CHAPTER I

THE PROBLEM

Statement of the Problem

This study generally aimed to determine the level of job satisfaction among the

senior high school teachers of Dr. Juan A. Pastor Memorial National High School during
the school year 2017-2018.

Specifically, this study sought to answer the following questions.

1. What is the profile of the respondents in terms of

a. age;
b. gender;

c. specialization;
d. highest educational attainment; and

e. teaching experience?
2. What is the level of job satisfaction of the respondents in terms of

a. satisfaction with work;

b. supervision;

c. co-workers;
d. pay and promotion; and

e. professional growth?
3. Is there a significant relationship between the profile of the respondents and their

level of job satisfaction?

4. What plan of action may be proposed to increase job satisfaction among the

respondents?

Significance of the Study

Teachers. This study may provide an opportunity for their opinions and
conditions to be heard and recognized.
 Students. This may be beneficial to the students as they may understand the
situation of their teachers.

Parents. This study may help them to know and understand the situation of their
children’s teachers.

Administrators. This study may help provide an idea about the senior high
school teachers and their job satisfaction and provide options for the development of

programs and policies that may help foster a positive working environment.
School. This study may help provide an opportunity to develop and further

improve school-teacher relationship.

Future Researchers. This study may serve as reference for future related studies.

Scope, Delimitation, and Limitation of the Study

This study focused on the faculty members of senior high school in DJAMNHS

and their level of satisfaction. This study included the profile of the respondents in terms
of their age, gender, specialization, highest educational attainment, and work experience.

This also included the level of job satisfaction of the respondents in terms of satisfaction
with work, supervision, co-workers, pay and promotion, and professional growth. In

addition, the study aimed to know the significant relationship between the profile and
the level of job satisfaction of the respondents.

This study used the quantitative research design in data gathering and
interpretation. Specifically, the study used the survey method in collecting data.

The study did not include the opinions of the supervisors – master teachers and
coordinator – and the personal status of the respondents.

The population and sample were limited to the senior high school teachers from
Dr. Juan A. Pastor Memorial National High School. The data collected were subjected to

appropriate statistical treatments such as frequency distribution, percentage, ranking,

weighted mean, and chi-square.
 CHAPTER II
LITERATURE REVIEW

Conceptual Literature

The Philippine education system was before the last country in Asia and one of

only three countries in the world with a 10 year pre-university program. Last 15 th of May
2012, former president Benigno Aquino III signed the Enhanced Basic Education Act of

2013 into law, now known as the K-12 program. This adds two years to the basic
education system in order to prepare students for the world in the future. (Aquino signs,

2013).
K stands for kindergarten which should be a five-year old pupil and 12 pertains to

12 years of basic education which is the 6 years in elementary education, 4 years of

junior high school, and 2 years of senior high school. In K-12, the students have a chance

to pick from four (4) different tracks – the academic, technical-vocational-livelihood,

sports, and arts – to help students develop their skills and to be exposed to different

experiences. As they graduate at the age of eighteen, they can be ready to be exposed
to employment, entrepreneurship, middle level skills, and higher education. The goal of

K12 is to develop learners’ basic skills, to invoke competent citizens and to be ready for
life-long learning and employment (What is K-12, 2015).

In accordance to the K12 curriculum, Teacher Ph (2016) stated that Senior High
School requires several qualifications and standards for teacher applicants. They must be

interested in teaching the core curriculum and/or applied and specialized subjects under
the four senior high school tracks. Mandatory requirements for all applicants includes

letter of intent which shall indicate the statement of purpose or expression of interest,
tracks(s)/ strand(s)/ subject(s) applying for, and preferred school(s) if any; next is a CSC

form 212 revised 2005 (personal data sheet) in two copies with the latest 2x2 ID picture;
then certifies copy of voters ID and/or any proof of residency; also a National Bureau of
Investigation (NBI) clearance; and lastly, omnibus certification of authenticity and veracity
of all documents submitted and signed by the applicant.

Furthermore, for teachers in the Technical Vocational Livelihood (TVL) track, the
teacher must have a bachelor’s degree or graduate of technical vocational courses in the

area of specialization, and 1 year relevant teaching/ industry work experience. On the
other hand, when it comes to the master teachers, the master teacher is required to have

similar education background as teacher I but they must have 2 years relevant
teaching/industry work experience. As the level of master teacher increases the

requirements for educational experience also increases.

For the academic track, the teacher is required to have a bachelor’s degree in the

area of specialization ; or any bachelor’s degree + at least 6 units toward a master’s

degree in the area of specialization. Next is when it comes to master teachers. A master

teacher III is required to have relevant master’s degree + 9 units of doctoral and 5 years
of relevant teaching/ industry work experience. Last is the master teacher IV who must

have a relevant master’s degree + 13 units of doctoral and 6 years relevant teaching/
industry work experience.

Furthermore, one of the important things that teachers must have is their
professional development. According to edglossary.org (2013), the term professional

development can be used in reference to a wide variety of specialized training, formal

education or advanced professional learning intended to help administrators, teachers

and other educators improve their professional knowledge, competence skill and
effectiveness. Somehow, if professional development is used in educational context

without qualification, specific examples or additional explanation, it may be difficult to

determine precisely what professional development is.

Moreover, for educators, professional development encompasses an extremely

broad range of topics and formats. It may include education and knowledge in a

teacher’s subject areas, training or mentoring in specialized teaching techniques that can
be used in many different subject areas, earning certification in a particular educational

approach or program, usually from a university or other credentialing organization,

developing technical, quantitative and analytical skills that can be used to analyse
student performance, and learning new technological skill such as how to use interactive

white boards or course management system.

According to Powerful Learning Practices (2015) there are 10 things that teachers

want in terms of professional development (PD). These are: teachers want a voice and
choice in the PD offered; teachers want PD that is relevant for their students; teachers

want PD they can use right away; teachers want PD that is conducted by professionals
with classroom experience; teachers want PD that is innovative and creative; teachers

want PD that makes them better teachers; teachers want PD that is practical and not
theoretical; teachers want PD that allows them to collaborate and speak honestly;

teachers want PD that will be relevant for a long time; and teachers want the
administration to attend and participate in the PD sessions. With these things, teachers

can improve students’ learning and also be comfortable and happy with their way of
teaching.

GOOD flow of ideas! 

In relation with professional development, job satisfaction is considered to be

one of the biggest factors in employee engagement and in the level of effort that a
worker exerts to a particular field. Satisfaction to one’s job really matters when it comes

to their work performance.

Everyone has his or her own way to work efficiently. However, there are some

factors of job satisfaction that psychologists tend to agree with. One is achievement.
People feel more satisfied when they feel they are achieving something. Some people

need to feel that they are part of something. Second is feedback. Effective feedback will
help a person to know where they are and how they can improve their work. Third one is

control. This is when one is mapping out the exact route that a person needs to get.
Fourth are the small daily hassles. A person’s job satisfaction can be affected by daily

hassles like unnecessary busy work or senseless administrative tasks. Fifth is

organizational support. The more organizational support people perceive, the higher job

satisfaction they experience. Simply, people want to know that their workplace cares
about them. Next is recognition. Some people want to be recognized in their
accomplishments. Next is physical work environment. People spend so much time on

their work place; thus, it is important for them to have a good work environment.
Another is flexibility. Offering flexibility is a great way to show team members that they

are trusted. Relationship to immediate supervisor is another factor. Great team leaders
know that their staffs needs both praise for their accomplishments and recognition.

Lastly, is work-life balance. Sometimes problems at home can impact work performance,
and trouble at the office is more likely to affect one’s personal life (10 Psychological,

2014). To sum, knowing and understanding one’s job satisfaction can be helpful and
beneficial for each and every member of a team.

Research Literature

The study of Giacomet (2005) entitled Factors Affecting Job Satisfaction and
Retention of Beginning Teachers aimed to examine a combination of factors that affect

teachers’ retention. The results of this study indicated that the best predictor in choosing
the leave or may stay in the teaching profession was emotional factors followed by

compensation and benefit and culture shock.

The study of Abdullah, Uli, & Parasuman (2009) entitled Job Satisfaction among

Secondary School Teachers at Tawau, Sabah aimed to identify the work dimension
factors that affect the job satisfaction of teachers and to ascertain how these factors

relate to identified teachers’ characteristics. It was found that secondary school teachers
in Tawau, Sabah were generally satisfied with their job; there is a significant relationship

between job satisfaction and gender since male teachers were found to be generally
more satisfied than female teachers; graduate teachers were more satisfied than non-

graduate teachers; higher ranking teacher were more satisfied than the ordinary teacher;
and the older teachers were more satisfied than their younger counterparts. However,

there is no significant relationship between places of origin of teachers and job

satisfaction.
 The study of De Vries and Jansen (2013) entitled Profiling Teachers’ Continuing
Development and Relation with their Beliefs about Learning and Teaching aimed to

explore teachers’ continuing professional development in relation to their beliefs about

learning and teaching. Three distinctive continuing professional development profiles

emerged: low, medium, and high. Study also revealed that fostering teachers’ continuing
professional development requires a parallel examination of their beliefs. Findings have

implications of fostering teachers’ participation in continuing professional development

and encouraging their student orientation.

The study of Ayele (2014) entitled Teachers’ Job Satisfaction and Commitment in
General Secondary Schools of Hadiya Zone in Southern Nationality and People of

Regional State aimed to investigate the relationship between teachers’ job satisfaction
and commitment in selected general schools in Hadiya Zone. Based on the findings,

higher levels of teachers’ job satisfaction were associated with higher levels of
commitment in the study area. It also revealed that the external factors have more

influence than internal factors on teachers’ job satisfaction in their study area.
The study of Din Dar (opo) (2014) entitled Job Satisfaction among Teachers

Working in Government and Private Schools at Elementary Level aimed to investigate job
satisfaction among teachers working in government and private schools in the district of

Ganderbal from both government and private schools. The findings revealed that
government teachers enjoyed better financial conditions, working conditions and

management, job and personal security, opportunities for development and promotion
as compared to private schools.

The study of Njenga (2015) entitled School Factors Influencing Teacher Job
Satisfaction in Public Secondary Schools in Limuru Sub-County, Kiambu County, Kenya

aimed to determine the extent to which staff recognition by the Board of Management,
sharing of responsibilities with school principal, rewarding of teachers by the Board of

Management, and teacher participation in staff development programs influence job

satisfaction in public secondary schools in Limuru sub-county, Kiambu County, Kenya.
The study found that recognition and rewards influence job satisfaction of teachers in
secondary schools in Limuru sub-county, Kiambu County, Kenya.

The study of Seker and Ader (2015) entitled, A Study for Profiling Mathematics
Teachers Regarding Factors Affecting Promotion of Student Programs aimed to describe

mathematics teachers’ profiles on factors affecting their promotion of student’s

metacognition through developing profiling tools. With this aim, four factors of

advancement metacognition were used. These are teacher’s conceptualization of

metacognition, teacher’s perceptions of student’s features and needs, distribution of

mathematical authority in the classroom, and external pressure perceived by teachers.

The main finding indicated that most mathematics teachers conceptualized what

metacognition is; they were aware of student’s features and needs; they supported a
learning environment where mathematical authority was exercised by students; and they

also perceived high external pressure from various factors influencing their promotion of
student’s metacognition.

Synthesis

The study of Giacomet and the current study are similar because they are both

about the job satisfaction of teachers. On the other hand, they differ because the former
study focused on the factors affecting job satisfaction and retention of beginning

teachers. Meanwhile, the current study focused on the profile of the senior high teachers
and their level of job satisfaction.

The study of Abdullah, Uli, & Parasuman is similar to the present study because
both focused on job satisfaction among secondary school teachers. However, they are

different because the former study identified the work dimension factors that affect the
job satisfaction of the teachers and to ascertain how those factors relate to the

aforementioned teacher’s characteristics while the present study focused on the profile
of the senior high school teachers and their level of job satisfaction.
 The study of De Vries and Jansen and the former study are similar because they
are both about profiling teachers. However, they differ because the former study focused

on the profile of the teachers in terms of their beliefs on learning and teaching while the
present study focused on the profile of the senior high school teachers and its

relationship to their level of job satisfaction.

The study of Ayele is related to the current study since they are both about

teachers’ job satisfaction. Meanwhile, they differ because the present study focused on
the profiling of senior high school teachers and their job satisfaction while the former

study focused on the job satisfaction of teachers in general secondary schools of Hadiya
zone.

The study of Din Dar and the latter study are similar in a way that they are both
about the job satisfaction of teachers. A key difference lies on their purpose in which the

former study aimed to investigate job satisfaction among teachers working in

government and private schools while the present study focused on the profile of the

senior high school teachers and their level of job satisfaction in Dr. Juan A. Pastor
Memorial Nat dy of Njenga and the current study are similar because they both

concerned themselves with teachers’ job satisfaction. However, they differ because the
past study focused on the factors influencing job satisfaction of teachers in Public

Secondary Schools Limuru Sub-County, Kiambu, County, Kenya while the present study
focused on the profile and the level of job satisfaction of senior high school teachers at

Dr. Juan A. Pastor Memorial National High School.

The study of Seker and Ader is related to the current study since both aimed to

profile teachers. Meanwhile, they differ because the present study focused on profiling
senior high school teachers and their job satisfaction; the former study focused on the

mathematics teachers and factors affecting promotion of student’s metacognition.

Conceptual Framework
This study aimed to profile and identifies the level of job satisfaction of the senior

high school teachers of Dr. Juan A. Pastor Memorial National High School. The paradigm
identifies the input variables which include the profile of the respondents in terms of
age, gender, specialization, highest educational attainment, and teaching experience.

The process variables refer to the chosen methodology for data collection which
is the survey method using a research-made questionnaire about the level of job

satisfaction of the respondents in terms of satisfaction with work, supervision, co-

workers, pay and promotion, and professional growth. This also includes the statistical

treatment to be used for data analysis and interpretation which are frequency
distribution, percentage, ranking, weighted mean, and chi-square test.

The output variable is the proposed plan of action to increase job satisfaction
among the respondents.

Figure 1 shows the research paradigm which illustrates the relationship between
the data that goes in (input) both dependent and independent variables; the procedure

(process) for data gathering and treatment; and the outcome (output) which was based
on the findings from the output and ional High School.

The stu
process.

INPUT PROCESS OUTPUT

Profile of the Respondents
GBH
a. age
b. gender
c. specialization
d. highest educational
attainment Survey
e. teaching experience
Proposed Plan of Action
to Help Increase the
Statistical Level of Job Satisfaction
Level of Job Satisfaction
a. satisfaction with work
Treatment of the Respondents
b. supervision
c. co-workers
d .pay and promotion
e. professional growth

Figure 1. Research Paradigm for Job Satisfaction among Senior High School Teachers of Dr.
Juan A. Pastor Memorial National High School
 Bibliography

Abduiiah M. M., Uli, J., & Parasuman, B. (2009). Job satisfaction among secondary school
teacher. Retrived from. https://core.ac.uk/download/pdf/11784587.pdf.

Vrabie A.(2014). 10 psychological job satisfaction factors that really matter. Retrieved

from. https://www.blogsandgalazz.com.

Ayele D. (2014). Teachers job satisfaction and commitment in general secondary schools of
Hadiya Zone, in Southern Nationality and people of Regional State. Retrieved from

https://opendocs.ids.ac.uk.

Aquino signs K-12 bill into law. (2013). Retrieved from https://www.rappler.com.

De Vries, S. & Jansen, E. (2013). Profiling teachers’ continuing professional development

and the relation with their beliefs about learning and teaching. Retrieved from

https://www.science.direct.com/science/article/pii/50742055x1300280.

Deped senior high school qualification standards. (2016). Retrieved from

https://www.teacherph.com.

Din Dar M. (2015). Job Satisfaction among teachers working in government and private

teachers working in government and private schools at elementary level. Retrieved

from https://www.ijsr.net/archive/v5i3/NOV161790.pdf.

Giacometi, M. (2005). Factors affecting job satisfaction and retention on beginning

teachers. Retrieved from.

https://vtechworks.lib.vt.edu/bitstream/handle/10919/29595/final. pdf?sequence=1.
Njenga K. (2015). School factors influencing teacher job satisfaction in public secondary
schools in Limuru Sub-county, Kiambu, County, Kenya. Retrieved from

https://eap.uonbi.ac.ke/sites/default/files/cees/.../MASTERS%20PROJECT%20FIN
L.pdf.

Powerful Learning Practice. (2015). 10 things teachers want in professional development.

Retrieved from. https:// www.plpnetwork.com.

Professional development. (2013). Retrieved from https:// www.edglos-sary.com.

Seker V., Ader E. (2015). A study for profiling mathematics teacher regarding factors
affecting Promotion of student’s metacognition. Retrieved from. https://hal.archieves

overtes.fr/CERME9TWG19/hal-012898815.

What is K12?. (2015). Retrieved from https:// www.k12phillipines.com

Pinalitan ko ang iba ditto sa bibliography. Yung mga walang author eh inuna ko ang title.
So make sure palitan nyo sa loob and in-text citation. Naka-red na naman mga yun
except yung teacher ph
DEFINITION OF TERMS

CO-WORKERS. This refers to the one who works with another(Merriam-Webster

Dictionary). In this study this term refers to one of the factors that affects one’s level job
satisfaction

DEVELOPMENT. This term means the act or process of growing or causing something to
grow or became larger or advance (Merriam-Webster Dictionary). In this study, this term
refers to the professional growth of an employee

EDUCATIONAL ATTAINMENT. This term refers to the state of condition of having

gotten or done something difficult. (Merriam-Webster Dictionary). In this study, this term
refers to one of the factors that can affect one’s level of job satisfaction.

GROWTH. This refers to a stage in full process of growing. (Merriam-Webster

Dictionary). In this study, this term refers to the professional growth of an employee.

PAY. This term refers to the money received in exchange for work. (Merriam-Webster
Dictionary). In this study this term refers to one of the factors that affects one’s level job
satisfaction

PROMOTION. This term refers to the act of moving someone to a higher or more
important position or rank in a organization.(Merriam-Webster Dictionary). In this study
this term refers to one of the factors that affects one’s level job satisfaction

QUALIFICATION. This term means a special skill or type of experience or knowledge

that makes someone suitable to do a particular job or activity. (Merriam-Webster
Dictionary). In this study, it refers to the requirements needed in order to be a senior
high school teacher.

SATISFACTION. This term refers to a happy or pleased feeling because of something

that you did or something that happened to you. (Merriam-Webster Dictionary). In this
study, it refers to contentment and happiness with persons job.

SPECIALIZATION. This refers to a structural adaption of a body part to a particular

function or of an organism for life in a particular environment. (Merriam-Webster
Dictionary). In this study, this term refers to one of the factors that can affect one’s level
of jib satisfaction.

SUPERVISION. This term refers to the action or process of watching or directing what
someone does or how something is done. (Merriam-Webster Dictionary). In this study,
this term refers to one of the factors that can affect one’s level of jib satisfaction.
WORK. This term refers to an activity in which one exerts strength or faculties to
do or perform something. (Merriam-Webster Dictionary). In this study, this term
refers to the variable that an employee can satisfy or unsatisfied.
 CHAPTER III

RESEARCH METHOD AND PROCEDURE

This chapter presents the design, subjects of the study, data gathering
instrument, data gathering procedure and statistical treatment of data.

Research Design

This study utilized the descriptive correlational research design. This survey was
conducted using a questionnaire as the main data gathering instrument. The design was

used to determine the level of Job satisfaction of the Senior High School Teachers.

Subjects of the Study

The study was conducted among the total population of 30 Senior High school

teachers of Dr. Juan A. Pastor Memorial National High School. They were chosen as
respondents based on their capabilities to provide the needed data for the study.

Data Gathering Instrument

For the purpose of this study, a questionnaire of two-part was used to determine
the level of Job Satisfaction of Senior High School teachers.

The first part contains the demographic profile of the respondents which includes
the age, gender, specialization, educational background, educational attainment and

work experience.
 The second part contained the level of job satisfaction of the respondents in
terms of satisfaction with work, supervision, co-workers, pay and promotion and

professional growth. The researchers constructed 25 items under each of the variables.

Construction of the questionnaire

The development of the questionnaire was done through brainstorming and

review of literature related to the present study. The researchers were guided by their

research adviser in drafting their questionnaire. The preliminary draft was submitted to
the adviser for improvements, comments and suggestions.

Validation of the questionnaire

Upon the recommendation of the research adviser, the questionnaire was

submitted and presented to Ms. Mary Grace B. Arellano, Statistician and Dr. Alfred James

Ellar, Resarch coordinator. It was also validated by Ms. Janice M. Florida and Ms. Jesusa
D. Perez, Senior High School coordinator. All the suggestions and comments given were

considered in framing the items of the final draft of the questionnaire.

Administration of the questionnaire

With the approval of the adviser and after all suggestions were incorporated, the

final draft of questionnaire was reproduced for distribution to the target respondents.
Scoring of response

To determine the level of job satisfaction of Senior High School teachers; the

following range and verbal interpretation in the Likert scale were used.

Option Range Verbal Interpretation

4 3.50-4.00 Strongly Agree
3 2.50-3.49 Agree
2 1.50-2.49 Disagree
1 1.00-1.49 Strongly Disagree

Data Gathering Procedures

Prior to the distribution of the questionnaires, the researchers prepared a letter of

request noted by their research adviser addressed to Senior High School Coordinator of
Dr. Juan A. Pastor Memorial National High School. With the request granted, the

researchers personally administered the questionnaire to the Senior High School

teachers.

The researchers explained the purpose of the study and requested them to
answer the questionnaire as honestly and as objectively as they could.

Statistical Treatment

The data gathered from the questionnaires were tallied, presented and analyzed.
The following tools were used to analyze and interpret the gathered data.

Frequency. This was used to determine the number of responses to each item in the

questionnaire.
Percentage. This was used to analyze the respondents’ profile data with regards to the
profile of the respondents in terms of age, gender, specialization, educational

attainment, work experience.

Ranking. This was used to show the positional importance of the items to be analyzed.

Weighted Mean. This was used to determine the level of job satisfaction of the Senior
High School teachers.

Chi-Square test. This was used to determine the significant relationship between the
profile of the respondents between the profile of the respondents and their level of job

satisfaction.

CHAPTER IV

ANALYSIS AND INTERPRETATION OF DATA

 This chapter presents the analysis and interpretation of collected data from the

implemented data gathering tool. The data were interpreted based on the context of the
problems of the study with the use of the most appropriate statistical treatment t

formulate findings.

1. Profile of the Respondents

The data include the demographic profile of the respondents in terms of Age,

Gender, Specialization, Highest Educational Degree and Teaching Experience

1.1 Age. Table 1 shows the demographic characteristics of the demographic in terms of
their age.

Table 1. Distribution of Respondents in terms of Age

Age Frequency Percentage Rank

20-25 8 26.66 % 1.5
26-30 6 20 % 3
31-35 8 26.66 % 1.5
36-40 5 16.66 % 4
41 above 3 10 % 5
TOTAL: 30 100 %

Table 1 reveals that out of 30 respondents, 8 or 26.66 percent of the respondents

both belonged to the age bracket of 20-25 and 31-35 while 6 or 20 percent of the

respondents were within 26-30 years of age. While the 5 or 16.66 percent of the
respondents belonged to 36 to 40 and the remaining 3 or 10 percent of the respondents

was with the age of 41 and above.

It shows that most of the respondents’ age varies from 21-25 and 31-35 and the

least was with the age of 41 above.

1.2 Gender. Table 2 shows the demographic characteristics of the demographic in terms
of their gender.
 Table 2. Distribution of Respondents in terms of Gender

Gender Frequency Percentage Rank

Male 3 10 % 2
Female 27 90 % 1
TOTAL: 30 100 %

It could be seen in the table that out of 30 respondents, 27 or 90 percent were

female and 3 or 10 percent were male.

It clearly shows that there is a great gap between the number of female and male

respondents.

1.3 Specialization. Table 2 shows the demographic characteristics of the demographic in

terms of their specialization.

Table 3. Distribution of Respondents in terms of Specialization

Specialization Frequency Percentage Rank

ABM 7 23.33 % 3
HUMSS 10 33.33 % 1
SPORTS 2 6.66 % 5
STEM 5 16.66 % 4
TVL 6 20 % 2
TOTAL: 30 100 %

Table 3 tells that out of 30 respondents, 10 or 33.33 percent of the respondents

were specialized in HUMSS and 7 or 23 whereas 7 or 23.33 percent of the respondents

were ABM experts. While the 6 or 20 percent of the respondents were specialized in TVL
strand. On the other hand 5 or 16.66 percent of the respondents were STEM teacher and

the remaining 2 or 6.66 percent of the respondents were Sports specialist.

The data shows that there are more respondents who were specialized in HUMSS

and other Academic tracks, while the least on the ranking is the Sports
1.4 Highest Educational Degree. Table 4 shows the demographic characteristics of the
demographic in terms of their highest educational degree.

Table 4. Distribution of Respondents in terms of Highest Educational Degree

Highest Educational Frequency Percentage Rank

Degree
Bachelor’s Degree 25 83.33 % 1
Master’s Degree 4 13.33 % 2
Doctoral Degree 1 3.33 % 3
TOTAL: 30 100 %

It could be seen on the table that 25 or 83.33 percent of the respondents attain

bachelor’s degree of education while 4 or 13.33 percent of the respondents finished

Master’s degree of education and the remaining one or 3.33 percent of the respondents

achieve doctoral degree of education.

The table clearly states that there are more respondents who have bachelor’s

degree of education and it has a great gap between the respondents who have attain
master’s degree and doctoral degree of education.

1.5 Teaching Experience. Table 5 shows the demographic characteristics of the

demographic in terms of their teaching experience

Table 5. Distribution of Respondents in terms of Teaching Experience

Teaching Experience Frequency Percentage Rank

1.5 years 18 60 % 1
6-10 years 6 20 % 2
11-15 years 3 10 % 3
16-20 years 1 3.33 % 5
20-30 years 2 6.66 % 4
31 years 0 0 6
TOTAL: 30 100 %
 The table shows that 18 or 60 percent of the respondents were teaching from the
range of 0-5 years. Meanwhile 6 or 20 percent of the respondents experience on

teaching range from 6-10 years. On the other hand, 3 or 10% of the respondents said
that they were teaching for almost 11-15 years while 2 or 6.66 percent of the

respondents have 20-30 years experience on teaching. The remaining one or 3.33
percent of the respondents was teaching for 16-20 years and no one response that they

were teaching for almost 31 years.

The data clearly shows that most of the respondents were fresh on the field of

teaching and only two among 30 respondents have the greatest years on teaching field.

2. Level of Job Satisfaction

The data include the level of job satisfaction of the respondents in terms of

satisfaction with work, supervision, co-workers, pay and promotion and professional
growth.

Using the Likert Scale, the responses were interpreted as follows:

Options Score Range Verbal Interpretation

4 3.50-4.00 Strongly Agree
3 2.50-3.49 Agree
2 1.50-2.49 Disagree
1 1.00-1.49 Strongly Disagree

2.1 Satisfaction with work. Table 6 shows the level of job satisfaction of the respondents
in terms of satisfaction with work.

Table 6. Level of Job Satisfaction in terms of Satisfaction with work

Ambiance Weighted Mean Verbal Rank

Interpretation
My job gives me 3.73 Strongly Agree 2
opportunity to
career enhancement
My job is 3.8 Strongly Agree 1
challenging
My job is achievable 3.63 Strongly Agree 3
and attainable
I feel a sense of 3.5 Strongly Agree 4
pride of doing my
job
My job is not 3.06 Agree 5
repetitive and dull
Composite Mean 3.54 Strongly Agree

Table 6 shows that most of the respondents strongly agreed that their job is

challenging. It ranked 1st with the weighted mean of 3.8. Respondents also strongly
agreed that their job gives them opportunity for their career enhancement for it ranked

2nd with a weighted mean of 3.73. Third the respondents also strongly agreed that their
job is achievable and attainable with the weighted mean of 3.63. Likewise, the

respondents strongly agreed that they feel a sense of pride when doing their job, it
ranked 4th with a weighted mean of 3.5. However, respondents only agreed that their job

is not repetitive and dull for it was last on the ranking with a weighted mean of 3.06.
Clearly states that respondents were satisfied with their work.

2.2 Supervision. Table 7 shows the level of job satisfaction of the respondents in terms of

supervision

Table 7. Level of Job Satisfaction in terms of Supervision

Ambiance Weighted Mean Verbal Rank

Interpretation
My supervisors 3.36 Agree 4
appreciate my work
My supervisors 3.33 Agree 5
evaluate my work
performance on a
regular basis
My supervisors give 3.5 Strongly Agree 1
me independence
associated with my
work roles
My supervisors 3.4 Agree 2.5
orient me before
doing assigned
tasks
My supervisors 3.4 Agree 2.5
involve me in
decision making
Composite Mean 3.39 Agree

Table 7 shows that most of the respondents strongly agreed that supervisors
evaluate their work performance on a regular basis, it ranked 1 st with the weighted mean

of 3.5. On the other hand respondents agreed that their supervisors orient them before
doing assigned tasks and involve them on decision making for it both ranked 2 nd with a
weighted mean of 3.4 Fourth the respondents also agreed that their supervisors
appreciate their work with the weighted mean of 3.36. Last in the ranking is respondents

agreed that their supervisors evaluate their work performance on a regular basis. The
table shows that respondents agreed that they were effectively supervised.

2.3 Co-workers. Table 8 shows the level of job satisfaction of the respondents in terms of

co-workers.

Table 8. Level of Job Satisfaction in terms of Co-workers

Ambiance Weighted Mean Verbal Rank

Interpretation
My colleagues 3.86 Strongly Agree 1
appreciate my work
My colleagues are 3.76 Strongly Agree 2
cooperative
My colleagues give 3.66 Strongly Agree 4
advice and feedback
for my performance
My colleagues help 3.63 Strongly Agree 5
me in completing
my task
My colleagues are 3.7 Strongly Agree 3
committed to do
quality work
Composite Mean 3.72 Strongly Agree

Table 8 shows that most of the respondents strongly agreed that their colleagues
appreciate their work as it ranked 1 st with the weighted mean of 3.86. Respondents also
strongly agreed that their colleagues were cooperative for it ranked 2 nd with a weighted
mean of 3.76. Third the respondents also strongly agreed that their colleagues give them
advice and feedback for their performance with the weighted mean of 3.7. Likewise, the
respondents also strongly agreed that their colleagues give advice and feedback for their
performance where it has a weighted mean of 3.66. Lastly the respondents strongly
agreed that their colleagues help them in completing their task for it has the weighted
mean of 3.63. It obviously shows that the respondents were really comfortable with their
co-workers.

2.4 Pay and Promotion. Table 9 shows the level of job satisfaction of the respondents in
terms of pay and promotion

Table 9. Level of Job Satisfaction in terms of Pay and Promotion

Ambiance Weighted Mean Verbal Rank

Interpretation
My salary is enough 2.86 Agree 4.5
for my daily needs
I have health and 2.86 Agree 4.5
life insurance
I have stable and 3.56 Strongly Agree 1
secure job
I see several 3.2 Agree 3
opportunities for
promotion
I am given a chance 3.33 Agree 2
to prove that I am
eligible for
promotion
Composite Mean 3.16 Agree
 Table 9 shows that most of the respondents strongly agreed that they have
stable and secure job as it ranked 1 st with the weighted mean of 3.56 However,

respondents only agreed that they were given a chance to prove that they were eligible
for promotion it ranked 2nd with a weighted mean of 3.33. Third the respondents also

agreed that they see several opportunities for promotion with a weighted mean of 3.63.
The respondents agreed that their salary is enough for their daily needs and they have

health and life insurance, as it both ranked last with a weighted mean of 2.86. The data
shows that respondents were not that much satisfied with their pay/salary and all the

respondents were aiming for promotion.

2.5 Professional Growth. Table 10 shows the level of job satisfaction of the respondents
in terms of professional growth

Table 9. Level of Job Satisfaction in terms of Professional Growth

Ambiance Weighted Mean Verbal Rank

Interpretation
The school supports 3.66 Strongly Agree 4
my pursuit for
further studies
(masters & doctoral
degree)
The school provides 3.63 Strongly Agree 5
opportunities for
me to receive
awards and
recognition
The school allows 3.76 Strongly Agree 2
me to attend
trainings relevant to
my specialization
The school enables 3.73 Strongly Agree 3
me to participate in
local, national and
international
seminars
The school 3.93 Strongly Agree 1
encourages me to
conduct research
Composite Mean 3.74 Strongly Agree

Table 10 shows that most of the respondents strongly agreed that the school
encourages them to conduct research as it ranked 1 st with the weighted mean of 3.93.
Respondents also strongly agreed that the school allows them to attend trainings
relevant to their specialization for it ranked 2 nd with a weighted mean of 3.76. Third the
respondents also strongly agreed the school enables them to participate in local,
national and international seminars with the weighted mean of 3.7. Likewise, the
respondents also strongly agreed that the school supports their pursuit for further
studies (masters & doctoral degree) where it has a weighted mean of 3.66. Lastly the
respondents strongly agreed that the school provides opportunities for them to receive
awards and recognition for it has the weighted mean of 3.63. It obviously shows that the
respondents strongly agreed that the school helps them for their professional growth.

Table 11. Significant Relationship between the Level of Job Satisfaction According to
Profile Variables

Research Title: Level of Job Satisfaction of Senior High School Teachers of Dr. Juan
A. Pastor Memorial National High School
Profile Chi-Square Test P-Value Verbal Decision on Ho
Interpretation
Satisfaction with 16.476 .002 Significant Reject
Age work
Supervision 14.081 .007 Significant Rejet
Co-Workers 19. 522 .001 Significant Reject
Pay and Promotion 13.021 .001 Significant Reject
Professional 19. 913 .001 Significant Reject
Growth
Gender Satisfaction with 68. 810 .000 Significant Reject
work
Supervision 63. 040 .000 Significant Reject
Co-Workers 70. 097 .000 Significant Reject
Pay and Promotion 55.149 .001 Significant Reject
Professional 75.209 .000 Significant Reject
Growth
Specialization Satisfaction with 14. 952 .005 Significant Reject
work
Supervision 14. 283 .006 Significant Reject
Co-Workers 14. 01 .006 Significant Reject
Pay and Promotion 11. 426 .022 Significant Reject
 Professional 17. 130 .002 Significant Reject
Growth
Highest Educational Satisfaction with 135. 314 .000 Significant Reject
Attainment work
Supervision 128. 909 .000 Significant Reject
Co-Workers 146. 035 .000 Significant Reject
Pay and Promotion 114. 979 .000 Significant Reject
Professional 149. 861 .000 Significant Reject
Growth
Teaching Experience Satisfaction with 112.0000 .000 Significant Reject
work
Supervision 107. 616 .000 Significant Reject
Co-Workers 120. 850 .000 Significant Reject
Pay and Promotion 97. 809 .000 Significant Reject
Professional 131. 739 .000 Significant Reject
Growth

CHAPTER V
SUMMARY, CONCLUSIONS, RECOMMENDATIONS

This chapter presents the summary, findings, conclusions, recommendations, and

proposed action plan.

Summary

This study aimed to determine the Profile of the respondents in terms of age,
gender, specialization, highest educational attainment, teaching experience.

Literature review shows that there are factors affecting one’s job satisfaction. In
addition, research literature confirms that the former studies focused on the factors

that affect satisfaction of teachers on different schools in relation with other variables
in school and the current study focuses on the level of job satisfaction of the Senior

High School teachers in DJAPMNHS. Using the descriptive correlational research

design and the survey method, 30 respondents were included in this study to answer

the above mentioned research questions, Data gathered from the respondents were
subjected to statistical treatment-frequency, percentage, ranking, weighted mean,

and chi-square. Findings and conclusions are stated in the following section
 Findings

After the tabulation analysis, interpretations of data, the following findings were
generated.

1. Demographic Profile of the Respondents

1.1 Age. Twenty six point sixty-six percent (26.66%) of the respondents or 8 of
them are both of 20-25 and 31-35; twenty percent (20%) of the respondents or 6 of

them were 26-30 years of age, sixteen point sixty-six percent (16.66%) of the
respondents or 5 of them belonged to 36 to 40 and ten percent (10%) of the

respondents or 3 of them were 41 and above.

1.2 Gender. Ninety percent (90%) percent of the respondents or 27 of them were

female and Ten percent (10%) of the respondents or 3 of them were male.

1.3 Specialization. Thirty-three point thirty three percent (33.33%) of the

respondents or 10 of them were in HUMSS; twenty-three point thirty three percent

(23.33%) percent of the respondents or 7 of them were in ABM, twenty percent (20%)
percent of the respondents or 6 of them were in TVL strand, sixteen point sixty-six

percent of the respondents (6.66%) or 5 of them were in STEM and six point sixty-six
percent (6.66%) of the respondents or 2 of them were in Sports

1.4 Highest Educational Attainment. Eighty-three point thirty three percent

(83.33%) of the respondents or 25 attain bachelor’s degree of education; thirteen point

thirty three percent (13.33%) of the respondents or 4 of them attain Master’s degree of

education and three point thirty three percent (3.33%) of the respondents or one attain
doctoral degree of education.

1.5 Teaching Experience. Sixty percent (60%) of the respondents or 18 of them

were teaching from the range of 0-5 years; twenty percent (20%) of the respondents or 6
them were teaching from the range of 6-10 years, Ten percent (10%) of the respondents
or 3 of them were teaching from the range of 11-15 years; six point sixty six percent

(6.66%) of the respondents were teaching from the range of 20-30 years’ and three point
thirty three percent (3.33%) of the respondents or 1 of them was teaching for 16-20

years and no one response that they were teaching for almost 31 years.

2. Perceptions towards Level of Job Satisfaction

2.1 Satisfaction with work. The composite mean of 3.54 and verbal interpretation of
strongly agree shows that respondents are satisfied with their work.

2.2 Supervision. The composite mean of 3.39 and verbal interpretation of agree
shows that respondents were effectively supervised.

2.3 Co-workers. The composite mean of 3.72 and verbal interpretation of strongly

agree shows that respondents are comfortable with their co-workers

2.4 Pay and Promotion. The composite mean of 3.16 and verbal interpretation of
agree shows that respondents are satisfied with their pay/salary and all the
respondents were aiming for promotion.

2.5 Professional Growth. The composite mean of 3.74 and verbal interpretation of

strongly agree shows that respondents were given the opportunities for their
professional growth.

3. Comaparison of the Responses of the Students and their Profile Variables

 4. Proposed Action Plan

Action Steps Objectives Person/s Resources Schedule

Involved
Fund allocation To allocate enough Researchers, SHS Letters and December 2017

budget to suffice the Teachers, SHS permissions

needs of the Coordinators,

respondents School Principal,

especially in terms of PTA officers

research seminars in
order for them to
not be hesitant on
joining this kind of

activities because of
the expenses.
Seminars To provide tips and Researchers, SHS Laptops, January 2018
advices to the Teachers, SHS Projector,

teachers that can Coordinator, Covered Court

help them to be School Principal,

more satisfied on Guest Speaker

their job
Team Building To develop the good Researchers, SHS Laptops, March 2018
relationship of each Teachers, SHS Projector,
 teacher with one Coordinators, Covered Court/
another and also to School Head other locations

help the Teachers, School

administrators to Principal

not just know other

teachers but also to

help understand
their needs.

Conclusions

Based on the findings presented, the following conclusions were drawn.

1.1 Most of the respondents are both 20-25 and 30-35 years old.

1.2 Majority of the respondents were female

1.3 Most of the respondents were teaching in HUMSS strand

1.4 Utmost respondents attain bachelor’s degree of education

1.5 Majority of the respondents are teaching for almost 0-5 years or they are fresh on

the field of teaching

2.1 Respondents strongly agreed that they are satisfied with their work, they are
comfortable with their co-workers and the school give them opportunities for their

professional growth. However, some respondents only agreed that they are
effectively supervised and satisfied with their pay and aiming for higher position.

3.

4. The proposed plan of action may be used to increase the level of job satisfaction
of the respondents.
Appendices
 Survey
Questionnaire

Republic of the Philippines

Department of Education
Region IV-A CALABARZON
DIVISION OF BATANGAS
District of Ibaan
Dr. Juan A. Pastor Memorial National High School
Talaibon, Ibaan, Batangas
Dear Respondent,
We are Grade 12 Humanities and Social Sciences (HUMSS) students and aspiring
teachers currently conducting a research entitled Job Satisfaction among Senior High
School Teachers of Dr. Juan A. Pastor Memorial National High School as one of the
requirements in our subject Practical Research 2. Our study aims to identify the level of job
satisfaction of the teachers in the said school.
On this note, we humbly ask you to answer this survey questionnaire regarding the
mentioned research topic.
 Please be assured that your responses will be treated with utmost confidentiality and
will only be used for the sole purpose of this research.

Sincerely,

Cacho, Jerica C.
Hosmillo, Gemma T.
Pajarito, Francis V.
Perez, Samantha Angelica A.
Sartorio, Micky Ella E.
Sulit, Venniella Rey R.

Noted by

Ms. Joy Dee C. Diona

Teacher, Practical Research 2

Survey Questionnaire
Name (optional):
__________________________________________________________________________________
I. Demographic Profile
Directions: Kindly provide the information being asked for and put a check () mark on the
box that corresponds to your answer.
Age GenderSpecialization Highest Educational Teaching
__20-25__Male __ABM Attainment Experience
__26-30__Female __HUMSS __Bachelor’s Degree __0-5 years
__31-35 __Sports __Master’s Degree __6-10 years
__36-40 __ STEM __Doctoral Degree __11-15 years
__41 and above __ TVL __16-20 years
__20-30 years
__ 31 years and above

II. Level of Job Satisfaction

Direction: Put a check () mark on the box that describes your response regarding your
knowledge about the research topic. Kindly use the scale below for your answers.
4 - Strongly Agree
3 - Agree
2 - Disagree
1 - Strongly Disagree

a. Satisfaction with Work 4 3 2 1

a.1 My job gives opportunity for career enhancement.
a.2 My job is challenging.
a.3 My job is achievable and attainable.
a.4 I feel a sense of pride in doing my job.
a.5 My job is not repetitive and dull.
b. Supervision
b.1 My supervisors appreciate my work
b.2 My supervisors evaluate my work performance on a regular basis.
b.3 My supervisors give me independence associated with my work roles.
b.4 My supervisors orient me before doing assigned tasks.
b.5 My supervisors involve me in decision-making.
c. Co-workers
c.1 My colleagues are approachable and accommodating.
c.2 My colleagues are cooperative.
c.3 My colleagues give advice and feedback for my performance.
c.4 My colleagues help me in completing my tasks.
c.5 My colleagues are committed to do quality work.
d. Pay and Promotion
d.1 My salary is enough for my daily needs.
d.2 I have health and life insurance.
d.3 I have a stable and secure job.
d.4 I see several opportunities for promotion.
d.5 I am given the chance to prove that I am eligible for promotion.
e. Professional Growth
e.1 The school supports my pursuit for further studies (master’s and
doctoral degree).
e.2 The school provides opportunities for me to receive awards and
recognition.
e.3 The school allows me to attend trainings relevant to my specialization.
e.4 The school enables me to participate in local, national, and
international seminars.
e.5 The school encourages me to conduct research.

Thank you so much for your help!

Letters