strongly agree with regards to their professional well-being as indicated of their high level of well- being. Another salient finding of the study revealed a significant difference on the school principal-teacher interaction as to Supervision and Evaluation when they are grouped according to sex. There is also a significant difference on the professional well-being of teachers as to Professional Development when they are grouped according to age and educational attainment; significant differences surfaced as to Positive Relation with Colleagues when teachers are grouped according to educational attainment as well as to Autonomy in Professional Activities when they are grouped according to sex. It was also revealed that a significant relationship exists between school principal-teacher interaction and teachers' professional well-being.