Abstract

Objective: This research investigates the role of transparent communication in shaping workplace support, paranoia ideation, and job dissatisfaction among teachers in public and private schools. It aims to explore how transparent communication influences workplace support and its effects on levels of paranoia ideation and job dissatisfaction, while accounting for demographic factors such as teaching experience and school type.

Methodology: A quantitative correlational design was employed, utilizing a sample of 200 teachers selected through stratified random sampling. Participants were required to have at least one year of teaching experience. Data were collected using four primary tools: a Transparent Communication Scale, a Workplace Support Scale, a Paranoia Ideation Scale, and a Job Satisfaction Survey. Descriptive statistics summarized participant demographics, and correlation and multiple regression analyses were conducted to examine relationships among variables while controlling for demographic factors.

Results: Findings indicated that higher levels of transparent communication correlate with greater workplace support and lower levels of paranoia ideation and job dissatisfaction (β = -0.41, p < 0.01). Workplace support was identified as a strong predictor of job dissatisfaction (β = -0.52, p < 0.01). Paranoia ideation positively correlated with job dissatisfaction (β = 0.37, p < 0.01). ANOVA results revealed significant differences in paranoia ideation (F = 7.42, p = 0.008) and job dissatisfaction (F = 8.67, p = 0.004) between public and private school teachers.

Conclusion: Transparent communication and workplace support are key predictors of job satisfaction among teachers. This study underscores the need for strategies to enhance communication and support in educational settings to improve teacher well-being and job satisfaction. Future research should further explore these dynamics in various educational. Contexts.