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INTRODUCTION

Background of the Study

The teaching acts of a teacher are meant to inspire confidence in the youth so that not

only while as students but also throughout their lifetime they could acquire relevant

knowledge whenever they need it. The teacher’s job is therefore to show what to study, to

challenge the students by setting high standards and to criticize in order to spur to further

achievement, to help surmount blind spots and to evaluate each student’s progress in terms of

valid objectives. Therefore, teachers have to adopt several strategies in their teaching in order

to be effective in their jobs.

Job satisfaction is either a universal feeling about the job or a related constellation of

attitudes about various aspects of aspects of the job. The facet approach is used to find out

which parts of the job produce satisfaction or dissatisfaction. The more important factors

conducive to job satisfaction include mentally challenging work, equitable rewards,

supportive working conditions and supportive colleagues. For most employees work also fills

the need for social interaction and so, friendly supportive employees also lead to increased

job satisfaction. Job satisfaction can also be seen as an indicator of emotional well-being or

psychological health

Similarly, the utilitarian perspective to job satisfaction, asserts that job satisfaction

can lead to behaviours that can have either a positive or negative effect on organizational

functioning. For example, in the way teachers relate to students and other colleagues could be

strongly influenced by their sense of satisfaction within that school (Spector, 2013).

Performance of teachers mainly depends on the teacher characteristics such as

knowledge base, sense of responsibility, and inquisitiveness; the student characteristics such
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as opportunity to learn, and academic work; the teaching factors such as lesson structure, and

communication; the learning aspects such as involvement and success; and the classroom

The ultimate process of education could be simplified as a meaningful interaction

between the teacher and the students. The teacher-student relation is in the fore front and

other relevant contributors are in the background. This fact emphasizes the role of the teacher

in learning and educating. The teacher thus plays a direct and a crucial role in moulding a

pupil towards education. Recent research has identified teacher quality as the most important

variable in increasing student achievement. The effect of the teacher on student achievement

has been shown to be greater than effects due to class size, school, and student socio-

economic status (Sanders and Horn, 1998).

Problem Statement

Job satisfaction is increasing in importance, as the competition for talent is high and

still growing. It is not hard for a competitor to compete with individual elements of

employment such as salaries and benefits.

Increasing numbers of company, in this case the school, have left employees feeling

detached that they served and haunted by concerns of overall job security. This has led the

teachers to focus more on job hunting rather than performance thereby hurting the general

performance of the school. It therefore calls for a greater action to be taken to find out how to

retain the school’s valuable teachers and the factors likely to affect them in their performance

to help achieve the school’s mission and vision. This research study seeks to investigate the

relationship of Job satisfaction and Job Performance of SJS-SHS teachers.

Purpose Statement

Since a teacher is a role model for the students, job satisfaction and eventually the

performance of a teacher becomes very vital in the field of education. Thus the researcher felt

the need to investigate the job satisfaction and performance of teachers in different categories
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of schools following different systems of education. Thus, the objectives of the present study

are as follows:

 To investigate the level of job satisfaction of SJS-SHS teachers

 To investigate if there is any significant relationship between the job satisfaction and

performance of teachers of SJS-SHS teachers

Significance of the Study

This study is important because it assessed the present conditions of Senior High

School teachers of Saint Joseph School (SJS). The SJS may use the data as bases for policy-

making and program planning for basic education schools which will promote work

performance and job satisfaction of teachers and professional growth of administrators

towards better education. The school will have an idea regarding the level of job satisfaction

and work performance of their teachers. The weak and strong points of the schools teachers

will be identified thus providing baseline data to be utilized in the management and operation

of the school. The results may further help the school administrators to review existing

motivational policies and practices with a hope that they can enhance work performance and

job satisfaction among the teachers. This will be the basis to plan programs for teacher

development that will lead to the teacher’s professional growth. It will also help them identify

specific demographic characteristics of the teachers which could influence work performance

and job satisfaction of teachers. Finally, the researcher finds this study very important

because it will awaken the teachers to conduct periodic self-assessment to improve their

teaching performance.

Research Questions

The objective of the study was to determine the job satisfaction among teachers and

its relationship to their work performances.

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Specifically, it aimed to answer the following:

1. What is the level of Job satisfaction of SJS-SHS teachers in terms of Security (Salary,

Benefits, Rewards Performance, Recognition, and Promotion)?

2. What is the level of Job satisfaction of SJS-SHS teachers in terms of Work Environment

(Policies, Organizational Structures, Physical, and Emotional)?

3. What is the relationship of Job Satisfaction to the Job Performance of SHS-SJS teachers?

Research Hypothesis in Null Form

In this section, a null hypothesis is presented which the researchers try to disprove.

Null Hypothesis (H0) – ‘Job Satisfaction does not affect the Job Performance of Saint Joseph

School Senior High School teachers’

Variables

The variables chosen in the present study are job satisfaction and performance of

Senior High School teachers of Saint Joseph School of the academic year 2017-2018.

Assumptions and Limitations

It would have been appropriate if the study could cover the entire Saint Joseph

Faculty, but due to time constraints, the researcher chose to concentrate the study only the

teachers of the Senior High School.

Moreover, the population size is limited, as the study only had 10 respondents. The

research findings would also be limited to factors and conditions existing at the school, as at

the time of the study. Moreover, the conclusion of this research study would be limited and

constrained to unique factors associated with Saint Joseph School. Consequently, the

conclusion may not be the same as other schools or even the whole Saint Joseph School

Faculty.

This study is primarily concerned about the job satisfaction of SJS-SHS teachers in

terms of Security (Salary, Benefits, Rewards Performance, Recognition, and Promotion) and
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in terms of Work Environment (Policies, Organizational Structures, Physical, and

Emotional). Moreover, the performance rating of the teachers were provided by the principal

of SJS which include three categories (1) General Work Habits (2) Interaction with students

(3) Classroom Management.

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REVIEW OF RELATED LITERATURE

This chapter presents related literature that enhances the researcher’s perspective on

the different concepts along job satisfaction and quality of work.

Almost all work has standards for how well it must be done and how fast it must be

accomplished. In some cases, perfection is required at all costs, and in others, speed is most

important. Knowing what is expected at the workplace is essential to getting this balancing

demand to act the job right. The demand for redesigning of jobs has come to be known as

quality of work (Nanjundeswaraswamy and Swamy, 2012)

In the discussions on organisational success, managers often say that employees’

morale is one of the crucial factors for success. Even Napoleon said: ‘The effectiveness of the

army depends on its size, training, experience and morale, and morale is worth more than all

the other factors together.’ Focusing on recent times, it could be stated generally that

managers want to have satisfied employees who feel good in their workplace; they prefer to

work with people who have a positive view of the job. Workers who have a high level of job

satisfaction generally love their job; they feel justice in an environment in which they work,

and feel that their job gives them some positive features such as variety, challenge, good pay

and security, autonomy, pleasant co-workers, etc. Workers who are happy at work will even

devote private time to their work activities, they will be creative and committed, they will

seek a way to cross any obstacle which might exist in the realisation of their jobs, and they

will assist their colleagues and superiors. These workers will have extraordinary

performance, and the companies with these kinds of workers will be successful.

Aketch et al (2012) stressed that the concept of quality of work exhibits positive

emotional reactions and attitudes that an individual has towards his/her job. It has been

conceptualized as a general attitude toward the job. Job performance is often viewed as the
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degree to which employees execute their job tasks, responsibilities and assignments

adequately while motivation is the willingness to work at a certain level of effort and drives

employees to action. It has been strongly pointed out that motivation emerges out of needs,

values, goals, intentions and expectations.

On the other hand, Cunningham et al (2005) described that the elements that are

relevant to an individual’s quality of work include the task, the physical work environment,

social environment within the organization, administrative system and relationship between

life on and off the job. Chan et. al (2007) also pointed out that quality of work reflects a

concern for people’s experience at work, their relationship with other people, their work

setting and their effectiveness on the job. The European Foundation for the Improvement of

Living Conditions as cited by Nanjundeswaraswamy and Swamy (2012) also described that

the quality of work is a multi-dimensional construct, made up of a number of interrelated

factors that need careful consideration to conceptualize and measure.

Moreover, it is associated with job satisfaction, job involvement, motivation,

productivity, health, safety, job security, competence development and balance between work

and non-work life. Likewise, it is pointed out that the following must be performed to

ensuring that one is doing quality of work, namely: one should follow instructions by

listening, watching, questioning and practicing; he should check results as he goes and asks

for feedback; he should focus on the work – concentrate; he must not consider looking for

shortcuts until he is sure of what he is doing; if one makes a mistake, he should learn how to

correct it; and when job is finished, he must check the results for satisfaction.

Hosseini et. al (2010) asserted that career satisfaction, career achievement and career

balance are not only the significant variables to achieve good quality of work but the quality

of work system as one of the most interesting methods creating motivation and is a major

way to have job enrichment to motivation category that is more attentive to fair pay, growth
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opportunities and continuing promotion improves employee’s performance which in turn

increases quality of work among them. To ensure that one is keeping up, he must find out

what pace is expected and develop a routine; he must make it sure that all the tools or

equipment needed in starting the task are ready; he should work at a steady pace, avoiding

distractions such as chatting, coffee breaks, and daydreaming; and when one task is done, he

must check the results and then move on to the next; and he must keep going.

Productivity is a measure of the rate at which outputs of goods and services are

produced per unit of input (labour, capital, raw materials, etc). It is calculated as the ratio of

the quantity of outputs produced to some measure of the quantity of inputs used. Productivity

= Outputs/Inputs which also means Productivity growth = Output growth less Input growth

(Cantina, 2014).

Gibaud as cited by Cantina (2014) also defined productivity as the relationship

between output and inputs. Partial productivity indicators may be defined in terms of output

per unit of labor, per unit of capital, per unit of land, and per unit of raw materials or

intermediate goods. Total factor productivity growth is defined as output growth in relation

to a weighted average of the growth of inputs (usually labor and capital) where the weights

are the income shares of the factors of production.

Likewise, productivity is both a physical and value relationship. The physical

dimension refers to changes over time in the amount of output produced by a unit of input

measured in real terms that is expressed in constant prices. This is what one has traditionally

meant by productivity growth.

On the other hand, the value dimension refers to the value, expressed in current

dollars, of output produced by a unit of input. This measure is used to compare productivity

levels across firms or sectors, or across countries. There is no necessary relationship between

physical and value concepts of productivity. For example, the agricultural sector in most
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developed countries has enjoyed very rapid long-term productivity growth, but the value

productivity of the sector (current dollar value of output per worker) is well below the

economy-wide average due to the fall in the relative price of agricultural goods. The

productivity gains have been passed on to consumers through lower price.

Conversely, certain services sectors that have experienced no growth in physical

productivity may have a high value productivity level. This may be because of a strong

demand for the output of the sectors, the high costs of factor inputs in the sectors, or the

monopoly power of firms in the sectors allowing them to raise prices.

In school setting, a productive school produces high achievement in its pupils/students

for each amount it spends. Formally, a school’s productivity is defined as achievement per

amount spent, controlling for incoming achievement differences of its students (Hoxby,

2008). Branch et. al (2012) stressed that a dynamic and skilled school administrator is

frequently described as the key element of a high-quality school, and stories of the

inspirational and effective administrator are plentiful and oft-repeated. Further, Boyd (2011)

asserted that a primary channel through which administrators can be expected to improve the

quality of education is by raising the quality of teachers either through improving the

instruction by existing teachers or through teacher transitions that improve the caliber of

teaching. Hence, productive administrators connote productive teachers.

Along this light, Malate (2009) stressed that productivity allows the school to venture

into revenue generating activities as a means of supporting its own operations and at the same

time increases fiscal responsibility. It gives the school the authority to disburse of its income

for its operation and development. However, definitions of and ways to measure productivity

vary. Hoxby (2008) asserted that productivity is a term from the industrial age which means

to increase the rate of output. It is a set of tools. However in teaching, effectiveness is an art.

Effective teaching is mixed up with teacher’s productivity, but should be distinctly defined
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from teacher’s effectiveness. Teacher’s effectiveness is the ability to cause someone else to

learn. It has everything to do with the ability to reach students at that very human level to

pass information from one to another and it has absorbed in a useful way. As with any art

form, it also has a set of skills. However, productivity of teachers is more than teachers’

teaching effectiveness (Branch et. al, 2012).

Teachers’ productivity is widely thought of as an essential determinant of school

performance (Hanushek et. al, 2006). This is an important issue as the economic impact of

higher student achievement can be profound. Hanushek (2011) examines the economic value

of teacher productivity which is assumed to be a function of the depreciation rate of student

learning, the total variation of teacher quality as measured by student achievement on

standardized tests, and the labor market return to one standard deviation of higher school

performance. In the same vein, teachers are aware of their work that must be accomplished

each day. In addition to time spent to students, teachers spend hours writing lesson plans and

learning objectives, creating and grading tests and assignments, as well as attending

meetings, professional development seminars, and courses for keeping up with certification.

Any tool that can help a teacher manage time and get tasks done in a timely manner are

hugely beneficial.

On the other hand, high productivity is the hallmark of growth and development of

any educational system. The level of efficiency, productivity and the ability of the

educational system to achieve its set goals depend on the teachers as reflected in performing

their defined roles because teachers are the fulcra upon which the whole educational system

revolves (Eduese as cited by Akiri and Ugborugbo, 2008). Teachers have been shown to

have an important impact on students’ achievement and also play a crucial role in educational

attainment. Both teaching and learning depend on teachers, for there can be no meaningful

socio-economic and political development in any society without teachers.

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Likewise, productivity is concerned with the overall effectiveness and efficiency of

getting things done. It is essentially a ratio to measure how well an organization converts

resources into goods and services. In the school, teachers’ productivity may be measured in

terms of teachers’ performance. In assessing teachers’ performance, qualitative tools such as

standardized test scores of students have been used (Schacter and Thum, 2010). However,

Blankstein as cited by Akiri and Ugborugbo (2008) opined that grades and test scores do not

reflect the quality of instruction because teachers’ input is not the only factor that influences

students’ academic achievement in schools. Other factors that have been identified to have

significant influence on students’ academic achievement include peer effect, race, ethnicity,

gender, motivation, income, as well as family background variables such as household

environment and parental education (Wenglisky, 2011). This suggests that teachers’

productivity level may be evaluated in terms of what the teachers control and actually do in

the classroom such as teaching effectiveness and classroom performance. There is, therefore,

a need for an analytic examination on teachers’ productivity in public elementary and

secondary schools.

Along this scenario, the researcher believes that teachers’ productivity along personal,

academic, curriculum planning and development, classroom management, and social

productivity is translated based on the administrators’ productivity in terms of skill

discretion, decision authority, task control, work and time pressure, role ambiguity, physical

exertion, commitment, and social support of colleagues.

A study of Lee et. al (2013) entitled “Predicting Quality of Work Life on Nurses’

Intention to Leave” was purposely conducted to explore the relationship between quality of

work life (QWL) and nurses’ intention to leave their organization (ITLorg). The study

revealed that over half (52.5%) of nurses had ITLorg.. Being single, having a diploma or

lower educational level, working in a nonteaching hospital. Four of the QWL dimensions—
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supportive milieu with job security and professional recognition, work arrangement and

workload, work or home life balance, and nursing staffing and patient care were also

predictors of ITLorg. Three QWL dimensions were not predictors of ITLorg.

On the other hand, Hosseini et. al (2010) also investigated on the study entitled

“Quality of Work Life(QWL) and Its Relationship with Performance”. This identified the

relationship between the quality of work life (QWL) and performance of Social Insurance

workers of Mazandaran province. The method used was a descriptive survey research. The

respondents included all the employees of Social Insurance of Mazandran province. The

sample group was set using the Morgan table and members were selected randomly. Tool

used was a standard questionnaire based on Richard Walton components of measuring the

quality of work life (QWL). The Cronbach's alpha coefficient was used to confirm the

reliability of the questionnaire and validity of the tools was confirmed using judgmental

method. Members of the sample group were chosen from the annual staff performance

evaluation. Methods used to analyze the data included Wilcaxon test and Spearman rank

correlation coefficient test and the results showed that among the eight dimensions of quality

of work life(QWL), pay fair and adequate pay size, integration and social cohesion, growth

opportunities, continuing security, the integration and development of human capabilities

were related to performance.

“The Quality of Working Life: Is Scandinavia Different?” was conducted by Gallie as

cited by Begas (2012). The paper compared employees’ perceptions of the quality of

working tasks, the degree of involvement in decision‐making, career opportunities, and job

security to see whether the Scandinavian countries had a distinctive pattern from other

European Union countries. While a wide range of factors affected the quality of work

conditions, employees in Denmark and Sweden, and to a lesser extent in Finland appeared to

have higher quality of work tasks and better opportunities for participation. As these were
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the aspects of working life that were most central to the reform programmes, the results were

consistent with the view that there were societal effects deriving from the policy orientations

of the major economic interest groups.

“A study on Quality of Work Life of Cement Industry in Ariyalur District” was also

dealt by Susila et. al (2013). The study explained that quality of work life is an important

indicator and yardstick for any organization to measure its overall performance and overall

satisfaction of its stakeholders. They added that quality of work life comprised of several

factors which are influencing the quality of work life in different dimensions. Quality of

work life of this industry was concerned the safety, healthy work environment, adequate and

fair compensation and social relevance which were undedicated by the internal stakeholders.

The study found out that lower level workers possessed less amount of quality of work life

which led them to less level of involvement in their company. Hence, to bring-up the

expected level of involvement and participation of the employees they must be provided with

enough amount of training and they must be given on-par treatment while compare with the

rest of the level of employees of their organization.

Another study on “Quality of Work Life and Its Relationship to Faculty Productivity

in Higher Education Institution in Capiz” was investigated by Begas (2012). The study

looked into the quality of work life and productivity of the faculty of Higher Education

Institutions in Capiz. The result of the study showed that the degree of quality of work life of

Higher Education Institutions faculty was “very good” and the level of productivity was

“satisfactory”. The study also revealed that there were no significant differences in the

perceived quality of work life and productivity of the Higher Education Institutions faculty in

Capiz when they were categorized according to sex, age, marital status, length of service, and

monthly income. The study further revealed that quality of work life and productivity were

significantly related.
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Griffin (2013) conducted a study entitled “Perceived Task Characteristics and Employee

Productivity and Satisfaction”. This study tested the relationships among employee

perceptions of task attributes and long-term productivity and job and overall satisfaction.

Measures of perceived task attributes, individual growth need strength, and job and overall

satisfaction were obtained by questionnaire from 100 randomly selected employees of a

manufacturing firm.

Productivity was computed as the average daily output (quantity adjusted for quality)

of each employee for a one-year period of time. Strong positive correlations were found

between certain task attributes and productivity and job satisfaction. Overall satisfaction was

unrelated to task attributes. Further, growth need strength was found to moderate the task

attribute-job satisfaction relationships. This moderating effect was demonstrated by both

subgroup and moderated regression analyses. Moreover, no moderating effects were detected

for either of the other two relationships.

“Mode of Supervision and Teacher Productivity” was also conducted by Akinwumi

(2012). The study discovered that supervision had no significant impact on productivity of

both high and low income earning teachers. It was also revealed that supervision had greater

impact on teacher productivity in public schools than in private schools. Based on the

findings, it was recommended that attention should be paid to supervision mechanism details

and be effectively implemented.

Generally, the above mentioned literatures and studies helped the researcher in

conceptualizing this investigation on the relationship of job satisfaction and job performance

or quality of work. The cited literatures and studies herein all dealt on quality of work and

productivity which are similar variables with the present study. However, the locale, time

and respondents all differ, since the present investigation was conducted in the Philippines

specifically in Zamboanga City while the cited studies were conducted in a foreign setting.
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METHODOLOGY

Introduction

As discussed in some related literature, the relationship between work performance

and job satisfaction is important. A more complete understanding of its importance requires

more investigation in terms of teachers’ job satisfaction in terms of security and work

environment.

This study attempted to find out the relationship of work performance job satisfaction

and among senior high school teachers of Saint Joseph School. Specifically, a significant

relationship between job satisfaction and job performance of SJS-SHS.

Participants

The participants of this study were the SJS-SHS faculty which consist of 10

teachers and of which 3 are male and 7 are female. Since the population of this study will be

the respondents, there is no use of using other sampling techniques. Since the study aimed to

determine the relationship of job satisfaction of Saint Joseph School- Senior High School

(SJS-SHS) Faculty to their job performance, it will be better if we select all the members of

the faculty and staff to be the respondents of the study. The researchers believe that by doing

this, the results of the study will be valid.

Setting

The study was conducted in Saint Joseph School-Senior High School Department.

The SJS-SHS department is a separate unit of Saint Joseph School Faculty. It has its own

faculty room and a different set of schedule of classes from the Junior High School. SHS

teachers are directly supervised by an SHS coordinator and still under the SJS

Administration.
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Instrumentation

The questionnaire-checklist will be constructed by the researchers primarily to serve

as the data gathering instrument for this study. This instrument will be developed after having

read related studies and perused reference materials in job satisfaction and job performance.

Also, the researchers will consult their adviser as they go through the process of constructing

the questionnaire. The suggestions given by their adviser will be taken and incorporated into

the questionnaires for purposes of refinement and improvement.

The developed questionnaire consists of queries on:

Part 1: Profile of the SJS faculty and staff respondents

Part 2: Instructions on how to answer the questionnaire

Part 2.1: Job Satisfaction in Terms of Security (Salary, Benefits, Rewards

Performance,

Recognition, Promotion)

Part 2.2 Job Satisfaction in Terms of Work Environment (Policies, Organizational

Structures, Physical, Emotional)

The questionnaire will be using the Likert-scale for the rating which will be coded by

1-5.

The rating will reflect the level of the respondent’s job satisfaction in terms of job security,

work environment. The researchers will encourage the respondents to express honestly how

they feel by using the following rating below:

5 - very satisfied(VS)

4 - satisfied (S)

3 - undecided whether you satisfied or not satisfied (N)

2 - not satisfied (NS)

1 - not very satisfied(NVS)

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Procedures

The researchers personally administered the research instruments to the respondents.

They conferred and discussed the significance of the study and accomplished the distribution

of the instruments properly. The randomly sampled respondents will be asked by the

researcher for consent and approval to answer the questionnaire until the desired number of

respondents is reached.

The respondents were given 15 minutes to accomplish the questionnaire-checklist to

prevent them from giving hasty responses. The researchers went from one section to another

on collecting the accomplished questionnaires. On the other hand, for the personal interviews,

most of the interviewees were given time according to their convenience.

Design

The survey is appropriate in this study because it enables the researcher in

formulation of generalizations. Specifically, two types of direct-data survey are included in

this study. These are questionnaire survey and interviews. The direct-data type of survey is a

reliable source of first-hand information because the researcher directly interacts with the

participants. In terms of approach, the study employs both qualitative and quantitative

approaches. The quantitative approach focuses on obtaining numerical findings using the

survey method. The interview on the other hand, make up the qualitative approach of the

study as this focuses on personal accounts, observations, description and individual insights

of the respondents. This study employs the combined approach so as to overcome the

limitations of both approaches. Survey questionnaires will be given only on the basis of

convenience in terms of availability of the respondents. The researchers will personally

administer the research instruments to the respondents of which the researchers confer and

discuss the significance of the study and accomplish the distribution of the instruments

properly.
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Data Analysis

The researcher used descriptive statistics such as group frequency distribution, mean

and standard deviation. The collected information had to be sieved, sorted, grouped in order

to solicit the emerging issues/points and to establish certain patterns in all the answers. The

summarization of the collected information was done mainly based on classified, grouped,

themed or patterned and the number of times or frequencies a subject/topic was mentioned in

the interview process.

To determine the significant differences, correlations and relationships among and

between variables and to test if the null hypotheses are rejected or accepted, the analysis of

variance will be used.

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RESULTS AND DISCUSSION

In line with the problems raised in this study, the researcher came up with the following

findings:

Findings on Job Satisfaction

Graph 1. SJS-SHS Job Satisfaction in terms of Security (Salary, Benefits, Rewards,

Performance and Promotion)

It is clearly shown in Graph 1 that in general, the SJS-SHS teachers are satisfied in

terms of their Job Security. Specifically, as shown in Table 1, majority of the respondents

rated 4 which corresponded to Satisfied. However, we cannot disregard that there is a notable

percentage of responses where they felt undecided. It suggested that some of the teachers

where still not sure of their level of satisfaction in terms of job security. One reason could be

the length of service rendered by the SHS teachers in the school. At most, majority of the

teachers are in their second year of teaching.

Statements Not Very Satisfied (%) Not Satisfied (%) Undecided (%) Satisfied (%) Very Satisfied (%) Total

Statement1 20% 20% 40% 20% 0% 100%

Statement2 0% 0% 20% 80% 0% 100%
Statement3 0% 40% 20% 0% 40% 100%
Statement4 0% 20% 40% 40% 0% 100%
Statement5 0% 25% 50% 25% 0% 100%
Statement6 0% 40% 0% 60% 0% 100%
Statement7 0% 20% 20% 40% 20% 100%
Statement8 0% 20% 40% 40% 0% 100%
Statement9 0% 0% 20% 80% 0% 100%
Statement10 20% 0% 40% 20% 20% 100%

Table 1. Tally of the responses of SJS-SHS teachers on Statements 1-10 of the Job Satisfaction
Questionnaire in terms of Job Security.
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It is also noteworthy that statement no. 3 had the most “Very Satisfied” rating which

shows their satisfaction over the benefits they receive as compared to other organizations can

offer.

However, only statement nos. 1 and 10 (Shown in Table 1) had ratings of 1 which

corresponds to “Not Very Satisfied”. These statements are (1) The amount of pay for the work

I do- 20% and (10) The opportunity of advancements -20%.

Graph 2. SJS-SHS Job Satisfaction in terms of Work Environment (Policies, Organizational

Structures, Physical, Emotional)

Similar to Graph 1, Graph 2 shows that majority of SJS-SHS teachers are satisfied in terms of

their work environment in general. Moreover, as shown in Table 2, most of their responses ranges

from 3 (undecided) to 4 (Satisfied).

Statements Total Not Very Satisfied (%) Not Satisfied (%) Undecided (%) Satisfied (%) Very Satisfied (%) Total

Statement 1 5 0% 20% 20% 60% 0% 100%

Statement 2 5 0% 20% 40% 40% 0% 100%
Statement 3 5 0% 0% 40% 40% 20% 100%
Statement 4 5 60% 20% 20% 0% 0% 100%
Statement 5 5 0% 0% 20% 60% 20% 100%
Statement 6 5 0% 0% 60% 40% 0% 100%
Statement 7 5 0% 0% 60% 40% 0% 100%
Statement 8 5 0% 20% 40% 40% 0% 100%

Table 2. Tally of the responses of SJS-SHS teachers on Statements 1-8 of the Job Satisfaction
Questionnaire in terms of Work Environment.
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Graph 3. Responses of SJS-SHS teachers on Statement no.5 “The way my co-workers

are easy to make friends with”

In detail, 80% (60% - Satisfied and 20% Very Satisfied) of the respondents felt that

there are satisfied in answering statement no. 5 which is “The way my co-workers are easy to

make friends with”. As shown in Graph 3, no one answered not satisfied or not very satisfied.

It suggests that in terms of work environment, making friends with colleagues contributes to

satisfaction of employees.

Findings on Job Performance

The researchers made a rating form which is in checklist method for evaluating the

performance of teachers in terms of (1) General Work Habits (2) Interaction with students

and (3) Classroom Management. Every teacher was evaluated by the principal of SJS by the

following rating 3-Frequent, 2- Occasionally and 1- Never.

The following are the results of the evaluation:

Statistics

indicator 1 indicator 2 indicator 3 indicator 4 indicator 5 indicator 6 indicator 7 indicator 8

Valid 10 10 10 10 10 10 10 10
N
Missing 0 0 0 0 0 0 0 0

Mean 2.60 2.80 2.60 2.80 2.70 2.70 2.80 2.80

Std. Deviation .516 .422 .516 .422 .483 .483 .422 .632
Table 3. Job Performance in terms of General Work Habits
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Statistics

indicator indicator 2 indicator 3 indicator 4 indicator 5 indicator 6 indicator 7 indicator 8 indicator 9 indicator 10
1

Valid 10 10 10 10 10 10 10 10 10 10
N
Missing 0 0 0 0 0 0 0 0 0 0
Mean 3.00 3.00 3.00 2.90 2.70 2.70 2.80 2.90 2.90 2.70

Std. Deviation .000 .000 .000 .316 .483 .483 .422 .316 .316 .483
Table 4. Job Performance in terms of Interaction with students

Statistics

indicator 1 indicator 2 indicator 3 indicator 4 indicator 5 indicator 6 indicator 7 indicator 8

Valid 10 10 10 10 10 10 10 10
N
Missing 0 0 0 0 0 0 0 0
Mean 3.00 3.00 2.90 2.90 2.90 3.00 2.90 2.90
Std. Deviation .000 .000 .316 .316 .316 .000 .316 .316
Table 5. Job Performance in terms of Classroom Management

The previous tables (3, 4 and 5) showed that the mean of every indicator in each

category ranges from 2.60 to 3.00 which suggest that the teachers got a high rating from the

principal with a very small value standard deviation.

At the beginning, the objectives of the study were set. These were to identify whether

the SJS-SHS teachers are satisfied in their job in terms of job security and work environment.

Based on the findings, the following conclusions were drawn:

1. 68% of SJS-SHS teachers are satisfied in terms of job security (Salary, Benefits,

Rewards, Performance Recognition, Promotion)

2. 72% of SJS-SHS teachers are satisfied in terms of Work Environment (Policies,

Organizational Structures, Physical, Emotional)

3. Satisfied SHS-SJS teachers lead to good job performance.

 23

RECOMMENDATIONS

The following recommendations were formulated to further boost the level of

satisfaction of teachers:

 As to job performance, school administration must continue its policy which provides

the teachers with the security of tenure.

 The system 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.
24
 25

REFERENCES

Nanjundeswaraswamy, T. S., & Swamy, D. R. (2012). A literature review on quality of work

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Hosseini, S. M., Jorjafki, G. M., & Ashrafi, A. M. (2010, July). Quality of work life (QWL)
and its relationship with performance. In Advanced Management Science (ICAMS), 2010
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public sector productivity: The case of school principals (No. w17803). National Bureau of
Economic Research.
Boyd, S., Parikh, N., Chu, E., Peleato, B., & Eckstein, J. (2011). Distributed optimization and
statistical learning via the alternating direction method of multipliers. Foundations and
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Hanushek, E. A., & Rivkin, S. G. (2006). Teacher quality. Handbook of the Economics of
Education, 2, 1051-1078.
Akiri, A. A., & Ugborugbo, N. M. (2008). An examination of gender’s influence on teachers’
productivity in secondary schools. J. Soc. Sci, 17(3), 185-191.
Daley, G., & Kim, L. (2010). A Teacher Evaluation System That Works. Working
Paper. National Institute for Excellence in Teaching.
Lee, Y. W., Dai, Y. T., Park, C. G., & McCreary, L. L. (2013). Predicting quality of work life
on nurses’ intention to leave. Journal of Nursing Scholarship, 45(2), 160-168.
Gallie, D. (2003). The quality of working life: is Scandinavia different?. European
sociological review, 19(1), 61-79.
BEGAS, D. S. B. (2012, August). Quality of Work Life: Its Relationship to Faculty
Productivity In Higher Education Institutions In Capiz. In International Research Conference
for Globalization and Sustainability.
Griffin, R. W. (1982). Perceived task characteristics and employee productivity and
satisfaction. Human Relations, 35(10), 927-938.
 26

Akinwumi, F. S. (2002). Mode of Supervision and Teacher Productivity. Nigerian Journal of

Clinical and Counselling Psychology, 8(2), 219-228.
Hosseini, S. M., Jorjafki, G. M., & Ashrafi, A. M. (2010, July). Quality of work life (QWL)
and its relationship with performance. In Advanced Management Science (ICAMS), 2010
IEEE International Conference on(Vol. 1, pp. 559-562). IEEE.
BEGAS, D. S. B. (2012, August). Quality of Work Life: Its Relationship to Faculty
Productivity In Higher Education Institutions In Capiz. In International Research Conference
for Globalization and Sustainability.
Nanjundeswaraswamy, T. S., & Swamy, D. R. (2012). A literature review on quality of work
life and leadership styles. International Journal of Engineering Research and
Applications, 2(3), 1053-1059.
Gallie, D. (2003). The quality of working life: is Scandinavia different?. European
sociological review, 19(1), 61-79.
Akinwumi, F. S. (2002). Mode of Supervision and Teacher Productivity. Nigerian Journal of
Clinical and Counselling Psychology, 8(2), 219-228.
Griffin, R. W. (1982). Perceived task characteristics and employee productivity and
satisfaction. Human Relations, 35(10), 927-938.
Lee, Y. W., Dai, Y. T., Park, C. G., & McCreary, L. L. (2013). Predicting quality of work life
on nurses’ intention to leave. Journal of Nursing Scholarship, 45(2), 160-168.
Daley, G., & Kim, L. (2010). A Teacher Evaluation System That Works. Working
Paper. National Institute for Excellence in Teaching.
Boyd, S., Parikh, N., Chu, E., Peleato, B., & Eckstein, J. (2011). Distributed optimization and
statistical learning via the alternating direction method of multipliers. Foundations and
Trends® in Machine Learning, 3(1), 1-122.
Hosseini, S. M., Jorjafki, G. M., & Ashrafi, A. M. (2010, July). Quality of work life (QWL)
and its relationship with performance. In Advanced Management Science (ICAMS), 2010
IEEE International Conference on(Vol. 1, pp. 559-562). IEEE.
 27

APPENDICES