JOB SATISFACTION OF PUBLIC ELEMENTARY TEACHERS

IN PANTABANGAN

____________________

An Undergraduate Thesis presented to

the Faculty of College of

_______________________

For Partial Fulfillment of the Requirements in the Course

Bachelor of

______________________

By:

Cyrene Sola
Ivy S. de Liña
Maureen Carreon
 CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

Job satisfaction is one of the important variables in work which include

recognition, income, promotion, and the achievement of their goals with the feeling of

fulfillment about their work. Many studies have shown that job satisfaction can be

influenced by a wide variety of factors such as adequate staffing, pleasing environment

and location, salary income, appraisal of the superior etc., in which an employee’s

performance will greatly affect their job and being able to work comfortably and

successfully. Furthermore, job satisfaction could widely measure constancy of an

employee to their profession

The present study aims to show the satisfaction of the Public School teacher in

Pantabangan District of Nueva Ecija in connection to their job. Many teacher claims that

they are facing hardship inside the classroom because of many paper works and

inadequate loads of schedule that leads to lack of time preparing for their lesson plan and

materials needed. Others are complaining about the amount of their salary and the

shortage of fund given by the government for the improvement of the classroom

management and academic excellence of the students. However, the enjoyment that they

are encountering during their work hour, place and location could be paid off in resulting

to favorable encouragement to continue teaching. Nevertheless, the higher the rank, the

higher the salary, through this, they will be motivated to continue their career and will be

inspired gaining knowledge about their chosen profession.

 The job satisfaction has been well-defined in several forms as one of the

organizational feeling which combined physiological and psychological factors that

employees illustrate towards their job and workplace. As a matter of fact, this factor is

recognized as an operative direction for employees within the work environment. (Aziri,

2011). Mohammad, Quoquab Habib, and Alias (2011) describe that “job satisfaction is

recognized as an agreeable emotion that originates from work experience and is

generated by diverse motivators.” Rose, Kumar, and Pak (2011) said that “it is defined as

an enjoyable feeling towards their job and workplace.” This factor reflects the reaction of

the employee to their workplace and their expression to their work environment.

Olorunsola (2012) clarified that job satisfaction is a compound of internal and external

factors that employees consider. As well, this factor refers to employees’ welfare in their

private and social life.

Statement of The Problem

This study entitled “Job Satisfaction of Elementary Teachers In Pantabangan

Specifically, it seeking to answer the following questions:

1. How may the profile of the respondents be described in terms of

1.1 age

1.2 gender

1.3 civil Status

1.4 job tenure

1.5 Monthly income

1.6 Employment Status

 2. What are the factors that influence job satisfaction among elementary teachers?

3. What is the implications of the findings of the study to effective job

performance of the respondents?

Scope and Delimitation

This study is limited to the Job Satisfaction of Elementary Teachers in

Pantabangan. The researchers tend to find out the Job satisfaction of elementary teachers

from selected elementary schools in Pantabangan Nueva Ecija its effect to their teaching

performance.

The research study will cover the 50 elementary teachers selected through

simple random sampling The study likewise will be limited to the descriptive method of

research using the questionnaire-checklist to draw the data needed.

Conceptual Framework

The above paradigm described the Job Satisfaction Of Elementary Teachers In

Pantabangan .The investigation will try to find out the effects of these teachers

satisfaction to their teaching performance.

INPUT PROCESS OUTPUT

Demographic Teachers
profile of the job
Respondents in Questionnaire satisfaction
terms of Interview from
1. Age Observation selected
2. 2. Gender elementary
3. Length of schools
service

Figure 1

RESEARCH PARADIGM
Significance of The Study

Education Students. This research study will benefit students as to discover

psychological and physical job satisfaction that will affect their skills and capabilities

with regards to their professions in relation to their related learning experiences and will

develop through a greater consciousness to their chosen profession especially during their

undergoing their On- the Job Training which is one of the requirements to pursue their

chosen career, it will also inculcate to the minds of the students the very reason of

teaching professions, it will enhance their knowledge about the importance of

satisfaction not only for an employment but also as a career requiring dedication in to

service and how to overcome hardships that they may encounter in the future in

different aspect of their chosen endeavor.

–They will further assess the effectiveness of the administrative and supervisory

system implemented in this company Through this study, they could also share their

experience during their On the Job Training and give suggestion which could help

prevent or at least minimize the occurrence of some dissatisfaction.

Instructors. instructress will now know and understand the needs of the on the –

job training with regards to the their related learning experiences, and experiences with

regards to their responsibility commitment and dedication .

- the findings of the research may also be help them for they may be able to

understand the students need for better learning through effective supervision

during their on the job training.

To the Researchers themselves- the researchers will be able to identify the

different experiences they may encounter during the OJT, students can have the idea as to
proper action that must be taken to assure the correct measures to overcome some

dissatisfaction during their OJT , if there is any.

To the School Administrator – this study will convey to them the student’s

assessment on their administrative and supervisory practices inside the classroom This

will help them realize that there is insufficiency in their services as acting employees

which sometimes resulted to ineffectiveness of the tasks /services they deliver to the

students

Definition of Terms

To give the readers a clear view of what this study is all about, the following

terms are defined.

Adjustment . making or becoming suitable; adjusting to circumstances

Adaptation : the process of adapting to something (such as environmental conditions)

Pressure .a compelling influence constraining force it is a state of distress and

oppression.

Implication. an inference not expressed but understand

Job satisfaction has been defined as a pleasurable emotional state resulting from the

appraisal of one’s job; an affective reaction to one’s job; and an attitude towards one’s

job. Weiss (2002) has argued that job satisfaction is an attitude but points out that

researchers should clearly distinguish the objects of cognitive evaluation which are affect

(emotion), beliefs and behaviors

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of materials found to be relevant and have bearing

with the study. There article provide additional information which enrich insights

regarding the topic.

Foreign Literature

The concept of job satisfaction has been developed in many ways by many

different researchers and practitioners. One of the most widely used definitions in

organizational research is that of Locke (2011) who defines job satisfaction as "a

pleasurable or positive emotional state resulting from the appraisal of one's job or job

experiences"(Locke, 2011) Others have defined it as simply how content an individual is

with his or her job; whether he or she likes the job or not. ( It is assessed at both the

global level (whether or not the individual is satisfied with the job overall), or at the facet

level (whether or not the individual is satisfied with different aspects of the job). Spector

( 2011) lists 14 common facets: Appreciation, Communication, Coworkers, Fringe

benefits, Job conditions, Nature of the work, Organization, Personal growth, Policies and

procedures, Promotion opportunities, Recognition, Security, and Supervision).

A more recent definition of the concept of job satisfaction is from Hulin and

Judge (2012), who have noted that job satisfaction includes multidimensional

psychological responses to an individual's job, and that these personal responses have

cognitive (evaluative), affective (or emotional), and behavioral components.(Phua, 2011)

Job satisfaction scales vary in the extent to which they assess the affective feelings about

the job or the cognitive assessment of the job. Affective job satisfaction is a subjective

construct representing an emotional feeling individuals have about their job.(Judge, 2012)

Hence, affective job satisfaction for individuals reflects the degree of pleasure or

happiness their job in general induces. Cognitive job satisfaction is a more objective and

logical evaluation of various facets of a job. Cognitive job satisfaction can be

unidimensional if it comprises evaluation of just one facet of a job, such as pay or

maternity leave, or multidimensional if two or more facets of a job are simultaneously

evaluated. Cognitive job satisfaction does not assess the degree of pleasure or happiness

that arises from specific job facets, but rather gauges the extent to which those job facets

are judged by the job holder to be satisfactory in comparison with objectives they

themselves set or with other jobs. While cognitive job satisfaction might help to bring

about affective job satisfaction, the two constructs are distinct, not necessarily directly

related, and have different antecedents and consequences.

Job satisfaction can also be seen within the broader context of the range of issues

which affect an individual's experience of work, or their quality of working life. Job

satisfaction can be understood in terms of its relationships with other key factors, such as

general well-being, stress at work, control at work, home-work interface, and working

conditions.

A study title "Analysis of Factors Affecting Job Satisfaction of the Employees in

Public and Private Sector", in India concluded that in India Employees tend to love their

job if they get what they believe is an important attribute of a good job. Weightage factor
of each such attribute based on exhaustive survey has been calculated. Region, sector and

gender wise study of job satisfaction has provided consistent picture with respect to

distribution of data set analyzed showed that most of the employees in Indian industry are

not satisfied with their job except for a few like male in commerce sector and female in

education sector. Total job satisfaction level of males is found to be higher than that of

woman. Total job satisfaction level in manufacturing sector is found to be very low

One of the biggest preludes to the study of job satisfaction was the Hawthorne

studies. These studies (2010), primarily credited to Elton Mayo of the Harvard Business

School, sought to find the effects of various conditions (most notably illumination) on

workers’ productivity. These studies ultimately showed that novel changes in work

conditions temporarily increase productivity (called the Hawthorne Effect). It was later

found that this increase resulted, not from the new conditions, but from the knowledge of

being observed. This finding provided strong evidence that people work for purposes

other than pay, which paved the way for researchers to investigate other factors in job

satisfaction.

Scientific management (aka Taylorism) also had a significant impact on the study

of job satisfaction. Frederick Winslow Taylor’s 2011 (revised) book, Principles of

Scientific Management, argued that there was a single best way to perform any given

work task. This book contributed to a change in industrial production philosophies,

causing a shift from skilled labor and piecework towards the more modern of assembly

lines and hourly wages. The initial use of scientific management by industries greatly

increased productivity because workers were forced to work at a faster pace. However,
workers became exhausted and dissatisfied, thus leaving researchers with new questions

to answer regarding job satisfaction. It should also be noted that the work of W.L. Bryan,

Walter Dill Scott, and Hugo Munsterberg set the tone for Taylor’s work.

Some argue that Maslow’s hierarchy of needs theory, a motivation theory, laid the

foundation for job satisfaction theory. This theory explains that people seek to satisfy five

specific needs in life – physiological needs, safety needs, social needs, self-esteem needs,

and self-actualization. This model served as a good basis from which early researchers

could develop job satisfaction theories. (Revised 2011)

Job satisfaction can also be seen within the broader context of the range of issues

which affect an individual's experience of work, or their quality of working life. Job

satisfaction can be understood in terms of its relationships with other key factors, such as

general well-being, stress at work, control at work, home-work interface, and working

conditions.

Edwin A. Locke’s Range of Affect Theory (2011)) is arguably the most famous

job satisfaction model. The main premise of this theory is that satisfaction is determined

by a discrepancy between what one wants in a job and what one has in a job. Further, the

theory states that how much one values a given facet of work (e.g. the degree of

autonomy in a position) moderates how satisfied/dissatisfied one becomes when

expectations are/aren’t met. When a person values a particular facet of a job, his

satisfaction is more greatly impacted both positively (when expectations are met) and

negatively (when expectations are not met), compared to one who doesn’t value that

facet. To illustrate, if Employee A values autonomy in the workplace and Employee B is

indifferent about autonomy, then Employee A would be more satisfied in a position that

offers a high degree of autonomy and less satisfied in a position with little or no

autonomy compared to Employee B. This theory also states that too much of a particular

facet will produce stronger feelings of dissatisfaction the more a worker values that facet.

Another well-known job satisfaction theory is the Dispositional Theory

Template:JacksonApril (2011). It is a very general theory that suggests that people have

innate dispositions that cause them to have tendencies toward a certain level of

satisfaction, regardless of one’s job. This approach became a notable explanation of job

satisfaction in light of evidence that job satisfaction tends to be stable over time and

across careers and jobs. Research also indicates that identical twins have similar levels of

job satisfaction.

A significant model that narrowed the scope of the Dispositional Theory was the

Core Self-evaluations Model, proposed by Timothy A. Judge in 2012. Judge argued that

there are four Core Self-evaluations that determine one’s disposition towards job

satisfaction: self-esteem, general self-efficacy, locus of control, and neuroticism. This

model states that higher levels of self-esteem (the value one places on his/her self) and

general self-efficacy (the belief in one’s own competence) lead to higher work

satisfaction. Having an internal locus of control (believing one has control over her\his

own life, as opposed to outside forces having control) leads to higher job satisfaction.

Finally, lower levels of neuroticism lead to higher job satisfaction

Frederick Herzberg’s Two factor theory (also known as Motivator Hygiene

Theory) attempts to explain satisfaction and motivation in the workplace This theory
states that satisfaction and dissatisfaction are driven by different factors – motivation and

hygiene factors, respectively. An employee’s motivation to work is continually related to

job satisfaction of a subordinate. Motivation can be seen as an inner force that drives

individuals to attain personal and organizational goals (Hoskinson, Porter, & Wrench,

p. 133). Motivating factors are those aspects of the job that make people want to perform,

and provide people with satisfaction, for example achievement in work, recognition,

promotion opportunities. These motivating factors are considered to be intrinsic to the

job, or the work carried out. Hygiene factors include aspects of the working environment

such as pay, company policies, supervisory practices, and other working conditions.

While Hertzberg's model has stimulated much research, researchers have been

unable to reliably empirically prove the model, with Hackman & Oldham suggesting that

Hertzberg's original formulation of the model may have been a methodological artifact. [5]

Furthermore, the theory does not consider individual differences, conversely predicting

all employees will react in an identical manner to changes in motivating/hygiene factors.

[5]
Finally, the model has been criticised in that it does not specify how

motivating/hygiene factors are to be measured.

Hackman & Oldham proposed the Job Characteristics Model, which is widely

used as a framework to study how particular job characteristics impact on job outcomes,

including job satisfaction. The model states that there are five core job characteristics

(skill variety, task identity, task significance, autonomy, and feedback) which impact

three critical psychological states (experienced meaningfulness, experienced

responsibility for outcomes, and knowledge of the actual results), in turn influencing
work outcomes (job satisfaction, absenteeism, work motivation, etc.). The five core job

characteristics can be combined to form a motivating potential score (MPS) for a job,

which can be used as an index of how likely a job is to affect an employee's attitudes and

behaviors----. A meta-analysis of studies that assess the framework of the model provides

some support for the validity of the JCM

One of the most important aspects of an individual’s work in a modern

organization concerns the management of communication demands that he or she

encounters on the job (Krayer, K. J., & Westbrook, L., p. 85). Demands can be

characterized as a communication load, which refers to “the rate and complexity of

communication inputs an individual must process in a particular time frame (Faraca,

Monge, & Russel, 2010).” Individuals in an organization can experience communication

over-load and communication under- load which can affect their level of job satisfaction.

Communication overload can occur when “an individual receives too many messages in a

short period of time which can result in unprocessed information or when an individual

faces more complex messages that are more difficult to process (Farace, Monge, &

Russel, 2010).” Due to this process, “given an individual’s style of work and motivation

to complete a task, when more inputs exist than outputs, the individual perceives a

condition of overload (Krayer, K. J., & Westbrook, L., p. 86) which can be positively or

negatively related to job satisfaction. In comparison, communication under load can

occur when messages or inputs are sent below the individual’s ability to process them

(Farace, Monge, & Russel, 2010).” According to the ideas of communication over-load

and under-load, if an individual does not receive enough input on the job or is

unsuccessful in processing these inputs, the individual is more likely to become

dissatisfied, aggravated, and unhappy with their work which leads to a low level of job

satisfaction.

There are many methods for measuring job satisfaction. By far, the most common

method for collecting data regarding job satisfaction is the Likert scale (named after

Rensis Likert). Other less common methods of for gauging job satisfaction include:

Yes/No questions, True/False questions, point systems, checklists, and forced choice

answers. This data are sometimes collected using an Enterprise Feedback Management

(EFM) system.

The Job Descriptive Index (JDI), created by Smith, Kendall, & Hulin (2013), is

a specific questionnaire of job satisfaction that has been widely used. It measures one’s

satisfaction in five facets: pay, promotions and promotion opportunities, coworkers,

supervision, and the work itself. The scale is simple, participants answer either yes, no, or

can’t decide (indicated by ‘?’) in response to whether given statements accurately

describe one’s job.

The Job in General Index is an overall measurement of job satisfaction. It is an

improvement to the Job Descriptive Index because the JDI focuses too much on

individual facets and not enough on work satisfaction in general.

Other job satisfaction questionnaires include: the Minnesota Satisfaction Questionnaire

(MSQ), the Job Satisfaction Survey (JSS), and the Faces Scale. The MSQ measures job

satisfaction in 20 facets and has a long form with 100 questions (five items from each

facet) and a short form with 20 questions (one item from each facet). The JSS is a 36 item
questionnaire that measures nine facets of job satisfaction. Finally, the Faces Scale of job

satisfaction, one of the first scales used widely, measured overall job satisfaction with just

one item which participants respond to by choosing a face..

Superior-subordinate communication is an important influence on job satisfaction

in the workplace. The way in which subordinate’s perceive a supervisor’s behavior can

positively or negatively influence job satisfaction. Communication behavior such as

facial expression, eye contact, vocal expression, and body movement is crucial to the

superior-subordinate relationship (Teven, p. 156). Nonverbal messages play a central role

in interpersonal interactions with respect to impression formation, deception, attraction,

social influence, and emotional expression (Burgoon, Buller, & Woodall, 1996).

Nonverbal immediacy from the supervisor helps to increase interpersonal involvement

with their subordinates impacting job satisfaction. The manner in which supervisors

communicate their subordinates may be more important than the verbal content (Teven,

p. 156). Individuals who dislike and think negatively about their supervisor are less

willing to communicate or have motivation to work where as individuals who like and

think positively of their supervisor are more likely to communicate and are satisfied with

their job and work environment. The relationship of a subordinate with their supervisor is

a very important aspect in the workplace. Therefore, a supervisor who uses nonverbal

immediacy, friendliness, and open communication lines is more willing to receive

positive feedback and high job satisfaction from a subordinate where as a supervisor who

is antisocial, unfriendly, and unwilling to communicate will naturally receive negative

feedback and very low job satisfaction from their subordinates in the workplace.
 Mood and emotions form the affective element of job satisfaction. (Weiss and

Cropanzano, 2011)). Moods tend to be longer lasting but often weaker states of uncertain

origin, while emotions are often more intense, short-lived and have a clear object or

cause.

There is some evidence in the literature that moods are related to overall job satisfaction.

Positive and negative emotions were also found to be significantly related to overall job

satisfaction

Frequency of experiencing net positive emotion will be a better predictor of

overall job satisfaction than will intensity of positive emotion when it is experienced

Emotion work (or emotion management) refers to various types of efforts to manage

emotional states and displays. Emotion management includes all of the conscious and

unconscious efforts to increase, maintain, or decrease one or more components of an

emotion. Although early studies of the consequences of emotional work emphasized its

harmful effects on workers, studies of workers in a variety of occupations suggest that the

consequences of emotional work are not uniformly negative

It was found that suppression of unpleasant emotions decreases job satisfaction

and the amplification of pleasant emotions increases job satisfaction. The understanding

of how emotion regulation relates to job satisfaction concerns two models:

1. Emotional dissonance. Emotional dissonance is a state of discrepancy between

public displays of emotions and internal experiences of emotions, that often

follows the process of emotion regulation. Emotional dissonance is associated

 with high emotional exhaustion, low organizational commitment, and low job

satisfaction.

2. Social interaction model. Taking the social interaction perspective, workers’

emotion regulation might beget responses from others during interpersonal

encounters that subsequently impact their own job satisfaction. For example: The

accumulation of favorable responses to displays of pleasant emotions might

positively affect job satisfaction.

3. performance of emotional labor that produces desired outcomes could increase

job satisfaction.

Relationships and practical implications == Job Satisfaction can be an

important indicator of how employees feel about their jobs and a predictor of work

behaviours such as organizational citizenship, absenteeism, and turnover. Further, job

satisfaction can partially mediate the relationship of personality variables and deviant

work behaviors.

One common research finding is that job satisfaction is correlated with life

satisfaction.[22] This correlation is reciprocal, meaning people who are satisfied with life

tend to be satisfied with their job and people who are satisfied with their job tend to be

satisfied with life. However, some research has found that job satisfaction is not

significantly related to life satisfaction when other variables such as non work satisfaction

and core self-evaluations are taken into account.

An important finding for organizations to note is that job satisfaction has a rather

tenuous correlation to productivity on the job. This is a vital piece of information to

researchers and businesses, as the idea that satisfaction and job performance are directly

related to one another is often cited in the media and in some non-academic management

literature. A recent meta-analysis found an average uncorrected correlation between job

satisfaction and productivity to be r = 0.18; the average true correlation, corrected for

research artifacts and unreliability, was r = 0.30. Further, the meta-analysis found that the

relationship between satisfaction and performance can be moderated by job complexity,

such that for high-complexity jobs the correlation between satisfaction and performance

is higher (ρ = 0.52) than for jobs of low to moderate complexity (ρ = 0.29). Job

Satisfaction also have high relationship with intention to quit. It is found in many

research that Job Satisfaction can lead to Intention to Stay / Quit in an organization (Kim

et al., 1996). Recent research has also shown that Intention to Quit can have effect like

poor performance orientation, organizational deviance, and poor organizational

citizenship behaviours. In short, the relationship of satisfaction to productivity is not

necessarily straightforward and can be influenced by a number of other work-related

constructs, and the notion that "a happy worker is a productive worker" should not be the

foundation of organizational decision-making.

With regard to job performance, employee personality may be more important

than job satisfaction. The link between job satisfaction and performance is thought to be a

spurious relationship; instead, both satisfaction and performance are the result of

personality.

To better understand employee attitudes and motivation, Frederick Herzberg

performed studies to determine which factors in an employee's work environment caused

satisfaction or dissatisfaction. He published his findings in the 1959 book The Motivation

to Work.

The studies included interviews in which employees where asked what pleased

and displeased them about their work. Herzberg found that the factors causing job

satisfaction (and presumably motivation) were different from those causing job

dissatisfaction. He developed the motivation-hygiene theory to explain these results. He

called the satisfiers motivators and the dissatisfiers hygiene factors, using the term

"hygiene" in the sense that they are considered maintenance factors that are necessary to

avoid dissatisfaction but that by themselves do not provide satisfaction.

The following table presents the top six factors causing dissatisfaction and the top six

factors causing satisfaction, listed in the order of higher to lower importance.

 Factors Affecting Job Attitudes

Leading to Dissatisfaction Leading to Satisfaction

 Company policy  Achievement

 Supervision  Recognition

 Relationship w/Boss  Work itself

 Work conditions  Responsibility

 Salary  Advancement

 Relationship w/Peers  Growth

Herzberg reasoned that because the factors causing satisfaction are different from

those causing dissatisfaction, the two feelings cannot simply be treated as opposites of

one another. The opposite of satisfaction is not dissatisfaction, but rather, no satisfaction.

Similarly, the opposite of dissatisfaction is no dissatisfaction.

While at first glance this distinction between the two opposites may sound like a

play on words, Herzberg argued that there are two distinct human needs portrayed. First,

there are physiological needs that can be fulfilled by money, for example, to purchase

food and shelter. Second, there is the psychological need to achieve and grow, and this

need is fulfilled by activities that cause one to grow.

 From the above table of results, one observes that the factors that determine

whether there is dissatisfaction or no dissatisfaction are not part of the work itself, but

rather, are external factors. Herzberg often referred to these hygiene factors as "KITA"

factors, where KITA is an acronym for Kick In The A..., the process of providing

incentives or a threat of punishment to cause someone to do something. Herzberg argues

that these provide only short-run success because the motivator factors that determine

whether there is satisfaction or no satisfaction are intrinsic to the job itself, and do not

result from carrot and stick incentives.

If the motivation-hygiene theory holds, management not only must provide

hygiene factors to avoid employee dissatisfaction, but also must provide factors intrinsic

to the work itself in order for employees to be satisfied with their jobs.

Herzberg argued that job enrichment is required for intrinsic motivation, and that

it is a continuous management process. According to Herzberg:

 The job should have sufficient challenge to utilize the full ability of the employee.

 Employees who demonstrate increasing levels of ability should be given

increasing levels of responsibility.

 If a job cannot be designed to use an employee's full abilities, then the firm should

consider automating the task or replacing the employee with one who has a lower

level of skill. If a person cannot be fully utilized, then there will be a motivation

problem.
 Critics of Herzberg's theory argue that the two-factor result is observed because it

is natural for people to take credit for satisfaction and to blame dissatisfaction on external

factors. Furthermore, job satisfaction does not necessarily imply a high level of

motivation or productivity.

Herzberg's theory has been broadly read and despite its weaknesses its enduring value is

that it recognizes that true motivation comes from within a person and not from KITA

factors.Job Satisfaction Components

In order for an organization to be successful they must continuously ensure the

satisfaction of their employees. Job satisfaction is defined as "an individual's reaction to

the job experience" (Berry, (2010) There are various components that are considered to

be vital to job satisfaction. These variables are important because they all influence the

way a person feels about their job. These components include the following: pay,

promotion, benefits, supervisor, co-workers, work conditions, communication, safety,

productivity, and the work itself. Each of these factors figures into an indivdual's job

satisfaction differently. One might think that pay is considered to be the most important

component in job satisfaction, although this has not been found to be true. Employees are

more concerned with working in an environment they enjoy.

Many theorists have tried to come up with an explanation for why people feel the

way they do in regards to their job. Locke developed the idea known as discrepancy

theory. This theory suggests that a person's job satisfaction comes from what they feel is

important rather than the fulfillment or unfulfillment of their needs. A person's

importance rating of a variable is refered to "how much" of something is wanted.

Discrepancy theory suggests that dissatisfaction will occur when a person receives less

than what they want Here is an example of one such study done on athletes.

Another theory was developed by Lawler. Lawler believed that job satisfaction

was driven by a motivational framework. This idea deals with how a person measures job

satisfaction based on what they got verses what they feel they deserved. Satisfaction is

determined by the difference between the exact amount a person received and what they

expected. Therefore, dissatisfaction occurs when a person receives less or more than what

was expected.

In order to put job satisfaction in an environmental perspective, Social

Psychologist Bandura developed a theory know as the social influence hypothesis. This

hypothesis describes a social effect where individuals want what they percieve others

around them to want.

The last theory used to explain job satisfaction was proposed by Landy. His

theory is known as the opponent process theory. He suggested that the primary reaction

(the immediate emotional response) combined with the secondary reaction (the later

emotional response) creates a stabilized equilibrium which results in job satisfaction.

Foreign Studies

There are Locke, Lawler, Bandura, and Landy to provide us with theories on why

an employee may be satisfied or not but it is obvious that we can not survive on theories

alone. It must go straight to the source when regarding job satisfaction. The employees

are the ones employers should turn to. Employees are the ones that give the necessary

feedback in order for employers to know if people are satisfied with their jobs.
 How should an employer measure satisfaction without making the employee feel

uncomfortable? It is not considered tactful to confront an employee in person on how

satisfied they are with their job. Thus, employers measure job satisfaction based on

surveys. Satisfaction surveys provide feedback to the employer which could be beneficial

to the company. There are many factors that need to be resolved in order to provide a

helpful survey. But how valid and reliable are these surveys? One of the largest problems

is how the surveys may be interpreted by the employees. The company must evaluate the

questionnaires with certain confounding factors in mind. The surveys need to either be

focused on the organization as a whole or just the components of the job itself. Another

factor to consider is open ended questions versus questions with predetermined answers

to choose from. Take a sample test here.

The JDI, MSQ, and Faces Scale are considered closed questionnaires, since they

provide various answers for the subject to choose from. The NSQ is considered an open-

ended questionnaire. It allows the subjects to elaborate on their opinions regarding how

satisfied they are with their job. and Pay Systems

Included in a person's job satisfaction are the rewards for doing the job and

performing it well. If a person is rewarded for high performance or stands to gain a

reward for doing the work, he/she may find the job more satisfying. These rewards range

from improved work environment (a corner office, a nicer chair), to higher security and

more responsibility. Of all of these types of incentives, money is one of the few that we

can quantify and measure. Due to the social influcence described by Bandura, money can

often have a powerful effect on job satisfaction regardless of how important a motivator

money is to that person.

 There are several different ways that pay can be distributed among the employees

and not all of the methods of pay involve simple pay checks! These systems can be

divided up into three different catagories and reflect how the company is structured and

managed. The first category describes individual pay systems. The second involves

rewarding employees for their hard work. Finally, the third category describes how

employees can be payed as group.

In the category of individual pay, there are currently three major methods of

payment. One of the most frequently used pay systems is the hourly wage. Employees

take home a pay check that reflects how long they were there. Another common method

is salary payment. A person who's salaried, gets paid for simply holding the job. As long

as the job gets done in the end, everyone is happy. For simplistic manufacturing jobs, the

method of paying by the piece is commonly used. If a person makes 100 widgets and gets

paid $1.00 per widget, then at the end of the day the person takes home $100.

In the catagory of bonus, there are also three commonly used systems of pay:

profit sharing, ESOP, and cafeteria style. Profit sharing is where the excess profits of the

company are divided equally among the employees for their bonus. ESOP is a system that

gives the employees stock in the company as a reward. Cafeteria style bonus system lets

employees select their reward for hard work.

In certain situations where the structure of the company is less hierarchical, the

employees are often payed as a group. The first method, co-op payment, takes the profits

made by the employee owned company and distributes the profits equally. Similiarly, the

Scanlon pay system takes the profits earned by the company and divides them in half,

giving one half to the employees and the other half to the executives. The Lawler system
divides the profits based on three measures. Hence, the pay of each individual employee

differs. The first measure is based on what job the individual holds. The second measure

is a factor representing the seniority of the employee or rises in the cost of living. Finally,

the performance of the individual is evaluated and pay appropriated accordingly. mitment

One of the results of pay incentives is the so called "golden handcuffs" situation.

In a situation like this the individual is paid so much that he/she cannot afford to quit

despite their job dissatisfaction. However, pay is not the only thing that affects

organizational commitment.

In addition to pay, the employee may feel an affective factor that causes the

individual to identify with the company, their goals, and the people who work there. In

some cases a person feels that they can't quit because the social norms have forced them

to conform to the ideal lifestyle. Thus it seems necessary to hold a 9-5 job, support their

family, and in effect, "settle down".

Organizational committment is also a result of job satisfaction. The positive

indicators of committment are productivity and health. The more satisfied an employee is

with their job, the more they will produce and the healthier they will be. However, studies

have also shown that in some cases, high production itself causes high job satisfaction.

The negative indicators of organizational committment include absenteeism,

sabotage, and violence. These factors obviously indicate low committment towards the

organization and low job satisfaction. Surprisingly enough, turnover (another indicator) is

neither positively nor negatively related to organizational committment or job

satisfaction.

Job satisfaction is an important variable to consider when evaluating an

organization's success. In order for an organization to be productive, the employees'

concerns should be met. Questionnaires permit employers to determine employee job

satisfaction. Employers can then act on these results to meet employee needs.
.Local Studies

In the Philippines, one of the earlier studies on problems of employees was

conducted by Gencias (2011). Her study made use of schools all over the country to find

out what problems and adjustments met by employees in their work.

Her study revealed a big contrast between the theories learned in the classroom

and the work required, feelings of insecurity among students due to adjustment to

dormitory rules and regulations and problems met regarding nearby ward assignments,

practice different techniques and procedures’ alien to students and reprimands by

superiors in front of clients, Rabara ( revised 2012).Although committed and loyal

employees are the most influential factor to becoming an employer of choice, it's no

surprise that companies and organizations face significant challenges in developing

energized and engaged workforces. However, there is plenty of research to show that

increased employee commitment and trust in leadership can positively impact the

company's bottom line. In fact, the true potential of an organization can only be realized

when the productivity level of all individuals and teams are fully aligned, committed and

energized to successfully accomplish the goals of the organization.

As a result, the goal of every company should be to improve the desire of

employees to stay in the relationship they have with the company. When companies

understand and manage employee loyalty - rather than retention specifically - they can

reap benefits on both sides of the balance sheet i.e., revenues and costs.

On the revenue side of the balance sheet, loyal and committed employees are more likely

to go "above and beyond" to meet customer needs and are highly motivated to work to
the best of their ability. Both of these traits are crucial for continued customer

commitment and ongoing revenue and growth for the company.

On the cost side, loyal employees stay longer, resist competitive job offers, do not

actively look for other employment and recommend the company to others as a good

place to work. These four behaviors positively influence the cost side of the balance sheet

because they are leading indicators of employee retention. The longer companies keep

their employees, the longer they can avoid having to pay to replace them.

In other words, rather than focusing only on retention (that is, trying to retain

employees who have already decided to leave), organizations should proactively

recognize the benefits of understanding, managing and improving employee loyalty. The

most successful organizations are those that can adapt their organizational behavior to the

realities of the current work environment where success is dependent upon innovation,

creativity and flexibility. Additionally, the dynamics of the work environment have to

reflect a very diverse population comprised of individuals whose motivations, beliefs and

value structures differ vastly from the past and from each another. Arguably, the most

valuable, but also volatile, corporate asset is a stable workforce of competent, dedicated

employees, since such an employee base gives companies a powerful advantage; depth of

knowledge and organizational strength.

One of the key steps to understanding and improving employee loyalty is by

acknowledging the importance of the following factors in building loyalty and

satisfaction:
  Broadly-defined responsibilities rather than narrowly-defined job functions

 Effective and regular performance evaluations, both formally and informally

 A corporate emphasis on employee learning, development and growth

 Wide-ranging employee participation in the organization as a whole

Typically, a combination of factors influences employees' decisions to stay at their

current job. Contributing factors include satisfying work, a sense of job security, clear

opportunities for advancement, a compelling corporate mission combined with the ability

to contribute to the organization's success, and a feeling that their skills are being

effectively used and challenged. Specifically, employees who enjoy their work, identify

themselves with their employer and perceive that the company is flexible regarding work

and family issues also intend to stay with the organization.

Today, employee loyalty needs to be earned, rather than assumed, and must be specific,

rather than general - employees are looking at their employment as a means of achieving

personal goals rather than simply being the "good corporate soldier" of the past. This

means that companies need to express and act on a commitment to develop employees'

career objectives by introducing initiatives that make employees believe that their current

job is the best path to achieving their career goals.

In particular, consider the following elements of effective strategies designed to build

loyalty and retain key employees:

 Include opportunities for personal growth and invest heavily in the professional

development of the best people in the organization.

  Provide employees with well-defined career paths (including a succession plan),

mentors and tuition reimbursement for job-related education.

 Train employees, even if it makes them more attractive to the competition.

Without seeing an opportunity on the horizon, few high potential employees will

stay with a company and allow themselves to grow stagnant.

 Acknowledge non-work priorities by recognizing and responding to employees'

needs for greater balance in their lives, since employees will develop loyalty for

organizations that respect them as individuals, not just as workers.

Another approach to the issue of loyalty is to consider the value of the five "I's":

Interesting work. No one wants to do the same boring job over and over, day after day.

Although any job will require some repetitive tasks, all jobs should include at least some

parts that are of high interest to employees.

Information. Information is power and employees want to have the information they

need to know to do their jobs better and more effectively. And, more than ever,

employees want to know how they are doing in their jobs and how the company is

performing overall. It is vitally important to open the channels of communication in an

organization to allow employees to be informed, ask questions, and share information and

to inspire them to share the vision of the company.

Involvement. Managers today are faced with an incredible number of opportunities and

problems and, as the speed of business continues to increase, the amount of time that they

have to make decisions continues to decrease. Involving employees in decision-making,

especially when the decisions affect them directly, is both respectful and practical. Not

only do those closest to the problem typically have the best insight as to what to do,

involving them in decision-making will increase their commitment and improve the

success of implementing new ideas or change. Similarly, management needs to follow

through on promises and live the values they preach.

Independence. Few employees want their every action to be closely monitored. Most

employees appreciate having the flexibility to do their jobs as they see fit. Giving

employees latitude increases the chance that they will perform as desired, as well as

bringing additional initiative, ideas, and energy to their jobs. Employees also need to be

encouraged to achieve their best potential.

Increased visibility. Everyone appreciates getting credit when it is due. The occasions to

share the successes of employees with others are almost limitless. Giving employees new

opportunities to perform, learn, and grow as a form of recognition and thanks is highly

motivating for most people.

Another important strategy for improving loyalty is to implement a systematic process of

performance reviews, since effective reviews can simultaneously increase employee

morale and productivity. To achieve their primary objectives, such as improving the

working relationship between employee and supervisor, performance reviews should be

structured so as to:

 Accurately define the employee's job description, including a focus on the skills

most important to the employee's job

  Discuss the job skills the employee performs well on and identify areas that need

improvement so as to fairly summarize their most recent job performance

 Set mutual and worthwhile goals, which are the heart of a professional growth

plan

 Provide useful coaching to improve the employee's performance

With these objectives, performance reviews can make an important and ongoing

contribution to furthering each employee's career.

Related to the role of performance reviews, another important influence on

employee satisfaction is a sense of being led by capable management, with both

immediate supervisors and senior management having a clear sense of direction for the

organization. One of the forces that disconnects employees from their companies is

management's ever-changing corporate focus. By introducing yet another corporate

initiative, employees come to question the credibility of management and the focus of the

company. They begin to wonder what the company stands for, where it's going, and if the

latest initiative is yet another "here today, gone tomorrow" program.

Employees are therefore skeptical at best - and cynical at worst - about their company's

perpetually shifting focus. Without a constant, long-term strategic vision, organizations

risk confusing, bewildering, depressing and disconnecting with their employees. Within

an environment of ever-changing focus, employees find it hard to see a strong link

between their role and the company's core purpose. Alternatively, communicating a

company's shared vision and establishing a shared mission with employees are important

means of enhancing employee commitment. Employees feel a stronger sense of job

satisfaction when they agree with the strategic decisions, especially when they are

involved in developing the strategic direction.

In addition to establishing and communicating a strategic vision for the company,

loyalty also requires building a partnership between management and employees and

creating an environment of mutual respect, involvement and open communication.

Maintaining open lines of communication with employees will enable senior

management to keep up with their changing needs into the future.

Recent studies have shown that managers, whether front-line supervisors, project

leaders, team captains or senior management, actually have more power than anyone else

to reduce unwanted employee turnover because the most important factors driving

employee satisfaction and commitment are largely within the direct manager's control.

These include providing recognition and feedback regularly, offering opportunities to

learn and grow, helping to ensure fair compensation reflecting an employee's

contributions and value to the organization, fostering a good work environment, and

above all, recognizing and respecting the uniqueness of each employee's competencies,

needs, desires and working style.

At the supervisory level, though, managers also need to strike the right balance of

using a more employee-centered leadership style, under which their employees are

welcome to participate in making decisions (i.e., "leadership through collaboration"), but

without going so far as to abdicate responsibility for decision-making. When the

participatory approach becomes excessive, employees may feel that they are being given
more responsibility than their positions should require and, thus, can feel overworked or

underpaid for the work expected.

It is also critically important to recognize that, when employees indicate the

intention to leave, they generally do - this means that attrition can be predicted through

survey measurement, which gives employers an important "window of opportunity" to

foresee and address talent loss within specific departments so as to change the

environment that is causing employees to leave. Research has indicated that the biggest

gaps between those who intend to stay and those who intend to leave can be best

summarized as (1) the opportunity for employees to use their skills effectively and (2)

differing perceptions of the leadership ability of senior management. In conjunction with

these key differences, projections have shown that improvements in the areas directly

related to turnover can lead to a potential 5% decrease in actual turnover, which has real

financial benefits for the organization.

Did you realize that employees change jobs more for career options and training

opportunities than they do for money and benefits? In fact, seeking opportunities for the

long term rather than just the current job has much more influence over job change than

monetary compensation - it is evident that money is a satisfier, but not a driver, of

employee loyalty. Similarly, it is not salary that makes a committed employee.

Compensation packages, while important, have become secondary to the employees'

desire to be challenged, to contribute, to be recognized and to know how they will fit into

the organization.
 However, this is not to claim that pay and benefits are unimportant. There are

strong correlations between compensation, benefits plans and employee commitment. It

should not be surprising, though, that the compensation plans with the strongest link to

employee commitment are those that give employees a stake in the future success of the

organization. Compensation plans in general help drive commitment when employees

understand the program and believe it to be fair. It is also worth noting that the way an

organization distributes money indicates what management really wants including

sending a message to employees as to whether the company truly pays for performance.

In short, then, there are five actions organizations should take to reduce attrition and

improve employee satisfaction:

1. Demonstrate to employees that the company cares about them, wants them to

advance in their careers and will help them satisfy their need for personal growth.

2. "Walk the talk" by not only communicating the corporate strategy but by also

ensuring that it is applied consistently throughout the organization, including

making the rewards system consistent with strategic goals.

3. Watch for and eliminate all inconsistencies between promoting a belief in

employees and managerial behavior or policies that undermines that commitment.

4. Fight attrition with smart training that is not only relevant but helps broaden

employee experiences and provides development opportunities.

5. Weed out poor managers because many employees leave their jobs because they

are unhappy with their bosses - remember the adage that "people don't leave their

jobs, they leave their managers."

 CHAPTER III

METHODOLOGY

This chapter presents the research method, sources of data, data gathering

instruments that will be used in the investigation.

Research Method

In this study, Descriptive method will be used by the researchers because this

type of methods tells existing facts or certain educational phenomenon. Similarly, it

involves fact finding with adequate interpretation. ( Barrientos-Tan, 2006)) the data will

be collected through the use of questionnaire and interviews of elementary teachers from

selected ekementary school from Pantabangan

Instrument Used

The researchers will make use of the questionnaire using the five point scale, it

serves as the principal instrument in gathering data.

Administration Of The Instrument

The respondents interviewed personally by the researchers supplement

information. Prior to the data gathering process, permission to conduct the study will the

respondents will be secured from the Principal of selected subject elementary schools

such as _______________________________________ , such permission is

Necessary in order to establish rapport and cooperation with the teachers and the

respondents.
 The respondents will be fifty elementary teachers from selected elementary

school from Pantabangan Simple random sampling will going to use in determining the

sample.

Sources of Data

The data to be used in this study will be gathered from the responses of the

selected respondents from selected elementary school from Pantabangan. Other sources

of data will be gathered from books, dictionary and researchers from the internet.

Data Gathering Procedures

After organizing the first part of this study, the researchers will make the

questionnaire wherein it will focus its study to the ‘elementary teachers Satisfaction A

letter of request will be forwarded to all selected elementary schools in Pantabangan for

the approval of the distribution of questionnaire to the respondents .The letter for the

respondents will be attached to the questionnaire .Asking them to answer in their honest

and sincerest opinions which will serve as the basis in the attainment of the objectives of

this study.

Statistical Treatment of Data

The responses will be organized and qualified using the percentage system, the

weighted mean, and the ranking methods.

Statistical qualifications of the data using percentage system will going to be done

using the formula given by Calderon (1993).

The formula to be used are:

P or % = f/N x 100

Where P or % = percentage
 f = Frequency

N = Number of respondents

On the other hand, the weighted mean was determined by applying the following

formula.

WM – TWF/N

Where:

W – weighted mean

TWF – Total Weighted frequency

N – Number of respondents

The table of equivalent which is the basis of the interpretation of the data will be:

Scale Weight Verbal Interpretation

5 4.50 – above Extremely satisfied

4 3.50-4.49 Satisfied

3 2.50-3.49 Fairly satisfied

2 1.50-2.49 Unsatisfied

1 1.50-below Very Unsatisfied

 QUESTIONNAIRE

Name (Optional)
Directions: Please put a check mark(/) on the blank
provided before each items applicable to you. In other
items, you may write anything you would like to add on
the blanks provided by others.

1. Profile of Respondents

1.1 Age
21-25 years old
26-30 years old
31-35 years old
36-40 years old
41 years old and
above

1.2 Gender
Male
Female

1.3 Civil Status

Single
Married
Widow

1.4 Highest Educational Attainment

Baccalaureate Degree
MA units
MA degree
Doctoral units

1.5 Length of Service

10 years and
above
5-9 years
Less than 5
years

1.6 Income
10,000 below
1100-15,000
15,100-20,000
21000 above
 1.7 Employment status
1. Permanent
2. Temporary

Direction: Please put (/) check mark to choose any of the

number to the space provided to best express your honest
opinion by using the following Scales:
Category Weight

Extremely satisfied 5
Satisfied 4
Fairly satisfied 3
Unsatisfied 2
Very Unsatisfied 1

2. Sources of Job Satisfaction

5 4 3 2 1
2.1 Self Actualization
Teaching provides me with an opportunity to
advance professionally
Teaching provides an opportunity to use a
variety of skills
Working conditions in my school is improved
I receive full recognition for my successful
teaching
Teaching provides me the opportunity to help my
students learn
Teaching is very interesting work
Teaching provides me the chance to develop new
method
Teaching provides me an opportunity for
promotion
Teaching encourages me to be creative
I am indifferent toward teaching
Teaching provides a good opportunity for
advancement
5 4 3 2 1
2.2 Esteem
I receive recognitions from my immediate
superior
I have the freedom to make my own decisions
My immediate supervisor offers suggestions to
improve my teaching
The administrator defines the school policies
clearly
My immediate supervisor gives me assistance
when I need help
My students respect me as a teacher
My immediate supervisor provide assistance for
improving instruction
My immediate supervisor is willing to listen
My immediate supervisor makes me feel very
comfortable
When I teach a good lesson, my immediate
supervisor notices
My immediate supervisor explains what is
expected of me
My immediate supervisor praises good teaching
2.3 Social
I get along well with my colleagues
I like the people with whom I work
My colleagues stimulate me to do better work
My immediate supervisor treats everyone
equitably
My colleagues provide me with suggestions or
feedback about my teaching
I get cooperation from the people I work with
I receive meaningful encouragement from my
immediate supervisor
I like the people whom I work with
I have made lasting friendships among my
colleagues
I get along well with my students
2.4 Safety
Working conditions in my school are comfortable
I am afraid of losing my teaching job
I feel secure in my teaching job
Physical surroundings in my school are pleasant
Working environment in my school is good
The classroom are very clean
2.5 Physiological
Teacher’s income is adequate for normal
expenses
Insufficient income keeps me from living the
way I want to live
The work of teacher consists of routine
activities
Teaching provides for a secure future
Working atmosphere is very pleasant
I am well paid in proportion to my ability
Teacher’s income is barely enough to live on
My immediate supervisor explains what is
expected of me
Teaching provides me with financial security
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the findings of the study, its analysis and

interpretation of the data gathered from the respondents on Job Satisfaction of

Elementary Teachers in Pantabangan District.

The Profile of the Respondents

The profiles of the respondents include their age, sex, civil status, highest

educational attainment, job tenure, monthly income and employment status.

Age of Respondents

It shows that out of 98 respondents, 27 or 27.6% ranked 1 belongs to 41 years old

and above; 21 or 21.4% ranked 2 belongs to 21 to 25 years old and 18 or 18.4% ranked 3

belongs to 26 to 30 years old.

Table 1.

Age of Respondents
Age Range Frequency Percentage
21-25 21 21.4
26-30 18 18.4
31-35 16 16.3
36-40 16 16.3
41 and above 27 27.6

Table 1.2
Profile of the Respondents in Terms of Sex
Sex Frequency Percentage
Male 3 3.1
Female 95 96.9
Total 98 100

Sex of Respondents

From the 98 respondents, 3 or 3.1 % were males and 95 or 96.9% were females.
 Table 1.3
Profile of Respondents as to Civil Status

Status Frequency Percentage

Single 34 34.7
Married 63 64.3
Widow 1 1.0
TOTAL 98 100

Table 1.3 Teachers ranked first were the married with a frequency of 63 or 64.3 percent,
ranked second were single with a frequency of 34 or 34.7 percent and ranked third was a
widow with a frequency of 1 or 1.0 percent.

Table 1.4
Profile of Respondents as to Highest Educational Attainment

Educational Attainment Frequency Percentage

Baccalaureate Degree 18 18.4
MA Units 77 78.6
MA Degree 2 2.0
Doctoral Units 1 1.0
TOTAL 98 100

Table 1.4 Teachers ranked first with MA Units with a frequency of 77 or 78.6

percent, ranked second were those who has Baccalaureate degree with a frequency

of 18 or 18.4 percent and for those who have their MA Degree for the third rank

with a frequency of 2 or 2.0 percent.

Table 1.5

Profile of Respondents as to Years in Teaching

Years in Teaching Frequency Percentage

10 years and above 30 30.6
5-9 years 19 19.4
Less than 5 years 49 50.0
TOTAL 98 100
Table 1.5 teachers in terms of service, ranked first were those who have less than 5 years

in service with the frequency of 49 or 50.0 percent, second rank were those 10 years and

above in service with the frequency of 30 or 30.6 percent and the last were those 5-9

years in service with the frequency of 19 or 19.4 percent.

Table 1.6

Profile of Respondents as to Income per month

Income Frequency Percentage

10,000 below 15 15.3
11,000-15,000 1 1.0
15,100-20,000 35 35.7
21,000 above 47 48.0

Table 1.6 teachers in terms of income per month ranked first were receiving 21,000 and

above per month with a frequency of 47 or 48.0 percent, ranked second were those who

have received 15,100-20,000 per month with the frequency of 35 or 35.7 and the third

rank goes to teachers who receive 10,000 and below with the frequency of 15 or 15.3

percent.

Table 1.7

Profile of Respondents as to Employment Status

Employment Status Frequency Percentage

Permanent 87 88.8
Temporary 11 11.2
 Table 2

Sources of Job Satisfaction

2.1 Self Actualization WM VI Rank

1.Teaching provides me with an opportunity to advance 4.44 S 3
professionally
2.Teaching provides an opportunity to use a variety of 4.51 ES 1
skills
3.Working conditions in my school is improved 4.3 S 6
4. I receive full recognition for my successful 3.97 S 11
teaching
5. Teaching provides me the opportunity to help my 4.4 S 2
students learn
6. Teaching is very interesting work 4.2 S 9
7. Teaching provides me the chance to develop new 4.3 S 8
method
8. Teaching provides me an opportunity for promotion 4.4 S 4
9. Teaching encourages me to be creative 4.3 S 5
10. I am indifferent toward teaching 4.0 S 10
11. Teaching provides a good opportunity for 4.2 S 7
advancement
Overall Weighted Mean 4.28

2.2 Esteem WM VI Rank

1. I receive recognitions from my immediate 4.07 S 12
superior

2. I have the freedom to make my own decisions 4.17 S 7

3. My immediate supervisor offers suggestions 4.31 S 2
to improve my teaching

4. The administrator defines the school 4.29 S 3

policies clearly

5. My immediate supervisor gives me assistance 4.28 S 4

when I need help

6. My students respect me as a teacher 4.37 S 1

7. My immediate supervisor provide assistance 4.28 S 5
for improving instruction

8. My immediate supervisor is willing to listen 4.25 S 8

9. My immediate supervisor makes me feel very 4.17 S 9
comfortable
 10. When I teach a good lesson, my 4.08 S 11
immediate supervisor notices

11. My immediate supervisor explains what 4.11 S 10

is expected of me

12. My immediate supervisor praises good 4.22 S 6

teaching

Overall Weighted Mean 4.22

2.3 Social WM VI RANK

1. I get along well with my colleagues 4.41 S 2
2. I like the people with whom I work 4.30 S 3
3. My colleagues stimulate me to do better work 4.26 S 6
4. My immediate supervisor treats everyone 4.28 S 5
equitably

5. My colleagues provide me with suggestions or 4.11 S 10

feedback about my teaching

6. I get cooperation from the people I work 4.20 S 9

with

7. I receive meaningful encouragement from my 4.21 S 7

immediate supervisor

8. I like the people whom I work with 4.21 S 8

9. I have made lasting friendships among my 4.30 S 4
colleagues

10. I get along well with my students 4.4 S 1

Overall Weighted Mean 4.27

2.4 Safety WM VI RANK

1. Working conditions in my school are 4.25 S 1
comfortable

2. I am afraid of losing my teaching job 4.21 S 3

3. I feel secure in my teaching job 4.21 S 4
4. Physical surroundings in my school are 4.18 S 5
pleasant
 5. Working environment in my school is good 4.24 S 2
6. The classroom are very clean 4.11 S 6
Overall Weighted Mean 4.20

2.5 Physiological WM VI Rank

1. Teacher’s income is adequate for normal 3.5 S 8
expenses

2. Insufficient income keeps me from living the 3.41 S 9

way I want to live

3. The work of teacher consists of routine 3.97 S 4

activities

4. Teaching provides for a secure future 4.13 S 1

5. Working atmosphere is very pleasant 4.07 S 2
6. I am well paid in proportion to my ability 3.78 S 6
7. Teacher’s income is barely enough to live on 3.64 S 7
8. My immediate supervisor explains what is 4.07 S 3
expected of me

9. Teaching provides me with financial security 3.94 S 5

Overall Weighted Mean 3.83
 CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, its conclusion and

recommendation offered by the researchers.

Summary

This study focused on the “Job satisfaction of Public Elementary School teacher

in Pantabangan” the respondents of the study are the Elementary School Teachers of

Pantabangan who were chosen through purposive sampling method, the study covered

this First Semester School Year 2018-2019.

Specifically, it answered the following question:

1. Profile of respondents

a. Age

b. Gender

c. Civil Status

d. Length of Service

e. Monthly income

f. Employment Status

2. Sources of Job Satisfaction

a. Self-Actualization

b. Esteem

c. Social

d. Safety

e. Physiological
Summary of Findings

Respondents Personal Profile

The the respondents are 21.4% of the age 21-25, 18.4% of 26-30 years old, 16.3%

of age 31-35, 16.3% also for age 36-40; and 27.6% of age 41 and above. 96.9 % of the

respondents are female and 3.1% are male. 64.3 are married, 34.7% are single and only

1% are widow. 78.6% of the attained Masteral Units, 18.4% for Baccalaureate Degree,

2% for Masteral Degree and only 1% attained Doctoral Units. 50% of them teach for less

than 5 years, 30.6% of them teach for 10 years and above; and only 19.4% of them teach

for 5-9 years. 48% of the respondents receiving 21,000 above monthly income, 35.7%

receiving 15,000-20,000 pesos, 15.3% receiving 10,000 below and only 1% receiving

11,000-15,000 per month. 88.8% of them got the permanent job, while 11.2% got

temporary job.

Sources of Job Satisfaction

Self-actualization

The description of the respondents pertaining in self-actualization has overall

weighted mean 4.28 which interpreted as “Satisfied”. The highest mean description was

4.51 (Extremely Satisfied), teaching provides an opportunity to use variety of skills;

while the lowest mean was 3.97 in which they received full recognition for their

successful teaching.

Esteem

The overall mean was 4.22 interpreted as “Satisfied”. The highest mean score was

the his/her students respect them as a teacher (4.37), while the lowest score (4.07) was the

teacher receive recognitions from his/her supervisor.

Social

The overall mean was 4.27 which interpreted as “Satisfied”. The highest weighted

mean score (4.4) was the teacher get along with his/her students, on the other hand, the

teacher seems to have difficulties of providing his/her colleagues a suggestion or

feedback about his/her teaching.

Safety

The overall weighted mean was 4.20 interpreted “Satisfied”. The highest mean

score 4.25 in which his/her working condition are comfortable, while the lowest mean

with the score of 4.11 which the classroom are not neat and clean.

Physiological

The overall weighted mean was 3.83 which interpreted as “Satisfied”. It seems

that the highest mean score assured that teaching provides a secure future, while the

lowest seems to agree that the income was insufficient to keep them from living the way

they want to live.

Conclusion

On the light of summary of findings of the study, researchers concluded the

following:

1. Majority of the teachers are female,

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