JOB SATISFACTION AND TEACHING PERFORMANCE OF COLLEGE FACULTY
Authors: Ulyssis V. Bacharo
College Faculty
Central Mindanao Colleges
Kidapawan City, Cotabato, Philippines
Abstract
An employees’ job performance is perceived to
be attributed by various factors including job satisfaction.
This study was conducted to determine if the teaching
performance of the college faculty is predicted by the level
of job satisfaction. The respondents of this study were the
30 full-time college faculty of Central Mindanao Colleges.
Descriptive correlation was employed. The study made
use of the Job Satisfaction Survey Questionnaire with its
eight facets namely; nature of work, supervision, co-
workers, communication, pay/salary, contingent rewards,
fringe benefits and operating conditions. Descriptive
statistics, Pearson Product Moment Correlation
Coefficient and Multiple Regression Analysis were utilized
in analyzing the data. Result of the correlation between
the weighted means of the job satisfaction and the
teaching performance was r(28) = -.13 which is a negative
low correlation. Correlation coefficients between the
factors on job satisfaction and the three measures of
teaching performance reveals significance between
Supervision and in each of the Teaching Performance
measures. Another significant result at p< .05 is co-
workers factor with inter- and intra- relationships with
students. Regression analysis with an Adjusted R2= .465,
showed that the factors which are considered significant
based on the findings are the supervision and pay/salary.
Thus, the study reveals that the significant factors
considered in describing the teaching performance of
college teachers are pay/salary and supervision. To be
able to maintain quality education, it is important that a
higher education institution shall secure retention of
faculty by providing enough and sustainable
compensation which can compete with other institutions
so that attrition of faculty will be minimized, thus
promoting tenure of highly qualified teachers. Proper
supervision shall also be taken into consideration so as to
parallel job satisfaction and teaching performance of the
college faculty of CMC. Furthermore, this study also
recommends that consistent evaluation followed by
reflective supplements of teacher’s teaching performance
should be provided to motivate teachers to reflect and
improve as necessary. For the future researchers who will
be studying the same, the researcher recommends
consideration of “Productivity” as another dependent
variable.
Keywords: job satisfaction, teaching performance,
pay/salary, supervision, college faculty, Central Mindanao
Colleges
Background of the Study
How an employee perceives his job is a
significant factor to consider in evaluating his work
performance. Job satisfaction was perceived to be
influencing productivity of an institution such as
manufacturing, business, academic, and social services.
Recent studies revealed strong linkage between job
satisfaction and job performance (Hamdan, 2011).
Further, studies have established that satisfied
employees show higher performance than others. Pugno
and Depedri (2009) explain in their study that intrinsic
motivations and self-esteem help explain both job
satisfaction and job performance. They also added,
employers can take friendly actions towards employees
aside from using incentives and controls to promote better
employees performance.
Unhealthy job environment among the teachers
responsible in assisting the student's education will
ultimately affect the intellectual and social abilities of the
future generation. Failure of the educational institutions in
providing a healthy working environment would lead to
more serious problems in the future, especially in the
employees' work performance.” (Nisha & Kumar, 2012).
For higher education institutions, attrition of
faculty is commonly studied concepts because of its
perceived effects on the quality of teaching and schooling.
Studies showed that faculty retention has been influenced
by job satisfaction, and the most significant factors
according to surveys are professional growth and
financial benefits. Dissatisfaction was common among
female married employees with advanced degrees in
school management (Caballero, 2004).
Higher education institutions in the Philippines
are now facing multiple challenges regarding ASEAN
integration, Outcomes-Based Education, and K-12 Basic
Education. Teachers will no longer be occupied by their
instructional responsibilities but also with other
requirements especially for the OBE. For its success,
front liners must find motivation in their work rather than
feel loaded with bulks of responsibilities (Laguador, De
Castro & Portugal, 2014). School administrators being at
the middle and top management should provide quality
services not only to students and parents but also to its
employees especially the faculty members who are
always in the forefront of developing the students as
major products of the institution’s imperceptible purpose.
Regular updating of teachers in their field of specialization
must be maintained to keep their students well informed
on the current global situations. Mote et al. (2014) stated
that competent faculty members enriched learning
activities using up-to-date reference, practiced innovation
towards globalization.
Among the private colleges and universities in the
vicinity of this study, it is observed that faculty attrition is
very high due to the presumed factor such as salary,
supervision, working environment, professional growth
and teaching performance. Therefore, this study is
forwarded to determine if these known factors are the
same predictors of the rapid turnover of the college faculty
of Central Mindanao Colleges.
Theoretical Framework
This study was based on the theories by Vroom,
Herzberg, Maslow and Bandura. Vroom’s Expectancy
Theory tells that an employee will work smarter and/or
harder if he believes his additional efforts leads to valued
rewards. This theory has been useful in designing reward
systems and consistent policies. This has been useful in
predicting how an employee might choose for their time
and effort (Jex & Britt, 2008).Herzberg’s Motivation-
Hygiene Theory explains the concept of the job
enrichment describing employees’ role in planning,
performing and evaluating their work, thus providing
employees the opportunity to enhance their knowledge
and skills (Schultz & Schultz, 2010).According to
Maslow’s theory on job characteristics, employees strive
to satisfy their needs in a hierarchical order. An employee
is motivated to work in order to satisfy basic physiological
needs for survival such as gaining enough money to
purchase food (Jex & Britt, 2008).Social cognitive theory
by Bandura, on the other hand, explains that self-efficacy
is vital in describing employees’ motivation in relation to
the goals within the workplace. Achievements result from
the individuals’ belief in his or her ability (Mitchell &
Daniels, 2003).
Conceptual Framework
The concern of this study is to understand
whether the teaching performance of teachers in terms of
instructional techniques, inter-personal relationships, and
interpersonal relationships is accounted to their job
satisfaction considering the factors: nature of work,
supervision, co-workers, communication, pay/salary,
contingent rewards, fringe benefits, and operating
conditions. In this conceptual framework, teaching
performance is the dependent variable and the job
satisfaction is the independent variable.
Independent Variable Dependent Variable
JOB SATISFACTION
1. Nature of Work TEACHING
2. Supervision PERFORMANCE
3. Co-workers 1. Instructional Techniques
4. Communication and Procedures
5. Pay/Salary 2. Intra-personal
6. Contingent Rewards Relationship
7. Fringe Benefits 3. Interpersonal Relationship
8. Operating Conditions
Figure 1. Paradigm showing the relationships between
variables under study
Statement of the Problem
This study finds out the relationship of job satisfaction
and teaching performance among the full-time college
faculty of Central Mindanao Colleges. Specifically, the
study sought to answer the following questions:
1. What are the levels of job satisfaction of the
faculty?
2. What are their teaching performances?
3. Is there a correlation between their job
satisfaction and their teaching performance?
4. Is there a correlation between the factors on job
satisfaction and the measures of teaching
performance?
5. Is there a significant relationship between the
factors of job satisfaction and the overall teaching
performance?
6. What are the predictors of teaching performance
of the college faculty at CMC?
Hypotheses
1. There is no significant relationship between the
weighted mean of the job satisfaction and
teaching performance.
2. There is no significant relationship between the
job satisfaction factors and the measures of
teaching performance (Instructional Technique
and Procedures, Intra-personal Relationship, and
Interpersonal relationship).
3. There is no significant relationship between the
factors of job satisfaction and the overall teaching
performance.
Significance of the Study
This study is an assessment of the present
conditions about job satisfaction and teaching
performance of the full-time college faculty of Central
Mindanao Colleges. Results of this study may be used by
the school administrators in reviewing policies and
practices to motivate faculty and promote job satisfaction
and teaching performance thus addressing issues on
faculty attrition. This will be the basis to plan programs for
teacher development that will lead to the teachers’
professional growth. Finally, this study is very important
for the teachers to assess their own job satisfaction and
teaching performance.
Scope and Limitation of the Study
This study focused on finding out the relationship
between the faculty’s job satisfaction, in terms of nature
of work, supervision, co-workers, communication,
pay/salary, contingent rewards, fringe benefits, and
operating conditions, and their teaching performance in
terms of instructional techniques and procedures, intra-
personal relationships and interpersonal relationships.
This was conducted among the full-time college faculty of
Central Mindanao Colleges who handled subjects, and
was evaluated by the students during the Second
Semester of School Year 2014-2015.
REVIEW OF RELATED LITERATURE
Highly performing employees are believed to be
supporting the organization to achieve its aims and
objectives thus sustaining the competitive advantage of
the organization (Dessler, 2010).
Job Satisfaction
 Job satisfaction is described as the feelings of
employees resulting from the assessment of their job. It
can be positive, moderate or negative. Edwards, et al.
(2008, p 442) defines job satisfaction as “an evaluative
judgment about the degree of pleasure an employee
derives from his or her job that consists of both the
affective and cognitive components”. Job satisfaction is
“the attitude an employee has toward his job.” (Aamodt,
2009). Moser and Galais (2007) highlighted that
employee’s ability and opportunities aid to improve their
satisfaction of the job level. Herzberg, et al. (1959)
formulated the two-factor theory of job satisfaction and
postulated that satisfaction and dissatisfaction were two
separate, and sometimes even unrelated phenomena.
Intrinsic factors named ‘motivators’(that is, factors
intrinsic to the nature and experience of doing work) were
found to be job ‘satisfiers’ and included achievement,
recognition, work itself and responsibility. Extrinsic factors
which they named hygiene’ factors were found to be job
‘dissatisfies’ and included company policy, administration,
supervision, salary, interpersonal relations and working
conditions. Herzberg and Mausner’s Motivation-Hygiene
theory has dominated the study of the nature of job
satisfaction, and formed a basis for the development of
job satisfaction assessment.
Job Performance
Job performance is a significant aspect in any
organization and refers to whether an employee does his
job well or not. Job performance consists of behaviors that
employees do in their jobs that are relevant to the goals
of the organization (Campbell, et al. 1993). Motowidlo
(2003) define job performance as based on employee
behavior and the outcome is vital for the organizational
success. Muchinsky (2003), explained job performance
as a combination of employee's behaviors. Further he
described that it can be monitored, measured and
evaluated as outcomes at employee level and linked with
the organizational goals. Therefore job performance is a
vital determinant for organizational success. According to
Acton (2001) five factor models’ linkage between the
personality and job performance in the organizational
context are emotional stability, openness,
conscientiousness, agreeableness and extroversion
affect job performance.
Considering the perceived behavioral control
which originates from Bandura’s Self Efficacy Theory, he
defines self-efficacy as the conviction to successfully
execute the behavior necessary to achieve a particular
outcome. And the perception of self-efficacy in turn is fed
by interpretations of actual performance. Therefore, if a
person is confident that he or she can perform a particular
assignment, then he is more likely to display this behavior
as long as it results to a desired outcome.(Wentzel et al.
p. 36)
Herzberg’s Motivation-Hygiene Theory
This was sometimes referred to as the two-factor
or dual-factor system because it was composed of
motivators and hygiene factors. Motivators or the content
factors were identified to contribute to good feelings
towards the job. Few variables that composed motivators
are position, achievements and responsibility. Herzberg
defined the hygiene factors as context factors, or the
organization’s physical environment. Aspects such as
organizational policies, salaries, and relations with
colleagues composed the hygiene factors (Hansen,
Smith, & Hansen, 2002; Herzberg, 1974; Lunenburg &
Ornstein, 2004).
Related Studies
A study by Loquias and Sana (2013) concludes
that the factors significantly associated with job
satisfaction are the work-environment variables,
perceived institutional support and stress. These suggest
that educational leaders have the capacity to improve job
satisfaction by altering the organizational environment
and hopefully indirectly alter or influence the inner state of
the individuals that make up the organization. If the
institution aims to increase job satisfaction among its
faculty, it could increase the support it provides to its
faculty endeavors, reduce stress, provide competitive
salaries and benefits and initiate more democratic
governance processes.
In a study by Pollock, Whitbred, & Contractor,
(2000), social environment was found to impact work
attitudes significantly. It also revealed that the
characteristics of the position significantly predicted
individual’s level of job satisfaction. Furthermore, as
supported by the information processing theory, an
employee’s level of job satisfaction is significantly related
with their colleagues’ who are working close with them.
In a commissioned study by Judge, et al. (2001),
a review on job satisfaction and job performance studies
provided 7 models namely: (1) Job Satisfaction Causes
Job Performance; (2) Job Performance Causes Job
Satisfaction; (3) Job Satisfaction and Job Performance
are Reciprocally Related; (4) The Relationship Between
Job Satisfaction and Job Performance is Spurious; (5)
The Relationship Between Job Satisfaction and Job
Performance; (6) There is no Relationship Between Job
Satisfaction and Job Performance; and (7) Alternative
Conceptualizations of Job Satisfaction and/or Job
Performance.
In the Philippines, there is a dearth of literature on
faculty retention and job satisfaction especially among the
pharmacy faculty. Unpublished reports by Loquias and
Robles in 2008 however already revealed faculty
retention concerns among the pharmacy faculty. Loquias
and Sana (2012) likewise revealed faculty retention
issues and provided strategies to address such. The
same study also revealed job satisfaction as significantly
correlated with intentions to stay or leave the academe
although it was not found as a significant predictor. In this
paper, we present a complete description of the results on
job satisfaction among the faculty members in the schools
of pharmacy in Metro Manila.
Bay, An & Laguador (2014) found in their study
about organizational satisfaction and work engagement of
Filipino teachers in an Asian University that the faculty
members were normally satisfied in the services provided
by the university in terms of learning and development;
reward and recognition; leadership; and work
environment. Program accreditation also helps improve
the educational background of the faculty members
through requiring them to finish graduate studies. The
faculty development program also provides guidance and
clear plan for the career of the teachers in terms of the
time frame when to complete their master’s and doctorate
degrees. Providing the employees with enough services
would generate an impact on their behavior to become
more engage on their work assignments.
A recent study conducted in the school district in
Cotabato City, Philippines concludes that the teachers of
Division of Cotabato City displays a high level of
performance related skills, abilities, initiatives and
productivity, exceeding requirements in many of the area
of work performance. The teachers of Division of
Cotabato City were contented with their job satisfaction
facets such as school policies, supervision, pay
interpersonal relations, opportunities for promotion and
growth, working conditions, work itself, achievement,
recognition, and responsibility. This implies that a
teacher’s satisfied with their job is also a productive one.
Furthermore, if the teachers contented with their job, they
will develop and maintain high level of performance.
Teaching learning process make more efficient and
effective that could produce high competitive learners.
(Usop, et al., 2013)
METHODOLOGY
Research Design
This study used a descriptive correlation design.
Part of the study such as the level of satisfaction and the
teaching performance of the faculty are presented in
descriptive manner. The correlation was used to find out
the relationship of teaching performance to job
satisfaction. Further correlational analyses were also
employed to determine the predictors of the teaching
performance among the factors in the independent
variable.
Population of the Study
The study was conducted among the full-time
college faculty of Central Mindanao Colleges who taught
and were evaluated during the Second Semester of SY
2014-2015. Of the thirty-eight full-time faculty, thirty
responded by returning the sent questionnaire on time.
Instrumentation
The study made use of the Job Satisfaction
Survey Questionnaire with its eight facets namely; nature
of work, supervision, co-workers, communication,
pay/salary, contingent rewards, fringe benefits and
operating conditions.
Reliability of the Job Satisfaction Survey
Reliability of the survey questionnaire was also
computed to ensure internal consistency of the data.
Cronbach’s alpha was used thus resulting to an above .70
for each factor in the questionnaire which denotes a high
reliability of the instrument and the data.
Table 1. Reliability of Job Satisfaction Factors
Cronbach's No. of
alpha items
1. Nature of Work 0.928 10
2. Supervision 0.913 10
3. Coworkers 0.871 10
4. Communication 0.878 10
5. Salary/Pay 0.941 10
6. Contingent Rewards 0.938 10
7. Fringe Benefits 0.893 10
8. Operational Conditions 0.787 10
Data Collection Procedure
Prior to the distribution of questionnaires to the
respondents, the researcher sought permission and
endorsement from the School’s Vice President for
Academic Affairs. Upon the approval, the researcher sent
the survey questionnaire with a cover letter to the thirty-
eight full-time college faculty. At the same time, the
researcher personally visited and asked the teachers’
evaluation results for the Second Semester of SY 2014-
2015 from the Guidance and Students’ Welfare Office.
Data Analysis
The researcher used descriptive statistics such
as group frequency distribution, mode, percentage, mean
and standard deviation. The researcher also used
Pearson Product Moment Correlation Coefficient r to
determine the correlation between the weighted means of
job satisfaction and work performance. For further
analysis in determining if the factors in the job satisfaction
predict the teaching performance of the faculty, the
researcher utilized Multiple Regression Analysis.
RESULTS and DISCUSSION
Table 2 presents the descriptive statistics in
Mode of the job satisfaction of the full-time college faculty
of Central Mindanao Colleges. Of the 30 respondents, 19
are highly satisfied to the nature of their work, 15 are
satisfied to the supervision, 20 are satisfied of their co-
workers, 22 are satisfied of the communication, 12 are
satisfied and 9 are moderately satisfied of their salary, 12
are moderately satisfied with the contingent rewards, 13
are moderately satisfied of the Fringe Benefits, and 22 are
satisfied of the schools operating conditions. It is also
observable that the satisfaction of the respondents in the
contingent rewards and fringe benefits is quite low where
4 respondents dissatisfied in both.
 Table 2. Descriptive Statistics for Job Satisfaction
(Summary)
Factors Mode % of Mode
1. Nature of Work 5 63%
2. Supervision 4 50%
3. Co-workers 4 67%
4. Communication 4 73%
5. Pay/Salary 4 40%
6. Contingent Rewards 3 40%
7. Fringe Benefits 3 43%
8. Operating Condition 4 73%
Note: 5 – Highly Satisfied, 4 – Satisfied, 3 – Moderately
Satisfied, 2 – Dissatisfied, 1 – Strongly Dissatisfied: N
= 30
Being college instructor at CMC has been a
fulfilling job for the faculty. Driven by passion and goal
orientation, college faculty were attentive in educating
college students. Although some of the full-time college
faculty were not Master’s degree holder, the HR has been
quite meticulous in accepting instructor applicants who
are well-oriented of the nature of the work in tertiary level.
In other aspects of job satisfaction such as supervision,
co-workers, communication, salary and operating
conditions, the faculty were satisfied except for contingent
rewards and fringe benefits where the level of satisfaction
is mostly moderate. This reflects on the proper orientation
and implementation of these rewards and benefits that the
school management needs to improve to enhance more
the employees’ job satisfaction.
Teachers’ Performance in Table 3 is based on the
Teachers’ Evaluation by the students. It is shown that the
teaching performance of the college faculty in terms of
interpersonal relationship is excellent and very
satisfactory in terms of instructional technique and
procedures and intra-personal relationship.
Results of the correlation between the weighted
means of the job satisfaction and the teaching
performance of the full-time college faculty of Central
Mindanao Colleges is presented in Table 4. Of the 30
respondents who participated in the study, the correlation
value obtained based from the mean responses is r(28) =
-.13 which is a negative low correlation.
Table 4. Correlation Between Weighted Means of
Two Variables.
r
Variables N CM SD Description
value
Job Negative
3.95 0.91
Satisfaction low
-0.13
30 correlation
Teaching
4.42 0.23 (not
Performance
significant)
Note: N – Total number of respondents; CM –
Composite Mean; SD – Standard Deviation
In general, the negative low correlation was found
insignificant in this study. Thus, we accept the null
hypothesis that the teachers’ job satisfaction has no
significant relationship with their teaching performance.
Aligned with the 6th model of Judge, et al. (2001) which
states “There is no Relationship between Job Satisfaction
and Job Performance” which, he adds, the most common
outcomes other related studies. This could be attributed
also to the fact that job satisfaction is not the only
determinant of a teacher’s teaching performance.
Table 5 tells us that the factors on job satisfaction
correlated with the three measures of teaching
performance reveals significance between Supervision
and in each of the Teaching Performance measures. This
negative moderate correlation tells that supervision is
slightly inversely proportional with the teaching
performance. Another significant result at p< .05 is co-
workers factor with inter- and intra- relationships with
students.

Table 3. Descriptive Statistics for Teachers' Table 5. Correlation Coefficients of the factors
Performance based on Students’ Evaluation between Job Satisfaction and Teaching Performance
Factors Mean Description Teaching Performance Measures
1. Instructional Technique and Very Instructional
4.34 Factors Techniques Intra-Personal Interpersonal
Procedure Satisfactory and Relationship Relationship
Very Procedures
4.38
2. Intra-Personal Relationships Satisfactory 1. Nature of Work.006 .041 .128
3. Interpersonal Relationships 4.52 Excellent 2. Supervision -.53** -.536** -.58**
Note: Teachers’ Performance was based on the
3. Co-workers -.335 -.425* -.397*
evaluation by the students using the following scale: 4. Communication -.015 -.073 -.22
5- Excellent, 4- Very Satisfactory, 3-Satisfactory, 2- 5. Salary .101 .108 .077
6.Contingent
Fair, 1-Poor Rewards -.176 -.079 -.179
7. Benefits .028 .075 .001
With regards to the teachers’ dealings with their 8.Operational
students, relationships are desirable. It could mean that Conditions .071 .012 -.097
students found their teachers to be fairly doing their jobs Significance **p≤.01 , *p≤.05 (two-tailed)
in making learning meaningful for the students. Also, in
terms of interpersonal relationships, teachers’ Significant relationships revealed in table 5 tells
professionalism is mainly responsible for the ‘excellent’ us that the teachers’ Instructional skills, Intra-personal
evaluation results. and interpersonal relationships with their satisfaction with
supervision. Observe also that the relationship is negative
which could mean that the teachers probably teach well if
he/she is dissatisfied with the supervision in the
institution, or vice versa where, if the employee is too
satisfied with the supervision (regardless of its
implications) would tend to perform less better. Another
significant relationship is between satisfaction with the co-
workers and teaching performance (in terms of intra-
personal and interpersonal relationships with students).
Also a negative correlation which may mean that
teachers’ satisfaction with their co-worker would have an
inverse effect with their relational composition in the
classroom.
Table 6 reveals the regression coefficients and
the p value of the overall teaching performance on the job
satisfaction factors. This helps us determine which of the
factors significantly predicts the teaching performance of
the college faculty. This regression analysis is with an
Adjusted R2= .465, which tells us that the factors included
in this study predicts 46.5% of the teaching performance
which is the dependent variable. Finally, the factors which
are considered significant based on the findings are the
supervision and pay/salary.
Table 6. Regression Coefficients of the Overall
Teaching Performance on the Job
Satisfaction Factors
Job Satisfaction Factors Coefficients p-value
1. Nature of Work -.002 0.635
2. Supervision -.303** 0.001
3. Co-workers -.104 0.322
4. Communication -.006 0.962
5. Pay/Salary .19* 0.02
6. Contingent Rewards -.007 0.928
7. Fringe Benefits -.021 0.81
8. Operating Conditions .024 0.819
*p<.05; **p<.01; Adjusted R squared = .465;
In this study, pay/salary and supervision
(negatively) are identified to predict teaching performance
of the college faculty. As supported by the American
researcher Fred Herzberg (1950) who proposed that
employees’ salaries were a major cause of dissatisfaction
but not necessarily a cause of satisfaction. He also
introduced the concept that what makes people happy
about their work and what makes them unhappy are in
fact different things – which explains why results of the
studies regarding job satisfaction and job performance
varies widely by context.
COCLUSION and RECOMMENDATION
This study reveals that the significant factors
considered in describing the teaching performance of
college teachers are pay/salary and supervision. To be
able to maintain quality education, it is important that a
higher education institution shall secure retention of
faculty by providing enough and sustainable
compensation which can compete with other institutions
so that attrition of faculty will be minimized, thus
promoting tenure of highly qualified teachers. Proper
supervision shall also be taken into consideration so as to
parallel job satisfaction and teaching performance of the
college faculty of CMC.
Furthermore, this study also recommends that
consistent evaluation followed by reflective supplements
of teacher’s teaching performance should be provided to
motivate teachers to reflect and improve as necessary.
For the future researchers who will be studying
the same, the researcher recommends consideration of
“Productivity” as another dependent variable.
ACKOWLEDGEMENT
The research would not have been realized
without the motivation and support of the following:
To their colleagues in the institution who
participated in the conduct of this study, whose time and
effort were the main subject.
To the administrators who courageously take the
challenge of allowing this study to take a step in
developing the current system and organization.
To the minds who contributed in the analysis,
interpretation and conclusion of this study and in the final
recommendation.
Above all, to our almighty Father in heaven who
has poured out his wisdom among the constituents of this
college in participating and accepting the challenge of
moving towards excellent and quality education through
research. May his provisions be our inspiration and his
guidance be our light.
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