12 job-satisfaction-and-teachers

Global Journal of Management and Business Research: A
Administration and Management
Volume 15 Issue 4 Version 1.0 Year 2015
Type: Double Blind Peer Reviewed International Research Journal
Publisher: Global Journals Inc. (USA)
Online ISSN: 2249-4588 & Print ISSN: 0975-5853
Job Satisfaction and Teachers Performance in Abra State
Institute of Sciences and Technology
By Mae Amalia B. Pilarta
Abra State Institute of Sciences and Technology,
Abstract- The success and downfall of man’s existence is based on how he works effectively. If
he appreciates what he does, with all the knowledge and proficiency he has, there will not be
even a single reason for him not to succeed.
The study aimed to determine the job satisfaction of teachers and its relationship to their
students’ achievement and teachers’ performance.
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Philippines

Job Satisfaction and Teachers Performance in
Abra State Institute of Sciences and Technology
Mae Amalia B. Pilarta
Abstract- The success and downfall of man’s existence is
based on how he works effectively. If he appreciates what he
does, with all the knowledge and proficiency he has, there will
not be even a single reason for him not to succeed.
The study aimed to determine the job satisfaction of
teachers and its relationship to their students’ achievement
and teachers’ performance. Specifically, it attempted to
determine the extent of job satisfaction as experienced by the
teachers in terms of educational qualification, technical
preparedness, supervision, interpersonal relationship, salary,
job status, physical resources ; and financial resources as well
as achievement, recognition, promotion, work output;
professional growth and responsibility; It also determined the
level of work success of the teachers in terms of students’
achievement and teachers’ performance; determine whether
there is a significant relationship between the job satisfaction
of teachers’ work success in terms of their students’
achievement and performance; and determine whether there
is a significant relationship between the job satisfaction and
teachers’ work success in terms of their students’ achievement
and performance. Results of the study showed that job
satisfaction is related to teachers’ job status and
interpersonal relationship; financial and the physical
resources of the school and supervision. The salary did not
gain the majority of responses in any level. Most of the
teachers however responded that they are satisfied with their
salary. In the job satisfaction , majority of the teachers
responded that they are much satisfied with their work and
responsibility. Furthermore, the teachers are satisfied with
achievement, promotion, and professional growth; and
unsatisfied with their recognition and supervision. Regarding
the work success of the teachers in terms of their students’
achievement, majority of the teachers have students with
satisfactory rating. A very satisfactory rating was noted in the
teaching performance of teachers. No significant relationship
existed between Job satisfaction and work success of the
teachers in terms of students’ achievement and teachers’
performance. However, when the factors are taken singly, the
interpersonal relationship is the best predictor for teachers’
performance and job status for the students’ achievement.
Further result of the study revealed that job satisfaction was
significantly related to teachers’ work success in terms of
student achievement and teachers’ performance.
I. Background of the Study
e cannot ignore the promises of globalization
nor its risks, including the tendency to forget
the unique character of each human being. Yet
we are summoned to choose our future and achieve our
Author : Abra State Institute of Sciences and Technology. Bangued
Campus, Abra, Philippines.
e-mail: maeamaliab.pilarta@yahoo.com
full potential within the carefully tended wealth of our
traditions and our own culture, which, unless we are
careful, can be endangered by contemporary
developments.
The contemporary world is truly in a swift
modification of conditions and innovations to make a
change, and these changes are becoming more and
more complicated and unpredictable. Teaching
students to what you think they should acquire is not
enough. It is impossible to provide them with everything
they ought to know for their future.
Good education is an essential need at the
same time a right. getting a good education equips one
to survive in a competitive world where the ignorant are
either pushed to the sidelines or gobbled up by the
powerful. And in today's competitive society, one needs
all the advantages he can get in order to survive if not to
succeed.
Quality education is strained by lack of proper
resources. What we need is competent teachers and not
technology. The absence of competent educators
results in mediocre education thus multiplying
mediocrity among the innocent learners. Sometimes
with modernization, the government and the educational
institutions become careless in prioritization of
interventions necessary to attain quality education.
Education is not only an appeal to the human
intellect. There is a growing demand for technical and
managerial skills. To get hold of modern life and survive
in today's fast-paced age of information, it is a must to
acquire the proper knowledge on new technological
breakthroughs.
In order then to provide our children and youth
with quality education, that is ready to face the
challenges of the international community, we have to
rely so much on what our teachers can do inside the
classroom. Their knowledge, attitudes and skills
definitely spell out the goods that we are providing to the
learners.
With this magnanimity of the teachers’ role in
our system of education we should definitely not leave
anything to chance. From the policy making to the
implementation, everything should be braced from the
results of the accurately conducted empirical research.
Here lie our flaws.
According to the last known survey entitled “A
Review of the State-of-the-art of Educational Research:
the Philippines experience conducted by Rosas (1983),
W
© 2015 Global Journals Inc. (US)
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GlobalJournalofManagementandBusinessResearchVolumeXVIssueIVVersionIYear2015()A

then the Assistant Director of the Bureau of Higher
Education, there is definitely a dearth of educational
researches in the Philippines. He categorically stated
that there was a lack of research skills and
competencies on the part of the students and that there
is an adequate guidance and advising in the process.
Such survey was never followed.
To fill in the gaps of the Philippine educational
research this study focused on providing facts derived
from empirical research on the issue of job satisfaction
in the teaching profession.
Thus, this research is conducted based on the
Two-factor Theory by Frederick Herzberg. Herzberg is a
Harvard professor who interviewed 203 accountants and
engineers from 11 different firms in the Pittsburgh,
Pennsylvania area in the 1960s.
The Two-factor theory was considered as one of
the four content theories of motivation vis a visthe
Maslow’s Needs Theory, Alderfer’s ERG Theory and
McClelland’s Theory of Learned Needs. In the past
centuries the Two-factor Theory has been constantly
tested on different work groups to prove its reliability.
The research focused on the applicability of the
Theory in the teaching profession that identifies the
factors that motivate teachers to work and be productive
in their chosen profession.
a) Theoretical Framework of the Study
This research is largely braced on the two-
Factor Theory of Frederick Herzberg which is
considered today as one of the four content theories of
motivation. The other three are the Maslow’s Needs
Theory, Alderfer’s ERG theory, and McClellands Theory
of Learned Needs.
Motivation is a psychological drive or force that
directs someone to an objective (Hodgette, 1980).
Individuals within organizations have motives and needs
that are the mainsprings of motivation. As stated in the
preamble of the corporate objectives of Hewlett-
Packard, “The achievements of an organization are the
results of the combined efforts of each individual in the
organization working towards common objectives.”
Therefore, if an organization does not satisfy these
motives or needs, its people will see no logical reason to
stay. People need to feel important and self-esteem and
self-respect are vital in the teaching profession.
On the basis of research with engineers and
accountant, Frederick Herzberg, in the 1950s,
developed a about their jobs and a time when they felt
especially bad about their jobs. He also asked them to
describe the conditions that led to those feelings.
Herzberg found that employees named different types of
conditions for good and bad feelings. That is, if a feeling
of achievement led to a good feeling, the lack of
achievement was rarely given as cause of bad feelings.
Instead, some other factor, such as company policy,
was given as a cause of bad feelings (Newstrom, 1997).
The Theory proposes that employees are
motivated primarily by growth and esteem needs, such
as recognition, responsibility, advancement and
personal growth which are motivators to make
employees experience job satisfaction when needs are
addressed. In contrast, factors extrinsic to the work
called hygienes, affect the extent to which employees
feel job satisfaction. Hygienes include job security,
working conditions, company policy, co-worker
relations, and superior relations. Improving hygienes, will
reduce job satisfaction, but hygienes will have no direct
effect on job satisfaction or employee motivation.
A unique characteristic of motivator-hygiene
theory is that it does not view job satisfaction as
opposites. Improving motivators increase job
satisfaction, but it does not decrease job dissatisfaction.
Improving hygienes reduces job dissatisfaction, but it
does not increase job satisfaction. Job satisfaction is
produced by growth fulfillment and other work content
outcomes, whereas job dissatisfaction is produced by
the work context. Thus, Herzberg theory differs from
Maslow’s and alderfer’s Hierarchy models suggesting
that growth needs represent the source of motivation
(McShane, 2003)
As to the relationship of the Two-Factor Theory
to work success, this research made use of the model
of Turner(1975). He mentioned in his model that if
research in teaching and education is to be of any value,
“it must be able to show relationships between particular
treatments in particular education programs and
subsequent teachers performance.” In order to see a
relationship between job satisfaction and work
performances of teachers, the researcher included
students’ performance and teacher’s performance as
measures of work success of the teachers.
b) Objectives of the study
The objectives of the study was to determine
the job satisfaction among teachers and its relationship
to their work performances.
Specifically, it aimed to answer the following:
• What is the extent of job satisfaction as
experienced by the teachers in terms of;
 educational qualification, technical preparedness,
supervision, interpersonal relationship, salary, job
status, physical and financial resources of the
school;
 achievement, recognition, promotion, task or work
output, professional growth and responsibility ?
• What is the level of work performance of the
teachers in terms of;
 Students' performance
 Teachers’ performance?
• Is there a significant relationship between job
satisfaction and the teachers’ work performances?
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GlobalJournalofManagementandBusinessResearchVolumeXVIssueIVVersionIYear()A2015
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Job Satisfaction and Teachers Performance in Abra State Institute of Sciences and Technology

• Is there a significant relationship between the job
satisfaction and the teachers’ work performance in
terms of their pupils’ performance and teachers’
performance?
c) Methodology
The descriptive-correlation method was used.
The descriptive survey method is the technique of
qualitative as well as quantitative description of the
general characteristics of the groups.
A two part questionnaire was used to determine
the job satisfaction of the 80 teacher-respondents. The
Performance Appraisal for Teachers (PAST) were used
to gather data of the teaching performance of the
teachers for school year 2013-2014. The academic
performance of the 1500 students was taken from the
report on Promotion of SY 2013-14 representing
Bangued Campus of the Abra State Institute of Sciences
and technology.
Frequency counts, percentages and mean were
used to determine the extent of job satisfaction as
experienced by the teachers in terms of work
performance; and the students’ and teachers’
performance.
Multiple regression Analysis was used to
determine the significant relationship between the job
satisfaction and the teachers’ work performance in
terms of pupils’ performance and teachers’
performance.
II. Findings of the Study
The study revealed that majority of the teacher-
respondents are much satisfied in their job status, and
interpersonal relationship, satisfied with the physical
condition of the school and much satisfied in
supervision.
Only 50% of the teacher-respondents are
satisfied with their salary.
Majority of the teacher- respondents were
satisfied with their work and responsibility;
achievements, professional development and promotion
but unsatisfied with recognitions.
The study further revealed that work
performance in terms of pupils’ performance, showed a
satisfactory rating while twenty percent of the pupil-
respondents have unsatisfactory rating.
Likewise, a very satisfactory rating performance
of the teacher-respondents was highlighted. Only two
percent of the teacher-respondents have outstanding
rating while two have a satisfactory rating among the
teacher-respondents.
There is no significant relationship that existed
between and among job satisfaction, teachers’ and
students’ performance but job status showed the best
predictor and interpersonal relationship appeared to be
the least predictor for this relationship.
A significant relationship existed on job
satisfaction and teacher performance in terms of
predictors. It was revealed that most of the teachers are
satisfied with their job status as permanent employee
with security of tenure.
On the physical condition of the school, the
study did not show any effect on the work performances
of teachers in terms of students’ performances.
This only shows that Hygiene factors though
rated satisfied by the teachers are not in any way related
to the performance of the pupils. This result then
supports the assumption of the Herzberg two-factor
Theory. According to Herzberg, even if the hygiene
factors will be increased deliberately, it will not in any
way satisfy the workers and eventually create a tangible
effect on their productivity. It is true in the case of
teachers. Although the data revealed earlier that
teachers were satisfied with the hygiene factors still did
not have any effect to the performance of students.
This research further showed that the result of
this study are congruent to the assumptions of the
Herzberg Two-factor Theory. Theory assumes that
hygiene factors will not determine the workers job
satisfaction and eventually will create a tangible effect
on their productivity. In connection with teacher
performance, this means that the hygiene factors is not
a determinant to the worker’s job satisfaction and
eventually will create a tangible effect on their teaching
performance.
The study further revealed that teachers are
satisfied with their interpersonal relationship which
means that a good interpersonal relationship existed
between and among teachers, students, administrators
and the stakeholders. Therefore, good interpersonal
relationship is a key factor to work performance in the
teaching profession. Furthermore, shared responsibility
between and among stakeholders creates good
interpersonal relationship that will eventually lead to the
attainment of goals and objectives. Make teachers and
students as well as parents create a positive school
culture where all education workers attain a high level of
confidence, discipline and enthusiasm with
transparency, authenticity, integrity, compassion and
achieve things with fervor. Thus, everybody can take
part and contribute invaluable resources to do more
than just survive a complex progression of educational
affairs. Above all, reinforce student-centeredness in any
endeavor. All these may seem far reaching but
characteristically desirable and conforming to a
nurturing school culture that is able to adapt to the
needs of its constituents that will fervently empower
mutuality among teachers and administrators in their
pursuits of effective and efficient performance.
In terms of salary , there is a long standing
belief that salary is the one that determines the
productivity of the workers. This is when salary is raised,
workers would become satisfied with their work. This
83

was refuted by the assumptions of the Herzberg two-
factor Theory. According to Herzberg salary is
considered as a hygiene factor and these hygiene factor
will not determine the satisfaction of the workers in the
job. Because of this, Herzberg gained many critics.
The research supports the idea of Herzberg for
it was revealed that salary did not even serve as a
predictor of the teachers’ work success. This means that
although many teachers think that their salary is not
enough they still are being productive. This further
means that something, a factor or factors other than the
salary, pushes the teachers to work even with a meager
salary.
With this, the null hypothesis stating that there is
no significant relationship between the hygiene factors
(except for interpersonal relationship) and the teachers’
work success in terms of the performance rating of the
teachers is accepted.
The Herzberg two-way factor Theory assumes
that the satisfiers should determine the job satisfaction
of the teachers and eventually their work success which
is in this research are considered as the students’
performance and teaching performance. The result of
the data in this theory deviates from the assumption of
Herzberg.
This deviation is due to the fact that in the
teaching profession, the students’ performance as
output of the teachers could not be purely manipulated
by the teacher himself. Let us consider that performance
can also be influenced by the environment, genes, and
other factors. One thing is proven in this research and
that is students’ performance is not affected by one
factor alone. Many factors may affect students’
performance and precisely , this research says that
those factors, the job satisfaction of the teachers is not
one of them. This maybe due to the fact that there are
factors that were not included in the study that can
affect teachers’ performances.
It is noted that teachers consider their work
responsibility and achievement, professional
development, recognition and promotions to be
satisfying. Furthermore, the very satisfactory rating of
teachers reflected in their Faculty Performance
Evaluation showed that teachers are performing in terms
of Instructional Competence which includes
Commitment, Knowledge of Subject, Teaching for
Independent Learning and management of Learning;
Research; Production, Production and Other Related
Activities.
Moreover, among the satisfiers, no factor has
emerged as the predictor when taken singly. This means
that that the satisfiers have collaboratively established a
relationship with the teaching performance of the
teachers.
Generally, the data in this research collaborated
with the Herzberg two-factor theory. That is in the
teaching profession, the hygiene factors except with the
job status and interpersonal relationship do not
determine the job satisfaction of the teachers and
eventually their work success.
Finally, this research established two salient
points in the Theory of Herzberg. First is that salary did
not have any significant relationship with the work
success of the teachers in terms of their students’ and
teachers’ performance.
III. Conclusions
Based on the findings, the following conclusions were
drawn:
• In job satisfaction of the teachers, the teachers are
satisfied in terms of the hygiene factors of their job.
Specifically, majority of the teachers are very much
satisfied with their job status, interpersonal
relationship and physical condition of the school
and supervision. Many teachers have also
considered their salary to be satisfying.
• As to the satisfiers, majority of the teachers are very
much satisfied with their task or work and very much
satisfied with their responsibility. Many teachers
have responded that they are satisfied with their
achievement and professional development. Most
of the teachers are unsatisfied with the recognition
they received from their work.
• Most of the teachers have students with satisfactory
achievement based on their average grades
• Majority of the teachers have a very satisfactory
teaching performance.
• Job satisfaction in terms of the hygiene factors did
not influence the work success of the teachers in
terms of their students’ when all the factors are
taken as one. Job status appeared to be the best
predictor on the influence of the hygiene factors on
students’ performance.
• Also, job satisfaction in terms hygiene factors did
not influence the work success of the teachers in
terms of their teachers’ performance when taken as
one. The interpersonal relationship is the best
predictor in determining the influence of the hygiene
factors to the teachers’ performance.
• Job satisfaction in terms of the satisfiers did not
influence the work success of the teachers in terms
students’ performance.
• Only job satisfaction in terms of the satisfiers has
influence over the work success of the teachers in
terms of teaching performance.
IV. Recommendations
The following recommendations were
formulated to further enhance the students’ and
teachers’ performance:
• As to job performance, school administration must
continue it’s policy which provide the teachers with
the security of tenure.
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GlobalJournalofManagementandBusinessResearchVolumeXVIssueIVVersionIYear()A2015
© 2015 Global Journals Inc. (US)1

• The scheme of recognizing the teachers for a work
well-done must be improved. Also the teachers
must be given recognition for projects realized
inside and outside the classroom, school and in the
community.
• Teachers must also be given opportunity for
professional development. They must be sent for
trainings/seminars relative to their expertise.
Teachers must be motivated to undergo researches
• Students’ performance must be continually be
improved. Further study is recommended identifying
other factors that would influence students’
performance.
References Références Referencias
1. Books Apodaca, Ernesto. Human Relations for
Supervisors, 2nd
ed. 1996. Academic Publishing
Corporation, Pasig City, Philippines.
2. Jacobson,P. The Effective School
Principal.Englewood Cliffs. N.J Prentice Hall
3. Ubben, Hughes. The Principal (Creative Leadership
for Effective School). Third Edition
4. Journals Ajos, Roque P. 2003. Teachers’ Role and
His Superior. The Modern Teacher Vol.51, No.8
5. Aquino, Gaudencio V. Curriculum Development:
Principles and Techniques, Alemar-Phoenix
Publishing House, Inc.
6. Ambrocio, Villarose. 2000. Why School
Administrators Sometimes Fail? The Philippine
Journal of Education, Volume 79 No. 6
7. Arinas, Jovita U. Creating a Sustainable Learning
Environment in Your school. The Modern Teacher,
Volume 61 No.6
8. Balaba, Carolina. 2003. Qualities of an Ideal
Teacher. The Philippine Journal of education.
Volume 82, No.3
9. Maldong, Merlita S. 2003. Teaching: A great
Profession. The Philippine Journal of Education.
Volume 82, No. 6
10. Reyes, Laure delos A. 2003. Challenges of the 21st
Century: A Global Challenge. The Modern Teacher,
Volume 91, No. 8
11. Viduya, Leila G. 2013. The Community School. The
Modern Teacher, Volume 61, No 8
85

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