ONLINE EDUCATION: ITS EFFECT ON THE JOB SATISFACTION OF THE

COLLEGE TEACHERS IN ST. CECILIA’S COLLEGE-CEBU, INC.

A Business Research

Presented to the

Faculty of St. Cecilia’s College-Cebu, Inc.

Highway, Poblacion, Minglanilla, Cebu, Philippines

In Partial Fulfillment

of the Requirements for the Degree of

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION

MAJOR IN HUMAN RESOURCE DEVELOPMENT MANAGEMENT

By:

Panonce, Jhanein

Requinto, Genecel P.

Sepada, Jerry Glen P.

Torremocha, Michelle T.

2022

i
 APPROVAL SHEET

This thesis entitled ONLINE EDUCATION: ITS EFFECT ON THE JOB

SATISFACTION OF THE COLLEGE TEACHERS IN ST. CECILIA’S COLLEGE-

CEBU, INC. prepared and submitted by JHANEIN PANONCE, GENECEL P.

REQUINTO, JERRY GLEN P. SEPADA, and MICHELLE T. TORREMOCHA in

the College of Business Administration has been examined and is recommended and

approved for ORAL DEFENSE.

EARL JUDE J. TANO, MBA

Research Adviser

THE THESIS COMMITTEE

MR. REGIN SUAREZ, MBA, LPT

Chairperson

MRS. CAREN C. SASAN MR. JOSE A. LANZA JR.

Member Member

ii
 PANEL OF ORAL EXAMINERS

Approved by the committee on Oral Examination with the grade of ______.

MR. REGIN SUAREZ, MBA, LPT

Chairperson

MRS. CAREN C. SASAN MR. JOSE A. LANZA JR.

Member Member

Accepted and approved in partial fulfillment of the requirements for Research I and II.

DR. ISABELO T. GENEGABOS

AVP for Academics and Research

Oral Defense :

Report Submission :

iii
 ACKNOWLEDGEMENT

It gives us great delight to offer our heartfelt gratitude to Mr. Earl Jude J. Tano,

MBA, our research adviser. His enthusiasm for teaching and willingness to share his

knowledge greatly assist us in making this study a reality. He constantly gives us advice

and compliments us, encouraging us to persevere in making this study a success.

We would also like to extend our appreciation to Mr. Regin Suarez, MBA, LPT,

our Department Head, and Dr. Alfredo S. Moreno Jr., our School Director and OIC-Dean,

for their approval and support. We would also like to extend our deepest appreciation to

our thesis committee to Mr. Regin Suarez, MBA, LPT, our Chairperson, and to the panel

member Mrs. Caren C. Sasan, and Mr. Jose A. Lanza Jr., for being part of our success and

support for their approval of this research project.

We also want to thank and appreciate our family and friends for their constant

support and understanding during this research journey. And to our research team members

who were always willing to contribute financially and emotionally, and who worked

tirelessly to ensure the success of our study. We would also like to sincerely acknowledge

the contribution of the management of the school, the full-time college teachers, and all the

personnel of St. Cecilia's College-Cebu Inc., who assisted and helped us in conducting this

study and even extended their warmest support for its success.

Last but not the least, we would like to give our highest praise to our loving God

for the wisdom he has bestowed upon us all, as well as for giving us the guidance and safety

we require daily amidst this pandemic to complete this research study. This victory would

be meaningless without Him. All praise and glory belong to Him alone.

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 ABSTRACT

Employees are an organization's most valuable asset, and they contribute

significantly to its overall success. Employees must be satisfied with their jobs because

pleasure and contentment in their occupations and responsibilities in the organization will

follow. The primary purpose of this study was to investigate the known characteristics of

online education that influence the job satisfaction of college professors at St. Cecilia's

College-Cebu, Inc. The 41 participants were full-time college lecturers at the institution.

The descriptive method was used in a quantitative way to rate online education based on

its impact on job satisfaction. The survey findings were then sorted based on the weight of

each aspect that influences job satisfaction using the frequency, percentage, and weighted

mean. According to the study's findings, the effects of employees' needs have a weighted

mean average of 2.57. The weighted mean average of the effects of job value outcome is

2.50, whereas the weighted mean average of the effects of working conditions is 2.48. To

address the effects of the mentioned factors, the researchers advised management to

implement an online education job satisfaction plan that focuses on the creation of an

effective online learning community of online education that aims for students to greater

learning, achieving the needs for teacher safety, social and self-esteem, and continuing to

improve the working environment and communication.

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 TABLE OF CONTENTS

Page

ACKNOWLEDGEMENT …………………………………………………………...iv

ABSTRACT …………………………………………………………..……….………v

TABLE OF CONTENTS ……………………………………………………………vi

LIST OF TABLES ………………………………………………………….…...……ix

LIST OF FIGURES…………………………………………………………..….……ix

LIST OF CHARTS …………………………………………………………..….…….x

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND………………….…....1

Introduction………………………………………………….………………..…1

Significance of the Study……………………………………….………….....…5

Theoretical Background and Conceptual Framework……………….…….....…6

Summary of Theoretical Background…………………………………....….….10

Statement of the Problem……………………………………………...…..……12

Definition of Terms………………………………………………………..……14

Scope and Delimitation of the Study………………………………………....…16

Null Hypothesis………………………………………………………….…........17

CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES….….....18

Job Satisfaction in Online Education…………………………………………....18

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 Factors Affecting Job Satisfaction in Online Education…………….……..……20

Foreign Literature

Job Value Outcome…………………………………………………………...…21

Employees’ Needs…………………………………………………...…….….....25

Working Conditions……………………………………………………….…….29

Local Literature

Job Value Outcome…………………………………………………………...…32

Employees’ Needs…………………………………………………...…….….....32

Working Conditions……………………………………………………….…….33

Importance of Employee’s Job Satisfaction ……………………………....…….34

Summary of Related Literature and Studies……………………………….....….37

CHAPTER III: METHODOLOGY OF THE STUDY………………….….………..38

Research Design…………………………………………….…………..………..38

Respondents of the Study…………………………………………………..…… 38

Sample and Sampling Technique……………………………………….….….…38

Instruments of the Study…………………………….………………….….…… 40

Data Gathering Procedure………………………………………….……….……41

Statistical Treatment………………………………………………….……….….41

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CHAPTER IV: PRESENTATION, ANALYSIS AND ………………………………44
INTERPRETATION OF DATA

CHAPTER V: SUMMARY OF FINDINGS, CONCLUSIONS, ……………………61

AND RECOMMENDATIONS

Demographic Profile of the Respondents……………………………………..…61

Effective Way of Learning……………………………………………………….62

The Extent To Which Job Value Outcome, Employees’ Needs, and………….…63

Working Conditions in Online Education Affect Job Satisfaction
of the College Teachers in St. Cecilia’s College- Cebu, Inc.

Effects of Job Value Outcome in Online Education Job Satisfaction……….……63

Effects of Employees’ Needs in Online Education Job Satisfaction…………..…64

Effects of Working Conditions in Online Education Job Satisfaction………..….65

Conclusion………………………………………………………………….……65

Recommendations………………………………………………………………67

Recommendation for Future Researchers…………….………………….………68

Proposed Online Education Job Satisfaction Plan…….………….………….…..69

REFERENCES ………………………………………………….…..…………………71

APPENDIX A: Transmittal Letter………………………………….……………..……77

APPENDIX B: The Survey Questionnaire…………………………….………………..78

APPENDIX C: Documentation……………………………………….…….….…….…84

APPENDIX D: Grammarly and Turninit Results………….………………..………….86

APPENDIX E: Curriculum Vitae………………………………….…….………..…….88

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 LIST OF TABLES

Table Page

Table 3.1 The research Participants…………………………………….……….40

Table 3.2 Descriptive Equivalent Table for the Level of Agreement…………...43

Table 4.1 Statements Relating to the Effects of Job Value Outcome……………53

in Online Education that affects Job Satisfaction of the
College Teachers in St. Cecilia’s College-Cebu, Inc.

Table 4.2 Statements Relating to the Effects of Employees’ Needs…….………56

in Online Education that affects Job Satisfaction of the
College Teachers in St. Cecilia’s College-Cebu, Inc.

Table 4.3 Statements Relating to the Effects of Working Conditions……...……59

in Online Education that affects Job Satisfaction of the
College Teachers in St. Cecilia’s College-Cebu, Inc.

Table 5.1 Proposed Job Satisfaction in Online Education………………………..72

Action Plan

LIST OF FIGURES

Figure Page

Figure 1.1 Theoretical Framework of the study…………………………………..11

Figure 3.1 The Vicinity Map of St. Cecilia’s College-Cebu, Inc…………………39

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 LIST OF CHARTS

Chart Page

Chart 4.1 Gender Profile of the Respondents……………………….…………...45

Chart 4.2 Age Bracket of the Respondents…………………………….………...46

Chart 4.3 Highest educational Attainment of the Respondents………….………47

Chart 4.4 Length of Service in the Organization………………………………...48

Chart 4.5 Marital Status of the Respondents………………….………………….49

Chart 4.6 Monthly salary of the Respondents…………………………………....50

Chart 4.7 Chosen Way of Learning of the Respondents…………………………51

Chart 4.8 Extent to which Job Value Outcome in Online………………………..52

Education Affects Job Satisfaction of the College

Teachers in St. Cecilia’s College-Cebu, Inc.

Chart 4.9 Extent to which Employees’ Needs in Online………………….……..55

Education Affects Job Satisfaction of the College

Teachers in St. Cecilia’s College-Cebu, Inc.

Chart 4.10 Extent to which Working Conditions in Online………………………..58

Education Affects Job Satisfaction of the College
Teachers in St. Cecilia’s College-Cebu, Inc.

x
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Job satisfaction describes an individual's level of contentment with his or her job;

it is a worker's sense of accomplishment and success on the job. Businesses are very

particular about their employees’ job satisfaction; a satisfied employee is described as a

proactive and committed contributor to organizational goals. Job satisfaction is a critical

component that leads to recognition, income, advancement, and the attainment of other

goals that lead to a sense of fulfillment. (Kaliski, 2007). It is widely thought to be directly

related to both productivity and personal well-being. Job satisfaction has always been

important in every organization and management setting, whether within a business entity

or a school. Therefore, every single employee needs to be satisfied with their job. It is also

a motivator for employees to stay with the company, improving attractiveness and retention

(Zobal, 1998; Moncarz et al., 2009; Chiu et al., 2002). It also serves as a communicator

when provided to an employee in exchange for his services, demonstrating how valued an

employee is to the firm (Zobal, 1998). Job satisfaction has a positive impact on both the

employee and the organization. Can an employee be happy with their job all of the time?

What are the possible causes of employee dissatisfaction? Could the changes in the

environment and the safety of the individual affect employee satisfaction? What about the

quick changes in the working setup and working conditions?

The COVID-19 pandemic originally arose in the China province of Wuhan in

December 2019, expanded quickly, and was labeled a pandemic by the World Health

Organization because of its impact on vast populations (Spinelli and Pellino, 2020; World

1
Health Organization [WHO], 2020). The COVID-19 pandemic had a huge impact on

education systems and service sectors, and substantial challenges have evolved in practice

(Daniel, 2020; Sepulveda-Escobar and Morrison, 2020). As a result, the operation of

educational and training institutions had to be considerably altered (Dhawan, 2020;

Williamson et al., 2020). Because of the growing harmful impact of the COVID-19

pandemic on society, as well as the lack of an anticipated therapy to control the pandemic,

online education and training services have begun to be offered. Due to the rising harmful

impact of the COVID-19 pandemic on society and the lack of an anticipated remedy to

control the pandemic, online education and training services have begun to be supplied,

with most countries suspending face-to-face schooling (Adnan and Anwar, 2020; Toquero,

2020). With the spread of the COVID-19 pandemic in many countries, remote education

began as an alternate education paradigm and has now spread to all educational levels

(Batubara, 2021; Tarkar, 2020). Various efforts have been implemented in Turkey and

around the world to mitigate the harmful repercussions of the pandemic's change and

transition in education (Ozer, 2020). As a result of the pandemic circumstances, the

educational environment has undergone a technology-intensive shift in educational service

delivery as the distance education process emerged due to the pandemic conditions.

A major change occurs in every field of working conditions where people must

avoid crowds and avoid physical contact. These changes took all levels of education to

conduct distance learning education where students and teachers are away from each other.

The setup here is that students are at their perspective homes while teachers are either

at their homes or inside the school campus and this term was called “online education”.

Online education is a type of education in which students utilize their home computers to

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access information over the internet. The primary goal of this research is to analyze and

assess the impact of online education on work satisfaction (distance learning) on the college

teachers of St. Cecilia’s College-Cebu, Inc. This study aims to know the factors and

considerations in meeting the need for job satisfaction that every employee in the college

department teachers in St. Cecilia’s College-Cebu, Inc. must possess.

According to Evans (1997), it is a state of mind defined by how well an individual

believes her/his job-related requirements to be addressed. Furthermore, two major

components of teacher work satisfaction are identified: job comfort and job fulfillment.

Evans defined job satisfaction as the fulfillment of one's needs within the confines of one's

employment and personal accomplishments. Comfortable employment that meets

employees' job-related demands will result in job fulfillment, which will lead to job

satisfaction. Bascia and Rottmann (2011) emphasize the relevance of school working

circumstances not just for teacher motivation, effectiveness, and job satisfaction, but also

for student learning chances. Teachers have a major role for their students, they are eager

to do everything just for the student’s sake of their learning. This is what cited by Evans

(1997) that every teacher needs to fulfill their job and that is for students' opportunity to

learn, which is a factor for their job satisfaction.

Brigette Hyacinth (2019) in her article states that employees are a company’s

greatest asset supported by Ashish Gupta (2013) that says employees are valuable assets

of an organization and the key to success. Therefore, an organization must create and

maintain the long-term job satisfaction of every employee, because it plays a vital function

in an organization. And in recent years, St. Cecilia’s are the home of happy,

satisfied, proactive, and effective educators among students creating a true sense of

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professionalism for every student. However, we cannot deny that over time, due to some

quick changes in the environment, the working conditions, and the ways of learning could

create dissatisfaction among employees. Based on the researcher's observation, the college

teachers in St. Cecilia’s College- Cebu, Inc. have their specific points of view and specific

reasons for their perspectives view concerning job satisfaction. The researchers are

encouraged and interested to discover how online education affects job satisfaction among

college teachers in St. Cecilia’s College- Cebu, Inc.

4
Significance of the Study

The purpose of this study was to experimentally find or investigate how online

education as an alternative learning method in school influences work happiness and to

better understand the effects of online classes on employee job satisfaction.

The findings of this study will be useful to the administration of St. Cecilia's

College- Cebu, Inc, particularly the institution's human resource department, since they

will be able to identify the good and negative effects of online classes on employee job

satisfaction. Based on the findings of this study, the human resources department will have

an idea for developing an action or plan that will result in long-term employee satisfaction.

The findings further emphasized the fact that employees in St. Cecilia’s College- Cebu, Inc

should be motivated.

The result will also benefit the college teachers in St. Cecilia’s College for the

college teachers as the main subject of this study. This research investigated how teachers

are satisfied with online teaching. The outcome of this study will create a positive approach

to their performance, satisfaction, and growth as an employee.

The students will also benefit from this study in a way that the outcome of this

research will reflect on students’ learnings. Meeting the needs for job satisfaction of the

teachers will result in a positive approach to their students.

Lastly, this study would be beneficial to future researchers especially human

resource development students because they can gain some information that is reliable and

relatable to their field of study and can gain information upon conducting the same

framework.

5
Theoretical Background and Conceptual Framework

Job Satisfaction was always been a concern in every organization and it's seemingly

not a coincidence that it caught the attention of some scholars to focus on it and formulate

a study. Therefore, theories and frameworks were analyzed and presented to support this

research.

Locke’s Value Theory

The theory offered by Edwin A. Locke, an American psychologist, and pioneer in

goal-setting theory, served as the foundation for this study. According to Locke's Value

Theory, job satisfaction arises when an employee's employment outcomes meet his

expectations. As a result, the more the employee obtains as results they value, the more

content they are; the less they receive as an outcome they value, the less satisfied they are.

In other words, work dissatisfaction is caused by a disparity between the current parts of

the job and the aspect wanted by the employee. The larger the disparity, the higher the

discontent with one's employment, and vice versa. This idea directs management's attention

to the components of the job that generate unhappiness and transforms them such that the

employee is satisfied. Locke's idea acknowledged the significance of how much individuals

value certain components of their profession, as well as how effectively their expectations

are satisfied. In summary, our values shape our expectations, and the closer these

expectations are realized in reality, the happier we are. Dissatisfaction occurs when this

expectation is not satisfied by the job.

Teacher work satisfaction is achieved when pupils learn and advance, are

responsible, mature, and develop well (Bishay, 1996). With this study, Edwin A. Locke's

hypothesis best explains why teachers are happy when they see the consequences of the

6
jobs they describe. According to Locke's thesis, job satisfaction arises when an employee's

employment outcomes match those that he desires. This theory investigates the

significance of facet satisfaction. A teacher's most basic function is to teach and allow their

students to learn. Teachers are thrilled and gratified every time they help their pupils learn

and progress. With the spread of the COVID-19 pandemic in many countries, remote

education began as an alternate education paradigm and has now spread to all educational

levels (Batubara, 2021; Tarkar, 2020). Students face enormous challenges. Students,

however, struggle with the significant amount of autonomy and time management

necessary to finish an online course (Brophy, 2010). Students are struggling, particularly

those who live in remote regions and have difficulty connecting to the internet, as well as

those who cannot afford computers and cellphones. Bascia and Rottmann (2011)

emphasize the relevance of school working circumstances not just for teacher motivation,

effectiveness, and job satisfaction, but also for student learning chances. And because of

the circumstances in which pupils find themselves, they are not afforded the opportunity

to study properly. The issue experienced by certain pupils causes teachers to fall short of

the outcomes they wanted as teachers.

Maslow’s Hierarchy of Needs

This study was founded on the notion Maslow's Hierarchy of Needs Theory, also

known as Abraham Maslow's hypothesized hierarchy of needs, was one of the first to

investigate the main contributors to work satisfaction. According to the idea, human wants

are classified into five levels: physiological requirements, safety, belongingness/love,

esteem, and self-actualization. According to Maslow's hierarchy of needs, there are basic

7
requirements that must be addressed first (such as physiological needs and safety) before

more complex wants may be met (such as belonging and esteem). According to the

principle, lesser wants must be met before moving on to the next level of requirements.

Employees' needs must be addressed in the job, particularly their safety needs, social

requirements, and esteem needs (recognition, acceptance, and reward), failing which they

will be forced to quit in quest of happiness (Handelman, 2009).

Maslow's hierarchy of needs suggests that in order for an employee to be fulfilled,

the employee's need must be addressed. The COVID-19 pandemic caused a shift in the

workplace, impacting physiological, safety, social, esteem, and self-actualization demands.

In relation to this research work, satisfaction influences Abraham Maslow's hierarchy of

needs, beginning with the desire for safety. They want to feel protected while working

because the virus constituted a threat to their lives. The loss of social connection among

students and professors is caused by the requirement for social, online education. The

demand for esteem was also influenced by online education among professors who trust in

themselves and their ability to influence their students' perspectives on motivation and

learning.

Herzberg’s Two-Factor Motivation-Hygiene Theory

This study was supported by the two-factor theory, also known as Herzberg's

motivation-hygiene theory, developed by psychologist Frederick Herzberg in 1959, which

states that there are two sets of factors in an organization: those that contribute to job

satisfaction, known as "motivation factors or motivators," and those that contribute to job

dissatisfaction, known as "hygiene factors." Experience, recognition, fascinating job,

greater responsibility, progress, and learning are all motivating elements, according to Chu

8
and Kuo (2015). The hygiene factors include unfair company policies, incompetent or

unfair supervisors, unpleasant working conditions, unfair salaries, threats to status, and job

insecurity (Herzberg, 1966). According to the two-factor hypothesis, motivational and

hygienic elements are not simply diametrically opposed. He discovered that job qualities

connected to what an individual does, that is, the type of the task one performs, might fulfill

such demands as success, competency, status, personal worth, and self-realization, making

him happy and pleased. However, the absence of such rewarding employment features does

not appear to result in discontent and unhappiness. Instead, discontent stems from negative

perceptions of job-related elements such as business regulations, supervision, technical

issues, remuneration, interpersonal relationships on the job, and working environment.

This implies that an employee who is dissatisfied with his or her working conditions

will not necessarily become satisfied with his or her working conditions suddenly

becoming pleasant (Ngo-Henha, 2017). Thus, if management wishes to increase job

satisfaction, it should be concerned with the nature of the work itself and the opportunities

it presents for gaining status, assuming responsibility, and achieving self-realization. If

management, on the other hand, intends to lessen dissatisfaction, it must concentrate on

workplace regulations, procedures, supervision, and working conditions. According to

Herzberg, the absence of hygienic characteristics in the workplace creates employee

discontent. This relates to this study wherein for an employee to be satisfied, they must

look forward to the hygienic factor that results in job dissatisfaction. With the new way of

learning, workings condition in the school quickly change wherein it provides a new setup

of work. The changes caused by COVID-19 were a hygienic factor that affects job

satisfaction among employees.

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Summary of Theoretical Background

This study was assisted by the theorist which helped the researchers in finding

factual and reliable insights that support this study. Three ideas grounded the construction

of these theoretical frameworks: Locke's Value Theory by Edwin A. Locke, Maslow's

Hierarchy of Needs by Abraham Maslow, and Herzberg's Two Factor Motivation-Hygiene

Theory by Frederick Herzberg. The main variable of this study includes job value outcome

by the theory of Edwin A. Locke, the needs for an employee by Abraham Maslow, and the

working conditions by Herzberg. These variables were based on the theories provided that

are relevant factors that affect employees' satisfaction in online education. These factors

are deemed independent and were examined in terms of how they affect college professors'

online education at St. Cecilia's College- Cebu, Inc. Being able to test how the above-

mentioned factors affect employees’ satisfaction, the researchers proposed a program to

help the management to cope up with the issue of in the organization.

10
 Locke’s Value Maslow's Hierarchy of Herzberg's Two
Theory Needs Factor Theory

• Job Value • Employees' Needs • Working Condition

Outcome -safety needs -working setup
-job desired -social needs and working
outcome -self-esteem environment

JOB SATISFACTION

ONLINE EDUCATION PROGRAM

Figure 1.1 Theoretical Framework of the study

11
Statement of the Problem

The goal of this study is to investigate the characteristics that influence faculty

satisfaction with online teaching and learning in higher education among personnel at St.

Cecilia's College-Cebu, Inc.

The study specifically aimed to answer the following questions:

1. What is the respondents' demographic profile in terms of:

a. Gender;

b. Age;

c. Highest Educational Attainment;

d. Number of Years in the Organization;

e. Marital Status; and

f. Monthly Salary Range

12
2. To what extent do the factors affect the online education of the job satisfaction of the

college teachers in St. Cecilia’s College- Cebu, Inc., and what is their level of agreement

in terms of the following parameters:

2.1. Job Value Outcome

2.2. Employees’ Need

2.3. Working conditions

3. What is the chosen effective ways of learning (online or face-to-to-face) of the college

teachers in St. Cecelia’s College, Cebu-Inc.

4. Based on the findings of the study, what comprehensive plan can be outlined to the

Human Resource Department of the institution to satisfy their college teachers?

13
Definition of Terms

To help researchers and readers completely comprehend the study, the following

concepts are clarified further, either operationally or conceptually:

Constructivist Approach –this study refers to teachers making decisions that will enhance

and enrich students’ development” in these areas.

Employees - in this study refers to instructors who work in an organization that must be

satisfied with their job

Eliminating Dissatisfaction - is part of the two-factor theory's task in achieving work

satisfaction.

Frequency Distribution – It is used to graph or tabulate the frequency of distinct outcomes

in a sample; it depicts how individual observations are distributed on the measurement

scale.

Humanistic Approach - emphasizes the personal worth of the individual, the primacy of

human values, and the creative, active character of human beings.

Human Resources - in this study refers to the most important capital of an organization

that helps in achieving organizational goals and objectives.

Human Resource Management - is a strategic approach to the successful management of

people in a company or organization in order to assist the firm to acquire a competitive

edge.

Job Dissatisfaction - an employee’s feeling of unhappiness, dis-contentedness, and

disapproval towards his or her job.

14
Job Satisfaction - an employee’s feeling of happiness, contentedness, and approval

towards his or her job.

Job Value Outcome –is the outcome of the job valued and desired by an employee.

Online Education - is a type of education in which students access the internet using their

home computers and mobile phones.

Percentage - is a statistical method used to specify the percentage of the data gathered

from the respondents on their demographic profile and to get the percentage of the factors

that affect employees' job satisfaction from the data being gathered.

Safety Needs –are the need for an employee for security in health and well-being.

Social Needs –this is the need for social interaction and a need for building strong

relationships among students and teachers.

Self-Esteem –is the belief in oneself a teacher that they can do such impact students’

perspective on motivation and learning.

Weighted Mean- is used to calculate the central value or the mean scores of each item or

determinant on the factors that affect turnover intention.

Working Conditions - refers to the working environment and components of an

employee's job terms and circumstances. Working circumstances are recognized as a factor

influencing job satisfaction in this study.

15
Scope and Delimitation of the Study

The research will look the possible causes of online education affecting college

teachers’ job satisfaction. The major participants of this research project will be college

teachers working in the school year 2022-2023. . The 41 full-time college professors at St.

Cecilia's College- Cebu, Inc., located in Ward II, Highway, Poblacion, Minglanilla, Cebu,

would be the responders. Part-time teachers who are working in the school are not included.

The necessary data were gathered using survey questionnaires containing close-ended

questions to help the researchers in finding out the answers to their research problems. The

researchers conducted the data gathering face-to-face per the strict protocol for COVID-19

prevention. The research was undertaken during the first semester of the school year 2022-

2023.

16
Null Hypothesis

H1: The job value outcome has no substantial impact on college teachers' job satisfaction

at St. Cecilia's College- Cebu, Inc.

H2: The employees’ needs have no substantial impact on college teachers' job satisfaction

at St. Cecilia's College- Cebu, Inc.

H3: The working condition factors have no substantial impact on college teachers' job

satisfaction at St. Cecilia's College- Cebu, Inc.

17
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter consists of a literature review and studies about factors that affect job

satisfaction caused by online education. It assists the research problem and understands it

more accordingly to what other researchers and writers published that contribute to this

topic.

Job Satisfaction in Online Education

Job satisfaction is a mix of good and negative sentiments that employees experience

about their jobs. Meanwhile, when a worker is hired by a firm, he takes with him the wants,

desires, and experiences that shape the expectations that he has rejected. Job satisfaction

measures how realistic expectations are in comparison to actual rewards. Job happiness is

intimately related to an individual's workplace conduct (Davis et al.,1985). Employment

satisfaction may also be described as the degree to which a worker is satisfied with the

benefits he or she receives from his or her job, particularly in terms of intrinsic motivation

(Statt, 2004). We believe that job satisfaction is a sensation that arises as a result of the

belief that the job meets one's material and psychological demands (Aziri, 2008). Situations

have an impact on job satisfaction, especially when they alter an employee's need, desire,

and experiences.

Online learning has emerged as a new popular concept in contemporary education

(Sun et al., 2008). With the increased usage of the internet, the use of smart devices with

online learning platforms has grown fast around the world (Cidral et al., 2018).

Furthermore, the format of online learning is becoming increasingly diversified. Despite

18
the fact that errors occur in online learning, little is understood about why many users

abandon online learning after their initial encounter (Sun et al., 2008). Furthermore, only a

few efforts have been made to address teacher-as-learners in online learning settings

(Darab & Montazer, 2011; Hung, 2016). In educational institutions, it is online

education/online learning/distance learning that affects job satisfaction among employees.

One example here was the student’s perception of learning. Online learning does not

always result in superior learning (Yanson & Johnson, 2016), and participant satisfaction

is lower when compared to face-to-face learning (Buchanan & Palmer, 2017). Less

attention has been made to instructors' opinions of online learning as direct participants.

Given the importance of online learning in their professional training, teachers' intents and

views of online learning environments should be evaluated (Hung, 2016). In every

organization, employees' job satisfaction must be paid attention for it is the basis for a

healthy employee and a healthy outcome of their job.

Job satisfaction is inconsistent in an unpredictable and shifting environment. We

cannot forecast what will happen, just as we cannot predict what will happen to the

environment. So far, the twenty-first century has been defined by ongoing economic issues,

globalization, and labor market insecurity (Savickas, 2011; Guichard, 2013). Occupational

possibilities are getting increasingly uncertain, and predicting clear and stable life

pathways is becoming increasingly challenging (Blustein, 2011, 2013; Savickas, 2011;

Duffy et al., 2016). Unpredictable happenings are difficult to manage which is why

understanding and controlling them is really necessary. The truth about work satisfaction

was that it could only be assumed, not observed. It is about how one feels about one's job.

19
Job satisfaction is frequently assessed by how well outcomes match or surpass

expectations.

Job satisfaction and job attitudes are terms that are frequently used interchangeably.

Several factors impact job satisfaction, and they shift over time; the shift might be related

to changes in the workplace as well as economic, demographic, and societal developments

(SHRM, 2012). This indicated that events in the environment, both outside and internally,

have the same influence on the company as COVID-19. Every school must offer the

facilities and support that teachers require in order to prepare children for a changing and

difficult world (Gemeda & Tynjala, 2015; Djonko-Moore, 2015). A pleasant school

atmosphere encourages teachers to achieve and attain their full potential. Every

organization has a great duty and role in maintaining job satisfaction among their

prospective teachers, they must provide a positive environment and a healthy work style.

Factors Affecting Job Satisfaction in Online Education

According to the studies and theories reviewed by the researchers previously,

findings have shown that some independent factors affect job satisfaction caused by online

education among employees of college teachers. Thus, the researchers chose three of those

factors which the researchers believe it is relevant and reliable in the exact happening

commonly in the organization. These factors were namely; job value outcome, employees'

needs, and working conditions. These factors will be supported by the relevant and timely

theories that deeply discuss it and made it more relevant.

20
Foreign Literature

Job Value Outcome

Job value outcome is important in meeting employees' job satisfaction and its

always been an important part of the teachers in molding and enhancing the knowledge of

their students in a way of adopting the new normal education through online education or

online learning. A positive outcome in certain situations for their students in obtaining

better knowledge and understanding provides a positive approach for every teacher in

gaining the job satisfaction they needed as an employee. Teachers' responsibilities in

making some attempts to improve their pupils' learning and skills by embracing the school's

new typical learning styles as a result of the COVID-19 outbreak might provide positive

results. Moreover, the more teacher’s productivity at work the more they feel motivated,

happy, enthusiastic, and satisfied with the positive outcomes of their performance in

teaching.

According to Zambylas and Papanastasiou (2004), teachers' work satisfaction is

defined as satisfaction while teaching and the relationship between the instructors'

requirements and their wants. Teachers are frequently seen as role models who impact their

pupils' futures. To achieve the requirements and desires they are the ones who will give

their best to explore new things, mold, and wisely teach their students. Teachers' job

satisfaction is very crucial to be motivated, satisfied, and effective teachers. Furthermore,

according to Bakoti (2016), in any organization, contended and satisfied employees will

be supportive of their colleagues and superiors and will assist them when needed; thus,

satisfied employees will have higher productivity and job performance, which will lead to

21
the organization's success. Teachers, being the primary human assets of the educational

system, are no exception.

According to Lopes and Oliviera (2020), teacher work satisfaction influences not

only the teacher's own efficacy, but also the effectiveness of students, the school

environment, and the educational system as a whole. The high expenses of selecting,

training, and attracting new teachers might be a repercussion of teachers' job discontent.

Job satisfaction is becoming increasingly vital in any company. Employers and managers

should understand that happier and more pleased workers are more likely to be motivated

and productive at work. The teacher is very essential to do their job as effective teachers in

the institution to give more effort and to become productive at work. Instructors' efforts

also contribute to the well-being of teachers, students, and the institution as a whole. In

addition, the school's effectiveness and students' effectiveness give them to develop and

enhance their skills and knowledge through exploring and learning new things in the school

environment.

According to Barnabé and Burns (1994), Magee (2013), and Menon and Reppa

(2011), several research studies have found that pleased teachers are more likely to be

motivated and devoted to their pupils and the school. A motivated and committed teacher

is very crucial to enhance the knowledge and understanding of his or her students to be

successful through adopting online education and to have a better learning outcome.

Additionally, when the teacher motivates the students through his or her capabilities and

skills the students will be feeling energy, concentrate, and sustain positive behavior over a

long period. So that it gives works for the achievement of a goal and sustains a platform

for making the future of students. Teachers must achieve job satisfaction if he or she doing

22
their job well. As a committed teacher to his/her students, he or she will make an effort to

cultivate the interest of his/her students to adopt the new learning style through online

education. It is not just the sake of employees that are motivated, students were been

motivated also on doing their tasks to gain insights.

According to Howard and Frink (1996), work satisfaction is widely accepted as a

complex term that encompasses employee sentiments regarding a variety of both intrinsic

and extrinsic employment factors. Job satisfaction, according to Rose (2001), is a

bidimensional notion with inner and extrinsic satisfaction components. Intrinsic sources of

pleasure are dependent on the person's individual traits, such as the capacity to utilize

initiative, relationships with supervisors, or the task that the person performs, which are

symbolic or qualitative aspects of the job. Extrinsic sources of happiness, on the other hand,

are situational and dependent on the environment; these include money and other material

benefits or advantages of a profession. According to Rose (2001), the discrepancy is due

to the word "job" having two meanings: the work duties completed and the position

inhabited by the individual executing those tasks. It is mentioned that the notion of "job"

as a position or appointment is crucial. Every job is an example of an employment

relationship, including a commitment (substantive or implicit) to trade the ability to work

(labor, give service, exercise creativity, guide the efforts of others, etc.) for incentives (both

material and symbolic). True, doing job tasks generates a stream of technical and social

encounters that might excite psychological responses; any ensuing data summarizing these

reactions is essential.

Teachers' work happiness is critical to ensuring great education, according to

(Skaalvik, & Skaalvik, 2017; Reeves et al., 2017). Teachers who are satisfied with their

23
jobs are more likely to commit their time and energy to teaching, which improves student

achievement. As teachers are the most devoted persons to guide and teach the students to

enhance their knowledge and understanding by giving them a wrap-up test and activities

to improve their performance. The teachers will be might feel satisfied and happy with the

positive result or outcome of the student's performance. Many variables outside of the

school's control influence student accomplishment, including students' talents and

attitudes, family background and support, and peer group influences (OECD, 2005[1]).

Although teachers and school leaders influence student learning outcomes by shaping the

quality of instruction (Barber and Mourshed, 2009[2]; Darling-Hammond, 2017[3];

OECD, 2018[4]), the evidence on the specific characteristics of teachers and school leaders

that matter for student achievement is less clear. Investigating what teachers and schools

do that counts for student success may thus give insights into improving educational quality

and ensuring that every kid succeeds in school and subsequently in life. In response to the

research findings, faculty members identified a person who can go above and beyond their

usual tasks, spare extra time for his/her students, respect social values and profession, has

responsibility, develops himself/herself in academic and socio-cultural ways, has empathy,

good communication skills, and does not expect financial compensation for the duties

performed. Faculty members cited additional time for students, volunteer labor, and other

types of material and moral help as examples of dedicated conduct in educational life.

According to faculty members, committed teaching behaviors should include dedicating

additional time for kids, communicating with parents and students, and being helpful. The

suggestions of the faculty members for educating devoted teachers are as follows: "being

a role model/reflecting an exemplary profile; in teaching practice and appropriate classes

24
(school experience/teaching practice) selection of disadvantaged schools outside of school

neighborhood, if possible especially requiring devotion, reconstructing teaching entrance

system within the context of personal characteristics of being a teacher.

Employees’ Needs

Job satisfaction has a significant influence on how well an individual executes his

or her duties. Both factors influence occupational safety and employee perception of it. An

employee also need social and self-esteem in order to achieve the desired level of pleasure.

A contented employee commits himself to his work, accomplishes orders more efficiently,

and takes care of both others and himself. Employees require a work environment that

allows them to work freely and without issues that prevent them from attaining their full

potential in order to satisfy organizational standards. Job happiness is linked to

productivity, motivation, job performance, and life satisfaction, which implies it also

pertains to employees' personal lives. It should be emphasized that job satisfaction

influences an employee's sense of security in the workplace. A pleased employee feels

better in the firm and performs better at work, but most importantly, they feel safe about

their future and job in the organization. Job satisfaction is performing work that one enjoys,

doing it effectively, and being rewarded for one's own efforts.

In his study, Goetzel (2010) concluded that there is a substantial association

between employee health and safety in the workplace and productivity. As stated by (Hong,

Hamedm, and Salleh 2013), overall job satisfaction is slightly related to job security. One

of the determinants of employee job satisfaction was job security and concerning the new

normal, job security was seemingly affected in it when the virus results in a threat to one's

25
own life. According to (Day & Bedeian, 1991), Moreover, encouraging work conditions

and environment compelled to enhance workers’ attitudes leading to better performance.

Working conditions are an important matter for a satisfied employee and this pandemic

affects the working condition, and working setup of an employee merely, it affects job

satisfaction.

Employee health and safety initiatives, according to Anthony et al. (2007), should

be a top priority for management since they save lives, boost productivity, and save costs.

Employee engagement, ongoing monitoring, and an overall wellness component should be

emphasized in these health and safety initiatives. Work safety necessitates that safe

working circumstances do not provide a considerable danger of rendering employees

unable to do their jobs. Workplace health and safety therefore attempt to create conditions,

capacities, and habits that allow the worker and his/her organization to carry out their work

efficiently and in a way that prevents incidents that might cause them damage Garcia-

Herrero et al (2012). Workers' behaviors are influenced by safe working environments,

which in turn influences efficiency. This means that employees who work in a safe

environment are more likely to perform in a way that will not hurt them. Lederman (2020)

correctly noted that as a result of the COVID-19 issue, both instructors and students felt

driven to embrace the digital academic experience as the summum bonum of the online

teaching-learning process. Teachers may adapt to children's digital abilities that are on the

verge of cyber risk into educational chances to achieve success in future endeavors via

digital intelligence (DQ Institute, 2019), especially in this epidemic where children are

completely reliant on online learning. The coronavirus is upending life (EdSource, 2020),

posing a long-term danger to our educational institutions from kindergarten to tertiary level

26
and exacerbating the teaching-learning process day by day. Aside from charitable

contributions, other people planned to turn their entrepreneurial abilities into profit-making

possibilities. Furthermore, the online teaching methodology provides the learning

community with a sense of psychological protection throughout the COVID-19 outbreak.

The second stage is to change the method, which leaves two options: either embrace a new

online mode in use in other institutions abroad or invent one's own. The hunt is continually

finding a more practical model. Change is not an event in this context, but rather a dynamic

process as a break in continuity. To support the transition period, we need a time-

appropriate viewpoint and a new attitude Bridges, (1991) for online teaching mode at an

individual and organizational level.

According to Baumeister, Campbell, Krueger, and Vohs (2003), self-esteem has

become a commonplace term. Teachers, parents, therapists, and others have concentrated

their efforts on increasing self-esteem, assuming that high self-esteem will result in a

variety of beneficial outcomes and advantages. Because many people with high self-esteem

overstate their accomplishments and positive attributes, assessing the consequences of self-

esteem is hard. We stress objective measurements of outcomes. The weak associations

between self-esteem and academic achievement do not imply that having a high self-

esteem leads to good academic success. Instead, an excellent school contributes to great

self-esteem. People with high self-esteem are more inclined to speak up in groups and

critique the group's approach. Achieving the sense of self-esteem of every employee

reflects on job satisfaction as it goes through accomplishing the overall sense of their worth

as an employee generally in making students learn.

27
 As per Lindenberg (2013), social needs are universal, and meeting them is seen as

a crucial human drive and a precondition for pleasure. Not only employees, but everyone

needs social connection. For humans, social connection is more of a requirement than a

pleasure. A solid relationship between the instructor and the student is very crucial in an

educational institution. Developing a good relationship is a beneficial method to fulfilling

the happiness of pupils as well as the work satisfaction of staff. However, in online

learning, learners are present in remote locations, and thus interaction may not be as

efficient due to technical paradox. This effect is reduced in the presence of social distance

norms, as people value continuous learning and saving lives over socializing in the online

environment.

According to Popovich and Neel (2005), research has shown that a lack of person-

to-person contacts jeopardizes the quality of online education. Face-to-face dialogues are

often more successful than technological means (Gefen and Straub 2004), and social

presence may impact information-sharing behavior in particular. This explains that

satisfying social need is indeed important. This pertains to person-to-person interaction as

an asset for sustaining quality education though students and teachers were given time to

meet online the quality of interaction needed to build strong relationships lacking online.

A social presence is needed in sharing the learnings, thoughts, questions, experiences, and

doubts of a student with a teacher and vice versa. It needs to meet the need for society to

meet the satisfaction needed in an educational institution and every organization.

28
Working Conditions

Having poor working conditions leads to unsatisfied employees. Employees may

feel discomfort and unhappy that may lead them to negative outcomes from their

perspective. A good working environment may motivate people to stay in an organization

by allowing them to work joyfully and pleased. The Impact of Working Conditions on

Teachers' Perceptions of Success. Working circumstances for teachers have a significant

impact on their feeling of success with kids. And instructors noted the numerous ways in

which their social working environment aided or hampered their perception of

achievement. The most crucial consideration for teachers when deciding whether to stay in

current schools, transfer to another school, or leave the profession was whether they

considered they could be productive with their pupils.

According to Johnson, Kraft, and Papay (2012), the principal's leadership, collegial

connections, and the school's organizational culture were the most important working

circumstances for teachers. Even in schools with equal student populations, favorable

working circumstances indicated greater rates of academic progress as evaluated by

standardized exams. On the side of a teacher, they are very particular about wanting their

students to learn. This article explains that the most important working condition was their

ability in making their students learn. Online education took such changes in the working

conditions of the teachers allowing the students to have lower learning outcomes. Online

learning does not always result in superior learning (Yanson & Johnson, 2016), and

participant satisfaction is lower when compared to face-to-face learning (Buchanan &

Palmer, 2017). Less attention has been made to instructors' opinions of online learning as

direct participants. Given the importance of online learning in their professional training,

29
teachers' intents and views of online learning environments should be evaluated (Hung,

2016). The overall thought of this article was that to have an effective and positive outcome

in the perception of the students, there must be effective working conditions that add to the

satisfaction of the teachers.

In accordance with A Bravo et al (2021), in their study, the relationship between

job burnout and job satisfaction of public school teachers amidst the COVID-19 pandemic

causes suspension of classes, closure of businesses, increased unemployment, and curfew,

leaving citizens to suffer due to employee dismissals. This circumstance causes widespread

despair, causing residents to adjust to and accept the new normal. Public school teachers

prepare for synchronous by completing modules and understanding various apps to utilize

and prepare themselves. In higher education were preferably doing online classes on the

use of the internet with their personal computer, laptops, and mobile phone. The quick

changes in the working setup affect the side of teachers which leads to greater depression

in adopting new normal that affects their job satisfaction as an employee.

Kraft, Simon, and Lyon (2020) conducted a study of working circumstances to

investigate instructors' experiences during emergency remote teaching. Teachers cited a

variety of difficulties in engaging pupils in remote learning while juggling professional and

personal duties. Teachers at low-income and majority-Black schools felt these obstacles as

the most severe, implying that the epidemic exacerbated existing educational imbalances.

They also show how supportive working environments in schools had an important impact

in sustaining teachers' sense of achievement. Teachers who could rely on their district and

school-based leadership for clear communication, targeted training, meaningful

30
cooperation, fair expectations, and acknowledgement of their work were the least likely to

experience a drop in their feeling of success.

In dangerous workplace circumstances are more inclined to quit their existing

employers willingly Cottini (2011), and if the employer does not take the required steps to

improve working conditions, workers will not abandon their withdrawal intentions.

Employees always wanted to have comfortable and safe working conditions. The feeling

of being safe and secure is one of the bases of having a satisfied employee in terms of

working conditions. Though some employees are working from their prospective homes,

they cannot deny the fact of how Covid-19 threats to human health. Others working inside

the organization doubt them to do physical distancing as there is a possibility that they may

be infected by the virus. A safe working condition reflects obtaining a happy and safe work

environment.

According to Sousa-Poza and Sousa-Poza, 2000, the second factor of job

satisfaction known as context includes the physical working circumstances and the social

working environment. The work environment and the intrinsic part of job happiness are

inextricably linked. Job satisfaction, according to Vroom (1964), is an emotional

orientation that people have toward the role they play at work. Job satisfaction is a critical

component of employee motivation and encouragement to improve performance. The work

atmosphere was always a source of employment pleasure. The new normal has had an

impact on the physical and social working conditions, and it has been a struggle for the

organization to deal with such changes in the working environment.

31
Local Literature

Job Value Outcome

According to Cabigao (2021), ang pagiging masaya sa serbisyo bilang guro at ang

pagiging masaya sa klase ay magbubunga ng ibayong kahusayan sa pagtuturo. A teacher

must give or invest himself or herself to do a multi-tasking task or activities and prepare

something that his or her students will be feeling excited to explore new things to improve

their knowledge, understanding, and ability to boost their self-esteem and self-confidence

to perform very well the activity task. The quality relationships between the teacher and

the students in the classroom it feels for them to enjoy and learn something new through

interacting with each other. If the teacher has a strong relationship with his or her students

by encouraging them to participate in the activity task by raising their hands and interacting

with each other in the classroom. If the teacher sees the positive outcomes of his or her

students by performing the activity task very well inside the classroom it will give a good

impact on the teacher to feel satisfied, happy, and calm.

Employees’ Needs

According to Allender (2011), the teaching staff is active in addressing safety

measures in marginal ways in their workplaces. It is important to mention that the

personnel is policy implementers, and execution cannot be accomplished without

comprehensive understanding of the policies to be implemented. As a result, the

government should investigate ways to solve this issue in schools so that such safety rules

may be implemented. This is consistent with the findings of a study that discovered that

workplace safety and health led to motivation and satisfaction. When the teaching staff is

32
actively engaged in the discussion of health and safety policies, it is also driven to carry

out policy implementation, which leads to work satisfaction.

Work safety, according to Garcia-Herrero (2012), necessitates that safe working

circumstances do not raise the danger of workers being unable to execute their jobs.

Workplace health and safety are therefore focused at developing conditions, capacities, and

habits that allow the person and his or her organization to carry out their task effectively

and safely. Workers' behaviors are influenced by safe working environments, which in turn

influences efficiency. This means that employees who work in a safe environment are more

likely to perform in a way that will not hurt them.

Working Conditions

According to Robosa et al. (2021), this research investigates public school teachers'

lived experiences during the COVID-19 epidemic. Interpretative Phenomenological

Analysis was used to examine the replies (IPA). Most instructors have substantial

challenges in terms of resources, student management, submission and workloads, all of

which add to stress and burnout. Most public school instructors were constrained by the

advent of the digital era. Given the limited resources, they can rarely conduct particular

activities for students electronically, create an effective learning environment, and connect

with students. Despite stress and burnout, teachers obtain beneficial experiences such as

their enthusiasm, the development of relationships, and the fulfillment of their duties.

Online education is somehow a great challenge for teachers not just in public but also in

private schools in handling stress and burnout in fulfilling their duty as a teacher.

33
Importance of Employees’ Job Satisfaction

According to Kaliski (2007), job satisfaction is the crucial factor that leads to

recognition, salary, advancement, and the accomplishment of other goals that contribute to

a sense of fulfillment. It also denotes passion and satisfaction with one's job. When an

employee is happy while doing the job required, there will be an assurance of a positive

outcome for a positive response in sustaining job satisfaction among employees. Job

satisfaction entails doing a job that one likes, doing it effectively, and getting compensated

for one's efforts. Happy employees need to be rewarded for every input or effort,

furthermore, employees must be certain of all the outcomes they possess for that is one of

the bases of being a satisfied employee. The value of job satisfaction is that it motivates

individuals to be proactive, which may lead to a successful conclusion for both the

employees and the business. Job satisfaction is one of the most important aspects in

determining a company's efficiency and success.

According to Hoffman-Miller, work satisfaction is the amount to which one is

satisfied with their employment, resulting in an employee's willingness to perform at an

optimum level (2013). A happy employee is enthusiastic about their job. According to Aziri

(2011), there is no agreed-upon definition of what job satisfaction is or what it symbolizes;

nonetheless, the type and value of the work must be considered. A happy employee

describes being a productive employee who motivates every employee to put willingness

in doing their job.

Teachers' work happiness is critical to ensuring great education, according to

Skaalvik and Skaalvik (2017); Reeves et al. (2017). Teachers who are satisfied with their

jobs are more likely to commit their time and energy to teaching, which improves student

34
achievement. Teachers are the most significant school development assets, thus schools

must guarantee that they are pleased. It is really important to satisfy teachers in school

either in a lower grade or in a higher grade for happy teachers are the basis for their students

learning. The higher the satisfaction the higher the learning it goes through their students.

Educational Institutions are very particular to maintain their pride, this pride was to

produce students with professionalism and great learning individual. That is why ensuring

vital education among students in different universities/schools must be accompanied by

ensuring long-term job satisfaction for each of the school’s teachers.

According to Kaplan, (2014); Katz & Shahar, (2015), teachers' motivation may be

improved to boost the academic achievement of children; enthusiastic instructors are more

likely to give helpful learning. Teachers must be motivated to increase educational quality

(Rooney, 2015). A stressed-out teacher may fail to execute the curriculum properly,

lowering educational quality (Embse et al., 2016). This pertains to some circumstances in

their students wherein they are not capable of learning due to a lack of motivation among

teachers. Ineffective learning strategies among teachers are one of the reasons why students

lack in interest learning. That is why an organization needs to maintain job satisfaction in

school so that teachers could provide supportive learning strategies that will help in gaining

the attention of students enabling them to catch interest in gaining knowledge obtain from

the teachers themselves. In facing this change with the setup in learning, a lot of students

are lacking interest in online classes. As a result, many of the children who struggle the

most to learn successfully and succeed in school under normal circumstances are suddenly

finding it difficult, if not impossible, to get good instruction, and they are suffering pauses

in their learning that must be compensated for. Independent learning is a strategy or process

35
in which students take ownership and control of their education. It is a learning of a student

that is not dependent on their instructors but a lot of the students are not particular about

this. Due to some challenges faced by student in learning inefficiency, teachers are required

to be motivated so that they can help motivate students and enables them to learn.

The overall importance of job satisfaction is to have a positive approach with the

teachers themselves, the students with their learning efficiency, and the organization in pro

producing the desired outcome with their vision and mission.

36
Summary of Related Literature and Studies

Based on the related literature gathered by the researchers, it has been stated and

observed that in the organization there will always be a factor that will affect in terms of

job satisfaction among employees. Distance learning has been a serious case in dealing

with job satisfaction among employees as it greatly affects the perception of the students

to learn and the work setup amended by the teachers.

The factors included are the job value outcome, the employees' needs, and the

working conditions of the employees. These variables are significant to obtain the

employees' job satisfaction. Related literature and studies support these fields and allow

the organization to look forward to them for the betterment of their employees and their

organization as well. Job satisfaction is not consistent in every organization, though it can

be achieved but not thoroughly that the strategy of achieving it will be used for a long

period. As the environment changes, the setups in an organization change also might affect

sustaining employees' job satisfaction. But as the environment changes, these three factors

(job value outcome, employees' needs, and working conditions) must always be met as

according to theories supporting it, this is very vital in meeting the job satisfaction of every

employee.

As the economy is starting to recover from what COVID-19 brought, the schools

are starting to recover and bring back the normal ways of learning. A lot of universities and

public schools are now adopting limited face-to-face learning. These changes possibly be

affecting the job satisfaction of the employees. The researchers believe that the challenge

of sustaining employee satisfaction does not stop and to meet the needs for this in the

organization, there must be a plan for sustaining it.

37
 CHAPTER III

METHODOLOGY OF THE STUDY

To acquire the right and reliable data needed for this study, the researchers

determine the research design and instrument to utilized, as well as the location of the

study, who were the respondents, and how to select them, they formulated procedures on

how to conduct the research and they also included data analysis methods which aimed to

help the researchers in analyzing and interpreting the data gathered.

Research Design

This study utilized a quantitative research approach, which assisted the researchers

in determining and comprehending the aspects that influence employees' job satisfaction

in online education by analyzing the numerical data of the result and a descriptive method

that described the extent of its effects on the college teachers of St. Cecilia’s College- Cebu,

Inc.

Respondents of the Study

The participants of this research were the full-time college teachers in St. Cecilia’s

College- Cebu, Inc. who were teaching as of the academic year 2022-2023. As per the data

provided by the Human Resources Department, there were 41 full-time college teachers,

and all 41 teachers are selected to answer the survey questionnaires.

Sample and Sampling Technique

This research will be carried out at St. Cecilia's College- Cebu, Inc., which is

located on Highway Poblacion, Ward II, Minglanilla, Cebu. The said school is a private

38
institution in Minglanilla, Cebu under the Lasallian Schools Supervision Office which

started in the year 1999. As of the school year 2021-2022, the institution has 41 full-time

college teachers.

To identify the number of respondents, the researchers asked for the headcount of

the exact full-time college teachers in the St. Cecilia’s College-Cebu, Inc. Human Resource

Department where all are selected to be the participants of the research.

Figure 3.1 The Vicinity Map of St. Cecilia’s College-Cebu, Inc.

39
Table 3.1 The research participants

Department N N P

BA 6 6 14.63%

HM/TM 2 2 4.88%

IT 2 2 4.88%

CRIMINOLOGY 4 4 9.76%

EDUCATION 27 27 65.85%

TOTAL 41 n=41 (100%) 100%

Instruments of the Study

The researchers employed a descriptive survey questionnaire adapted from a

previous study by Dr. Meyer (2021) in his study "student impressions of face-to-face and

online discussions: the advantage goes to." to answer the research questions and collect the

data needed for this investigation. This centered on student perspectives, and the

researchers were eager to improve it and transform it into a teacher's perception when

comparing face-to-face and online learning. In his research "Identifying Teachers' Job

Satisfaction," Lester 1992. The questionnaire was the primary tool used to determine the

impact on work satisfaction of college professors at St. Cecilia's College- Cebu, Inc. The

questionnaire is divided into five sections. Part A offers information on the respondents'

demographic profile, Part B provides the option of selecting the sort of effective teaching,

and Parts C-E provide statements or determinants about the influence on work satisfaction.

The researchers updated the adopted questionnaire to adjust its content to what the study

40
sought to find out, and the research questions were answered in accordance with their aim.

The questionnaire also includes closed-ended questions, which assisted the researchers in

characterizing and identifying Online Education: Its Effect on Job Satisfaction in the

mentioned organization.

Data Gathering Procedure

The researchers requested permission to perform the study at St. Cecilia's College-

Cebu, Inc.'s college department in a letter signed by the Research Advisor and delivered to

the Department Chairman. Afterward, printing out the questionnaires and conducting the

survey took place. Despite the present situation brought about by the pandemic, the

researchers were able to have their data gathered in a face-to-face setting. When the data

are already gathered, the researchers proceed to the scoring procedure, analysis, and

interpretation.

Statistical Treatment

The researchers gathered data from the respondents and tabulated and analyzed it

through statistical treatment. To evaluate the questionnaires, the researchers used

frequencies and percentages. To generate the data, the researchers employed the statistical

methods of percentage, frequency distribution, and weighted mean.

1. Percentage

This statistical approach was used to specify the proportion of data collected from

respondents such as gender, age, highest educational attainment, years in the company,

marital status, and salary range. And to calculate the percentage of the factors that affect

employees' job satisfaction from the data being gathered.

41
Formula: % = F/Nx100 where; % = Percentage

F = Frequency

N = Total number of Respondents

100 = Constant Value

2. Frequency Distribution

Frequency distribution was used to graph or tabulate the frequency of various

outcomes in a sample. According to the article by Manikandan (2011) entitled “Frequency

Distribution”. According to the definition, frequency distribution is a structured

tabulation/graphic depiction of the number of people in each category on the scale of

measurement. It enables the researcher to quickly scan the full dataset. It indicates whether

the number of observations is large or low, as well as whether they are concentrated in one

place or scattered throughout the entire scale. Thus, frequency distribution depicts how

individual observations are dispersed throughout the measuring scale.

3. Weighted Mean

This was used to calculate the central value or the mean scores of each item on the

determinant of the factors that affect job satisfaction. The values of the mean score denoted

the level of agreement in the survey's indicators. When the level of the mean score on a

single item is high in this case, it indicates that respondents agreed with what was requested

of them. The survey questions uses a 4-point Likert scale, thus the values should be

between 1 and 4, with 1 being the lowest and 4 being the highest. A value of more than

2.52 indicates that respondents agreed with that item and a value below 2.51 indicates

disagreement.

42
 This study also includes tables and other graphical presentations to illustrate the

data being collected for analysis to aid with comprehension.

Table 3.2. Descriptive Equivalent Table for the Level of Agreement

Scale Scale Range Descriptive Equivalent

4 3.28 - 4.0 Strongly Agree

3 2.52 - 3.27 Agree

2 1.76 – 2.51 Disagree

1 1.00 – 1.75 Strongly Disagree

43
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter depicts the presentation, analysis, and interpretation of data acquired

by the researchers using survey questionnaires issued to full-time college professors at St.

Cecilia's College- Cebu, Inc. It also discusses the demographic profile of the respondents,

the preferred method of teaching to the instructors, the magnitude of the impacts, and how

the job value outcome, workers' requirements, and working condition elements in online

education affect college teachers' satisfaction.

The respondents were chosen by selecting all full-time college teachers in all

departments. As per the data provided by the Human Resource Department, 41 full-time

college teachers were teaching as of the academic year 2022-2023. Forty-one

questionnaires were distributed and forty-one questionnaires were being got back as well.

Demographic Profile of the Respondents

The demographic profile of the respondents was sought by the research. Their

gender, age, greatest educational attainment, marital status, duration of employment, and

monthly income were all recorded and tallied.

44
Chart 4.1 Gender Profile of the Respondents

37%
Female - 26

Male - 15

63%

The study's goal is to identify the respondents' gender profile. According to Chart

4.1, the survey found that 63% of respondents were females, whereas 37% of respondents

were males. This indicates that all genders were engaged in this study, and the results were

not biased by gender. In addition, it strongly implied that the management of St. Cecilia’s

College- Cebu, Inc. has no gender discrimination when it comes to their employee

preferences.

In terms of gender, a prior study conducted by Anna Toropova, Eva Myrberg, and

Stefan Johansson (2021) found that teacher workload, teacher collaboration, and teacher

views of student discipline in school were the elements most closely connected to teacher

job satisfaction. In terms of teacher characteristics, female instructors, teachers who had

more professional development, and more effective teachers reported greater levels of

work satisfaction. Furthermore, it was shown that the association between the level of

teacher collaboration and work satisfaction was stronger for male instructors, but student

discipline was more essential for teachers with lower self-efficacy views.

45
Chart 4.2 Age Bracket of the Respondents

2%
15% 21-30 years old - 22
31-40 years old - 9
7% 41-50 years old - 3
54%
51 years old - above - 6
22% N/A - 1

The survey asked respondents to specify their age group. According to the findings

in Chart 4.2, 54% of the respondents were between the ages of 21 to 30 years old, 22%

were between the ages of 31 to 40 years old, 15% were between the ages of 51 and above,

7% were between the ages of 41 to 50 years old, and 2% were N/A who did not select any

of the age ranges provided. The findings indicated that the population of full-time college

teachers in St. Cecilia’s College- Cebu, Inc. was composed mainly of young individuals.

According to Tiffany Hsu of the "Los Angeles Times," a Conference Board poll

found that just roughly 36% of adults under the age of 25 are pleased with their careers.

According to Hsu, a workplace expert linked increased job unhappiness among younger

employees to excessive expectations stemming from their desire to work in an interesting,

fast-paced atmosphere. Their frustration with their jobs may stem from the realization that

many businesses are reluctant to change. Furthermore, younger workers may get

dissatisfied with coworkers who are content with mediocrity.

46
Chart 4.3 Highest Educational Attainment Profile of the Respondents

7%
Bachelor's Degree - 25
Master's Degree - 13
32%
Doctorate Degree - 3
61%

The findings shown by Chart 4.3 regarding the respondents’ highest educational

attainment presented that 61% of them attained a Bachelor’s Degree, 32% were able to

have their Master’s Degree, and 7% were able to finish a Doctorate Degree. The findings

suggest that the majority of the employees or teachers participated in this study are well

educated, and thus capable of comprehending and responding the research questions based

on their expertise.

According to Clark and Oswald (1996), a worker's educational attainment and the

worker's expectation of the sort of job they should have are strongly associated, and the

greater the education level, the lower the reported satisfaction level from an individual's

employment. Furthermore, Davia and Albert (2005)'s findings corroborate the hypothesis

that unmet expectations generate the adverse link between educational degree and work

satisfaction.

47
Chart 4.4 Length of Service in the Organization

27% 32% Less than 1 year - 13

1-3 years - 11
3-5 years - 6
14% 5 years and above - 11
27%

From the research findings represented by Chart 4.4, most of the respondents as

shown by 32% have been in the organization for less than one year, 27% have worked in

the organization for 1-3 years, 14% worked in the organization for 3-5 years, while 27 %

have been in the organization for more than 5 years. The result shows that most of the full-

time college teachers in St. Cecilia’s College- Cebu, Inc. are new in the institution.

According to Oshagbemi's (1997) research, teacher experience has a beneficial

influence on work satisfaction. Other findings by Oshagbemi (2000) show that employees

with 10 years of experience are more satisfied, and experience grows with each subsequent

decade of experience. A teacher who has extensive expertise in his or her field of teaching

is more likely to be devoted to working in the organization. The more pleased a teacher is

with his or her employment, the greater his or her performance, involvement, and devotion

to the organization. Moreover, when the teacher feels happy and satisfied with his or her

job it will contribute to the organization's success as a whole.

48
Chart 4.5. Marital Status of Respondents

3%

0%
Single - 26
34% Married - 14
Widowed - 0
63% N/A - 1

Chart 4.5 represents the respondents’ marital status. Of the respondents, 63% were

single, 34% were married, 3% of the respondents were N/A who did not choose any of the

options provided in marital status and none of the respondents are widowed. This finding

indicates that more than 60% of respondents do not have a husband and wife, making their

job more satisfied with their work-life balance. However, there is also a strong tendency

for married individuals to work hard for their careers and family.

According to Fitzmaurice (2012)'s study, unmarried people were more contented

than married and divorced people. However, this does not imply that married or widowed

employees are more likely to be dissatisfied with their jobs, as overall job satisfaction levels

varied for different marital statuses, with some studies concluding that married people are

more likely to be satisfied with their jobs, while others conclude that unmarried people are

more likely to be satisfied with their jobs. Being single, divorced, or happily married should

have no impact on the ability to function well in the organization where they belong.

49
Chart 4.6 Monthly Salary Range of the Respondents

3%
10%
15,000 - 20,000 - 29
15% 21,000 - 26,000 - 6
27,000 - 30,000 - 4

72% 30,000 and above - 2

Based on the result presented by Table 4.6, 72% of the respondents have a monthly

salary range of P15,000- 20,000, 15% have a monthly salary range of P21,000-P26,000,

10% have a monthly salary range of P27,000- P32,000, and 3% also have a monthly salary

range of P32,000 above. The findings indicate that more than half of the respondents

received a lower salary level compared to a few others. However, that is understandable

because most of the respondents as shown from the previous data are new in the

organization, and have bachelor’s degrees only.

According to Malina-Ionela BURLACU and Alexandru BIRSAN (2016), the

monthly wage is a motivating element in terms of job satisfaction and quality of life. Salary

has always been a source of job satisfaction for employees since a well-paid employee feels

appreciated by his employer. He understands that management isn't simply paying him to

do the job; he is also valued for his subject matter knowledge. This individual is more likely

to be pleased with his employment and not feel compelled to seek a comparable position

with higher compensation.

50
Chart 4.7 Chosen way of Learning of the Respondents

98%
93% 93%

2% 7% 7%

JOB VALUE OUTCOME EMPLOYEES' NEED WORKING CONDITION

Face-to-Face Online

Based on the result presented in Chart 4.7 in the area of Job Value Outcome, 98%

or 40 of the total respondents chose face-to-face and 2% or 1 of the total respondents chose

online. In achieving employees’ needs, 93% or 38 of the total respondents chose face-to-

face, and 7% or 3 of the total respondents chose online. In working conditions, 93% or 38

of the total respondents chose face-to-face, and 7% or 3 of the total respondents chose

online. According to the data, the majority of respondents prefer face-to-face as an effective

way of learning in meeting the areas of job satisfaction which are the job value outcome,

employees’ needs, and working conditions.

Perie and Baker (1997) discovered a link between the ability of face-to-face

teachers to develop learning activities and their job happiness. This explains that the

positive way of meeting teachers' job satisfaction happened during face-to-face classes

where the learning is present and visible and at the same time meeting their career

satisfaction as a teacher. This explains that the factors for job value outcome, employees'

needs, and working conditions are best achieved during face-to-face classes.

51
Chart 4.8. Extent To Which Job Value Outcome In Online Education Affects Job
Satisfaction Of The College Teachers in St. Cecilia’s College- Cebu, Inc.

56%

39%

5%
0%
VERY GREAT - 16 GREAT - 23 LITTLE - 2 NONE - 0

The study's objective is to determine how much work value outcome influences

instructors' job happiness. According to the data, 39% replied to a very large extent, 56%

to a great extent, 5% to a small extent, and nobody said it has no extent. This is a strong

indicator that work value result influences college professors' job satisfaction at St.

Cecilia's College-Cebu, Inc.

According to Zakariya (2012), work satisfaction is determined by a direct beneficial

effect on teacher-student relationships. Buonomo et al. did a similar study on job

satisfaction, examining if collective ideas and feelings about the professional position

predicted job satisfaction.

52
Table 4.1. Statements Relating To The Effects of Job Value Outcome In Online
Education that Affects Job Satisfaction Of The College Teachers in St. Cecilia’s
College- Cebu, Inc.

Statements in online education Weighted Descriptive

Mean Equivalent
In online education, teacher achieves the desired outcome 2.71 Agree
of the job they valued as a teacher.

In online education, students have more and great learning 2.12 Disagree
compared to face-to-face classes.

In online education, teachers are certain of their student’s 2.34 Disagree

progression, growth, and development.

In online education, teachers provide a positive impact on 2.83 Agree

their students through their teaching.

In online education, both teachers and students feel 2.51 Disagree

happiness and excitement during every class.

Weighted Mean 2.50 Disagree

The purpose of this study is to ascertain the degree to which respondents agreed

with the preceding assertions regarding the impacts of job value outcomes in the online

education of college professors at St. Cecilia's College-Cebu, Inc. According to the

statistics in the table, the majority of respondents disagreed with the variables influencing

online education. By the statements in online education, teachers provide a positive impact

on their students through their teaching as shown by a weighted mean of 2.83. In online

education, teacher achieves the desired outcome of the job they valued as a teacher shown

by a weighted mean of 2.71. In online education, both teachers and students feel happiness

53
and excitement during every class as shown by a weighted mean of 2.51. In online

education, teachers are certain of their student's progression, growth, and development as

shown by a weighted mean of 2.34. In online education, students have more and great

learning compared to face-to-face classes shown by a weighted mean of 2.12. The

statements under the job value outcome factor have a weighted mean average of 2.50 which

indicates that most of the respondents disagreed with the effects of job value outcome on

online education job satisfaction.

According to Allen and Seaman (2014), while the concept of digital education is

not new, as online teaching becomes more common, many hurdles have made the shift

from traditional school courses to totally online platforms increasingly difficult. Our study

sought to investigate instructors' job satisfaction, workload, and teaching-related self-

efficacy beliefs throughout the online teaching time vs the traditional classroom

experience. According to the findings of this study, instructors' work satisfaction through

online learning makes it very difficult for them to communicate with their students through

online learning since some of their students lack resources and a steady internet connection.

Moreover, some teachers are preferred to teach their students through face-to-face classes

to enhance and explore their knowledge, learning, and capability inside the classroom.

54
Chart 4.9. Extent To Which Employees’ Needs In Online Education That Affects Job
Satisfaction Of The College Teachers in St. Cecilia’s College- Cebu, Inc.

46% 49%

5%
0%
VERY GREAT - 19 GREAT - 20 LITTLE - 2 NONE - 0

The study's goal is to find out how much influences instructors' work happiness.

According to the research findings, 46% said it had a very large extent, 49% said it had a

great extent, 5% said it had a small extent, and nobody said it had no extent. This clearly

indicates that the demands of workers have a significant influence on the job satisfaction

of college professors at St. Cecilia's College- Cebu, Inc.

Individuals' motivation is defined as their readiness to do something to meet their

needs (Whiseand & Rush, 1988), which energizes people to take action to alter and apply

goal-oriented behavior (Wregner & Miller, 2003). Thus, achieving the needs of an

employee is what makes an employee to be motivated at work as well as a factor in making

them satisfied with their job.

55
Table 4.2. Statements Relating To The Effects Of Employees’ Needs In Online
Education That Affects Job Satisfaction Of The College Teachers in St. Cecilia’s
College- Cebu, Inc.

Statements in online education Weighted Descriptive

Mean Equivalent

In online education, teachers are safe and secure with their 3 Strongly
health with no threats while doing their job as a teacher. Agree

In online education, teachers achieve the need for social. 2.54 Agree
Teachers find this way of teaching as a way of building
strong relationships between students and teachers and also
with their co-workers.

Online education allows for strong and effective interaction 2.24 Disagree
between students and teachers.

Online education/online teaching boosts the teachers' sense 2.37 Disagree

of high self-esteem.

In online education, teachers improve their abilities and 2.68 Agree

enable them to put more value on themselves and the value
of their job.
Weighted Mean 2.57 Agree

The purpose of this study is to establish the degree to which respondents agreed

with the preceding assertions regarding the impacts of workers' demands in online

education on the job satisfaction of college professors at St. Cecilia's College- Cebu, Inc.

According to the data in the table, the majority of respondents agreed with the statement

about the effects of employees' needs in online education. In the statements in online

education, in online education, teachers are safe and secure with their health with no threats

while doing their job as a teacher weighted 3. In online education, teachers improve their

abilities and enable them to put more value on themselves and the value of their job was

56
weighted 2.68. In online education, teachers achieve the need for social. Teachers find this

way of teaching as a way of building strong relationships between students and teachers

and also with their co-workers weighted 2.54. Online education/online teaching boosts the

teachers' sense of high self-esteem weighted 2.37. And online education allows for strong

and effective interaction between students and teachers weighted 2.24. The statements

under the employees' needs factor have a weighted mean average of 2.57 which suggests

that the majority of respondents agreed with the influence of employees' requirements on

job satisfaction in online education. Although the state of the learning institution was

affected by the pandemic, still the employees were able to feel the safety of the job and the

environment and one that was lacking in meeting their needs was the need for social which

was teacher-student interactions.

According to Li and Akins (2005), online teaching is a one-way learning process,

with teachers instructing students one at a time. The ratio of online teaching is equivalent

to the conventional method of teaching, in which teachers find it difficult to interact with

students, particularly those with different learning styles. It has a greater influence on the

learning process. Students with visual learning styles will suffer the most throughout the

learning experience. The application results in fewer alternatives and less instruction for

faculty to deal with it, as well as a significant influence on teacher-to-student engagement.

According to Sibley and Arbaugh (2005), online instruction lacks both student-to-student

and teacher-to-student contact, which provides pauses in between and leads to a large

amount of repetition.

57
Chart 4.10. Extent To Which Working Conditions Affect Turnover Intention Of The
College Teachers in St. Cecilia’s College- Cebu, Inc.

46% 49%

5%
0%
VERY GREAT - 19 GREAT - 20 LITTLE - 2 NONE - 0

The study's goal is to find out how much the working conditions affect teachers' job

satisfaction in online education. According to the data, 46% responded to a very great

degree, 49% responded to a great extent, 5% responded to a small extent, and nobody said

that it has no extent. The findings indicate that working circumstances might influence and

contribute to the job satisfaction of College Teachers at St. Cecilia's College- Cebu, Inc.

This study examines in depth how national circumstances and working situations

may influence teachers' job satisfaction. The paper generates a series of three-level HLM

models of work satisfaction using a large sample of teachers and schools from 32 OECD

nations. According to the data, teacher work satisfaction differs greatly among nations and

schools within countries. This difference is caused by factors at the teacher, school, and

national levels. The examination of cross-level interactions suggests that the type or

intensity of the correlations between working conditions and teachers' job satisfaction may

have been affected by national circumstances. Lixia Qin (Lixia Qin,2021).

58
Table 4.3. Statements Relating To The Effects of Working Conditions On The College
Teachers’ Turnover Intention in St. Cecilia’s College- Cebu, Inc.
Statements in online education Weighted Descriptive
Mean Equivalent
In online education, teachers have a strong 2.78 Agree
communication system and improve collegial
relationships.

Online education provides a working condition that has 2.20 Disagree

a lower chance of interruptions during class hours (free
from disturbance, noise, and technical issues).

Online education has a work environment that allows 2.41 Disagree

teachers to discuss thoroughly and enables students for
greater chances of learning opportunities.

Online education possesses happy working conditions 2.34 Disagree

that are free from technostress (stress caused by working
a computer technology daily) and allow teachers to have
a comfortable working environment.

In online education, teachers have a flexible work 2.66 Agree

schedule that leads to a work-life balance.

Weighted Mean 2.48 Disagree

This study also aims to find out how much respondents agreed with the following

claims about the impact of working circumstances on college teachers' job satisfaction at

St. Cecilia's College- Cebu, Inc. The result shows that most of the respondents disagree

with the following statements. With the statements in online education, online education

provides a working condition that has a lower chance of interruptions during class hours

(free from disturbance, noise, and technical issues) as shown by a weighted mean of 2.20.

Online education has a work environment that allows teachers to discuss thoroughly and

59
enables students for greater chances of learning opportunities as shown by a weighted mean

of 2.41. Online education possesses happy working conditions that are free from

technostress (stress caused by working a computer technology daily) and allows teachers

to have a comfortable working environment as shown by a weighted mean of 2.34. And

the respondents agreed to the following statements; online, teachers have a strong

communication system and improve collegial relationships as shown by a weighted mean

of 2.78. In online education, teachers have a flexible work schedule that leads to a work-

life balance as shown by a weighted mean of 2.66. The statements under the working needs

factor have a weighted mean average of 2.48 which indicates that most of the respondents

disagreed with the effects of working conditions in online education on work satisfaction.

According to research on working circumstances as a measure of job satisfaction,

employees prefer working conditions that are not risky or unpleasant (Robbins, 1998). Job

satisfaction may be defined as a sense of comfort and pleasant experience that a person has

relating to his job. The respondents didn’t find online education as a sense of achieving job

comfort. The unpleasant brought by online education was the quick changes in work setups

and working procedures where the traditional way of learning changes into distance

learning. So then, we cannot deny the fact that teachers are unsatisfied with their job during

the implementation of the online class setup.

60
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter provides a summary of the study's results, conclusions, and

recommendations. The conclusions and recommendations focused on addressing the

study's goal of determining the extent of effect or influence of the factors and determining

how job value outcome factor, employees' needs factor, and working condition factor in

online education affect the job satisfaction of college teachers at St. Cecilia's College,

Cebu, Inc.

Study of Findings

Demographic Profile of the Respondents

According to the results of the demographic profile of the respondents, there were

more females (63%) than males (37%). This indicates that all genders were engaged in this

study, and the results were not biased by gender. In addition, it strongly implied that the

management of St. Cecilia’s College- Cebu, Inc. has no gender discrimination when it

comes to their employee preferences. However, because the percentage is quite different

compared, this means that girls are more desired to work as teachers than males. The

majority of the respondents (54%) were aged 21-30 years old which indicates that the

population of full-time college teachers in the school is composed mainly of young

professionals. Most of the responses for the highest educational attainment are having a

bachelor’s degree with a percentage of 61%. This is just reasonable because the majority

of the population are young professionals or fresh graduates who are maybe about to pursue

their master’s degrees and some of these fresh graduates were from their alumni school

61
that implies St. Cecilia’s College-Cebu, Inc was allowing their molded professionals to be

part of their institution and to be in the actual field of teaching. Most of the respondents

have been in the organization less than a year (32%) followed by almost the same

percentage who have been in the organization for 1-3 years (27%), which implies that many

of the teachers in the college department are new. More than half of the respondents (63%

are single) and nearly half (34%) are married, indicating that teachers at St. Cecilia's

College- Cebu, Inc. have other responsibilities at home in addition to being college

instructors, which may affect work performance. For the monthly salary range, the majority

of the respondents (72%) have a salary range of 15,000-20,000, the researchers justify these

findings to the fact that most of the respondents are newly hired and have bachelor’s

degrees only.

Effective Way of Learning

The assessment of the results from the chosen effective way of learning that

majority of the respondents are in favor of face-to-face classes as a way of learning that is

capable of meeting the three major factors of online education; job value outcome,

employees’ needs, and working conditions. According to the impacts of job value outcome,

98% of respondents choose face-to-face learning. The implications on employee needs

revealed that 93% of respondents prefer face-to-face communication. Finally, the

implications on working circumstances revealed that 93% of respondents prefer face-to-

face sessions. Furthermore, the influence on work value result garnered the greatest

proportion of 98% that most respondents are in favor of face-to-face sessions.

62
The Extent To Which Job Value Outcome, Employees’ Needs, and Working
Conditions in Online Education Affect Job Satisfaction of the College Teachers in St.
Cecilia’s College- Cebu, Inc.

The extent to which job value outcome in online education affects the job

satisfaction of the college teachers in St. Cecilia’s College- Cebu, Inc. is to a great extent

shown at a percentage of 56%. This implies that job value outcome has a huge effects job

satisfaction of college teachers. The employees’ needs in online education that affects job

satisfaction have been regarded by the respondents to also have a great extent of effect at

a percentage of 49%. The working condition is also viewed by the respondents to have a

great extent of effect at a percentage of 49%. According to the findings, all of the

aforementioned elements can have a significant impact on the work satisfaction of college

professors at St. Cecilia's College-Cebu in the context of online learning. Moreover, the

most significant effect of job satisfaction in online education was the effect of job value

outcome garnering the highest percentage of 56%.

Effects of Job Value Outcome in Online Education Job Satisfaction

The research finds that the job value outcome was an important motivator for

teachers to achieve job satisfaction. It was revealed that even in the situation of distance

learning, teachers are eager to be certain of their students' performance, growth, and

improvement as this was one of their bases to feel satisfied. An organization like St.

Cecilia’s College-Cebu Inc. is highly encouraged to have effective online education

platforms or some strategies like limited face-to-face where learnings are present despite

all changes happening. Teachers at St. Cecilia’s College-Cebu Inc. are doing their job well

to communicate with their students through online education to enhance their student's

capabilities and explore and learn new things. The teacher and students are facing a hard

63
time during online classes communicating with each other due to no resources and unstable

internet connection. And it is necessary to do a plan to retain student’s effectivity as well

as maintain teachers' positive approach to the organization and themselves as an employee.

Effects of Employees’ Needs in Online Education Job Satisfaction

This study draws insights from the impacts of online education on work satisfaction

of instructors at St. Cecilia's College- Cebu, Inc. The study discovers that employees'

demands were an important motivator for them. According to the findings, the teacher's

demands for security, socialization, and self-esteem in an online setting affect their teacher

satisfaction. Teachers are content when they feel safe in their jobs, when they have strong

bonds with their colleagues and pupils, and when they develop self-esteem. The

administration of St. Cecilia's College-Cebu, Inc. is strongly urged to devise a strategy for

fulfilling teachers' job satisfaction in the context of distance learning or online learning, so

that instructors remain happy to work despite the nature of the job. This study draws

conclusions from the impacts of online education on job satisfaction. Job satisfaction is not

only concerned with the financial rewards gained by an individual, but it also involves a

sense of fulfillment derived from his or her profession. Work satisfaction is one of the main

factors responsible for an individual's productivity in an organization. It has two facets:

when an employee's level of satisfaction is high, it may increase his/her productivity level;

when the level of satisfaction is low due to a variety of factors, it may lead to a decrease in

productivity on the job. Despite instructors indicating a high level of overall happiness on

the survey, the qualitative analysis of teacher interviews revealed both positive and

negative factors on teacher satisfaction

64
Effects of Working Conditions in Online Education Job Satisfaction

The research finds that working conditions as a factor of job satisfaction shows that

employees prefer working conditions that are not dangerous and unpleasant, a working

condition that is flexible and free from disturbance and noise, and working conditions

where they feel comfortable doing their duties. They like working conditions that are

similar to the conditions they work traditionally. It was discovered that the working

conditions are an important factor in the overall job satisfaction of workers who work in

difficult working conditions, and given that these workers are less satisfied with this factor

in relation to employees who work in normal working conditions, it could be concluded

that it is necessary to improve the working conditions of workers who work in difficult

working conditions. On the other hand, a poor environment of the institution may cause

discomfort to some teachers who may end up being attracted to other institutions with

better working conditions. As a result, the management must manage and maintain

satisfying their employees' needs within the organization for them to function productively

and remain in the institution.

Conclusion

The objective of this research was to measure college professors' work satisfaction

in online education. In this result, there should be a limited face-to-face class that will be

implemented or a blended learning so that students and teachers will have an effective

interaction with each other because job satisfaction is subjective for the teachers and

students collaboratively, engagement and creativity. Having limited face to face is an

effective way through an enhancing and improving the learning style of the students in the

classroom. It is critical to have limited face-to-face time in the classroom to build and

65
expand students' capabilities, knowledge, and learnings through interactions and

communication. Furthermore, limited face-to-face learning is very crucial for a teacher to

be centered on education to motivate their students to interact with them through

communication. To include the employees' needs, safety is very crucial so the management

must follow the guidelines to ensure social distancing, wear face masks, and follow the

safety protocols that will be implemented in the school to have a safely limited face-to-

face. Even in the situation online, the teachers must have a good social environment with

their co-workers and teachers must build self-esteem for it is very important to have the

self-confidence to give compliments on the teacher's performance in doing their job well

and to enhance their selves to boost their self-esteem by praising them a motivational

thought. Lastly, the working conditions of the teachers must be at their comfort. They must

not be stressed out while doing their job distance from their students accompanied by stable

internet and as well as a spacious room that is free from disturbance. Moreover, the working

conditions are very crucial in maintaining teachers' job satisfaction and the management

must support this.

Summarily, the job value outcome, employees' needs, and the factors of the

working condition certainly showed significant effects of the online education job

satisfaction of the college teachers in St. Cecilia’s College- Cebu, Inc.

66
Recommendations

This study aims to sustain college professors' work satisfaction at St. Cecilia's

College-Cebu, Inc despite the circumstance of online learning. This study helps to uncover

how online learning is transforming both instructors and the teaching profession in higher

education, why many faculties are hesitant about online teaching, and how to overcome

these problems.

▪ The school should have a limited face-to-face class or a blended type of learning

depending on the situation. If not possible, the school must build an online learning

community that is subjective for the effective learning of students. Teachers'

satisfaction is linked with the outcome of their job and the management of St.

Cecilia’s in the college department must have this plan so that learnings are present

as well as teachers are satisfied with their job.

▪ The school must recognize the significance of working environments in schools,

not only for teacher motivation, effectiveness, and job satisfaction, but also for

student learning possibilities.

▪ The study also suggests that management should consider enhancing the working

environment, such as providing safe working conditions and necessary teaching

facilities as well as a strong internet connection that possesses lesser technical

issues together with a spacious room that is free from disturbance and noise.

▪ The management must have an activity that enables building a strong relationship

with their co-workers.

▪ This research also recommends a retention plan that can help the organization in

combating the effects of job satisfaction in online education.

67
 Recommendation for Future Researchers

▪ For future researchers, the authors of this study would like to recommend that they

conduct the same study but in a different way or environment or could be in the

other department just like the teachers in elementary and high school levels to know

also their side as a teacher experiencing from a distance learning.

▪ The researchers would also like to suggest future investigations be done regarding

this topic that over the past years employers from educational institutions will be

much happier and more satisfied with online education or still unsatisfied with the

process of online.

68
 PROPOSED ONLINE EDUCATION JOB SATISFACTION PLAN

Rationale

The researchers recommend a proposed action plan for Job Satisfaction in Online

Education that could be implemented by the management recommended by this study in

line with the results and findings to help the organization in St. Cecelia’s College-Cebu,

Inc. maintains the Job Satisfaction of the college teachers. With this action plan, the

researchers hope that this can be a help to the organization in the actual field of online

education.

Areas of Concern

The concerns of this action plan are the following;

1. Effects of job value outcome in online education on the college teachers' job satisfaction.

2. Effects on employees’ needs in online education on the college teachers’ job satisfaction.

3. Effects om working conditions in online education on college teachers’ job satisfaction.

Objectives

The objectives of the proposed plan for employee’s satisfaction are the following:

1. To minimize the negative effects of the job value outcome factor, employees’ needs

factor, and working condition factor in online education that affects job satisfaction of the

college teachers in St. Cecilia’s College Inc.

2. To maximize the positive effects of job value, outcome factor, employees’ needs factor,

and working condition factor in online education on teacher’s job satisfaction of the college

69
teachers in St. Cecilia’s College-Cebu, Inc.

3. To help increase employees job satisfaction of the college teachers of St. Cecilia’s

College-Cebu, Inc. during online or distance learning.

Strategies and Deliverables

1. Assigned the task of enforcing, implementing, and maintaining a formal online education

job satisfaction to a qualified individual who has the knowledge, skills, and compassion

for employees.

2. The school should have a limited face-to-face class or a blended type of learning

depending on the situation. If not possible, the school must build an online learning

community that is subjective for the effective learning of students.

3. The school must have an activity such as team building that aims to build a strong

relationship with their co-teachers.

4. The school must follow safety protocols provided by the government rules and

regulations.

5. Assessment of the condition of the teachers in the organization must be done. Checking

of school facilities must be done. Providing a room that is secured, free from disturbance

,and has a strong internet connection.

Persons Involved

1. Management and Administrators of St. Cecilia’s College- Cebu, Inc.

2. College Teachers of St. Cecilia’s College- Cebu, Inc.

70
3. College Students of St. Cecilia’s College- Cebu, Inc.

Target Schedule of Implementation

1. The action plan is only intended during the implementation of online class. As of now,

the school is implementing the traditional way of learning (face-to-face) thus, this action

plan is not in need to implement for now. The researchers hope for that this program will

be implemented during the implementation of online classes.

Expected Outcomes

1. The Online Education Job Satisfaction will be effective, efficient, and helpful to the

organization.

2. Teachers will become satisfied seeing that their students are learning even in the situation

of distance learning.

3. Teachers will become satisfied in a way that he/she is building strong relationship

between colleagues and students.

4. Teachers feels safer and more comfortable to do their job.

5. Teachers can function well if they are provided with the resources and facilities needed

for their job. A friendly environment also helps teachers to become productive knowing

that their colleagues are working collaboratively with them.

71
Table 5.1 PROPOSED ONLINE EDUCATION JOB SATISFACTION PLAN

1. Effects of job value outcome in online education on the college

teachers' job satisfaction.
Areas of
Concern 2. Effects on employees’ needs in online education on the college
teachers’ job satisfaction.
3. Effects of working conditions in online education on college
teachers’ job satisfaction.

1. To minimize the negative effects of the job value outcome factor,

employees’ needs factor, and working condition factor in online
education that affects the job satisfaction of the college teachers in
St. Cecilia’s College Inc.
2. To maximize the positive effects of job value, outcome factor,
Objectives
employees’ needs factor,
and working condition factor in online education on teacher’s job
satisfaction in the college
teachers in St. Cecilia’s College-Cebu, Inc.
3. To help maintain the job satisfaction of the employees in the
college teachers of St. Cecilia’s College-Cebu, Inc. during online or
distance learning.

1. Assigned the task of enforcing, implementing, and maintaining a

formal online education job satisfaction plan to a qualified
Strategies and individual who has the knowledge, skills, and compassion for
Deliverables
employees.
2. The school should have a limited face-to-face class or a blended
type of learning depending on the situation. If not possible, the
school must build an online learning community that is subjective
for the effective learning of students.

72
 3. The school must have an activity such as team building that aims
to build a strong relationship with their co-teachers.
4. The school must follow safety protocols provided by the
government's rules and regulations.
5. Assessment of the condition of the teachers in the organization
must be done. Checking of school facilities must be done.
Providing a room that is secured, free from disturbance, and has a
strong internet connection.

1. Management and Administrators of St. Cecilia’s College- Cebu,

Persons
Involved Inc.
2. College Teachers of St. Cecilia’s College- Cebu, Inc.
3. College Students of St. Cecilia’s College- Cebu, Inc.
1. The action plan is only intended during the implementation of the
Target online class. As of now, the school is implementing the traditional
Schedule of
way of learning (face-to-face) thus, this action plan is not in need to
Implementation
implement for now. The researchers hope that this program will be
implemented during the implementation of online classes.
1. The Online Education Job Satisfaction Plan will be effective,
efficient, and helpful to the organization.
2. Teachers will become satisfied seeing that their students are
learning even in the situation of distance learning.
Expected 3. Teachers will become satisfied in a way that he/she is building a
Outcomes strong relationship between colleagues and students.
4. Teachers feel safer and more comfortable doing their job.
5.Teachers can function well if they are provided with the resources
and facilities needed for their job. A friendly environment also helps
teachers to become productive knowing that their colleagues are
working collaboratively with them.

73
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 APPENDICES A: TRANSMITTAL LETTER

ST. CECILIA’S COLLEGE – CEBU, INC.

LA SALLE SUPERVISION OFFICE (LASSO)
SUPERVISED SCHOOL
N. Bacalso S National Highway,
Ward II Poblacion, Minglanilla, Cebu

September 12, 2022

Dr. Isabelo T. Genegaboas

AVP for Academics and Research
St. Cecilia’s College-Cebu, Inc.

Greetings!

The researchers are students from the Bachelor of Science in Business Administration major in
Human Resource Development Management (HRDM) 4th-year students conducting business
research entitled “Online Education; Its Effect on the Job Satisfaction of the College Teachers in
St. Cecilia’s College- Cebu, Inc.” under the supervision of Mr. Earl Jude Tano (research adviser).

In this regard, the researchers would like to survey all 41 full-time College Teachers in St. Cecilia’s
College- Cebu, Inc. The survey's main objective is to help the researcher gather necessary
information on their demographic profile and know-how “online education” in job value outcome,
employees’ needs, and the working condition that affects employees’ job satisfaction with college
teachers.

Therefore, the researchers humbly request that you grant them your permission allowing them
to conduct a survey using printed questionnaires. Rest assured that all information provided by
the respondents will be kept confidential and will be used for academic purposes only.

Thank you so much.

Sincerely yours,

PANONCE, JHANEIN SEPADA, JERRY GLEN P.

Researcher Researcher

REQUINTO, GENECEL P. TORREMOCHA, MICHELLE T.

Researcher Researcher

Noted by:
MR. REGIN M. SUAREZ, MBA, LPT MR. EARL JUDE TANO, MBA
Department Head Research Adviser

76
 APPENDECIS B: THE SURVEY QUESTIONNAIRE

ST. CECILIA’S COLLEGE – CEBU, INC.

LA SALLE SUPERVISION OFFICE (LASSO)
SUPERVISED SCHOOL
N. Bacalso S National Highway,
Ward II Poblacion, Minglanilla, Cebu

ONLINE EDUCATION: ITS EFFECT ON THE JOB SATISFACTION OF THE

COLLEGE TEACHERS IN ST. CECILIA’S COLLEGE- CEBU, INC.

Dear Respondents:

The researchers are students from the Bachelor of Science in Business Administration conducting
business research entitled “Online Education: Its Effect on the Job Satisfaction of the College
Teachers in St. Cecilia’s College- Cebu, Inc.” under the supervision of Earl Jude Tano (research
adviser).

The research aims to know how job value outcome, employees’ needs, and working condition in
online education affects employees’ job satisfaction with college teachers. We invite you to be
part of this research and request your assistance in completing the brief questionnaire. We kindly
request that you share your expertise and experiences on the subject matter. Your responses will
be treated with utmost confidence.

Sincerely yours,

PANONCE, JHANEIN SEPADA, JERRY GLEN P.

Researcher Researcher

REQUINTO, GENECEL P. TORREMOCHA, MICHELLE T.

Researcher Researcher

Noted by:
MR. REGIN M. SUAREZ, MBA, LPT MR. EARL JUDE TANO, MBA
Department Head Research Adviser

77
 ONLINE EDUCATION: ITS EFFECT ON THE JOB SATISFACTION OF THE
COLLEGE TEACHERS IN ST. CECILIA’S COLLEGE-CEBU, INC.

Research Questionnaire
Directions: Put check ( ) in the box provided to answer the required information.

A. Demographic Profile

1. Name (optional):

2. Gender: Male Female

3. Age:

21 - 30 years old 31 - 40 years old

41 - 50 years old 51 years old and above

4. Highest educational attainment

Bachelor’s Degree Master’s Degree Doctorate’ Degree

5. Length of service

Less than 1 year 1 – 3 years 3 – 5 years More than 5 years

6. Marital status

Single n Married Widowed

g
l
7. Monthly salary range e

P15,000 – P20,000 P21,000 – P26,000

P27,000 – P30,000 P31,000 and above

78
B. FACE-TO-FACE VS. ONLINE LEARNING

As a teacher, what is your agreement on the factors that are effective in meeting
employees’ job satisfaction with the following: job value outcome, employees’ needs,
and working conditions in St. Cecilia’s College-Cebu, Inc? Choose either Face-to-Face or
Online teaching. Put a check ( ) in the column provided on your best choice.

Factors affecting job satisfaction Face-to-face Online

Job Value Outcome

Employees’ Need

Working Conditions

79
C. Effects of “Work Value Outcome” on Job Satisfaction.

1. To what extent does job value outcome affects employees’ job value outcome?

Very great Great

Little None

2. What is your level of agreement with the following statements relating to the effects
of online education to the teachers on “Job value outcome” in St. Cecilia’s College-Cebu,
Inc?

Scale:

4 = strongly agree

3 = agree

2 = disagree

1 = strongly disagree

Statements in online education 4 3 2 1

In online education, teacher achieves the desired outcome
of the job they valued as a teacher.

In online education, students have more and great learning

compared to face-to-face classes.

In online education, teachers are certain of their student’s

progression, growth, and development.

In online education, teachers provide a positive impact on

their students through their teaching.

In online education, both teachers and students feel

happiness and excitement during every class.

80
D. Effects on “Employees’ Needs” on Job Satisfaction.

1. To what extent does meeting Employees' Needs affect employees' job satisfaction?

Very great Great

Little None

2. What is your level of agreement with the following statements relating to the effects
of online education on the teachers’ “Employees’ needs” in St. Cecilia’s College-Cebu,
Inc?

Scale:

4 = strongly agree

3 = agree

2 = disagree

1 = strongly disagree

Statements in online education 4 3 2 1

In online education, teachers are safe and secure with
their health with no threats while doing their job as a
teacher.

In online education, teachers achieve the need for

social. Teachers find this way of teaching as a way of
building strong relationships between students and
teachers and also with their co-workers.

Online education allows for strong and effective

interaction between students and teachers.

Online education/online teaching boosts the teachers'

sense of high self-esteem.

In online education, teachers improve their abilities

and enable them to put more value on themselves and
the value of their job.

81
E. Effects on “Working Conditions” on Job Satisfaction.

1. To what extent do Working Conditions affect employees' job satisfaction?

Very great Great

Little None

2. What is your level of agreement with the following statements relating to the effects
of online education on the teacher’s “Working Conditions” in St. Cecilia’s College-Cebu,
Inc?
Scale: 4 = strongly agree
3 = agree
2 = disagree
1 = strongly disagree

Statements in online education 4 3 2 1

In online education, teachers have a strong
communication system and improve collegial
relationships.

Online education provides a working condition that

has a lower chance of interruptions during class
hours (free from disturbance, noise, and technical
issues).

Online education has a work environment that

allows teachers to discuss thoroughly and enables
students for greater chances of learning
opportunities.

Online education possesses happy working

conditions that are free from technostress (stress
caused by working a computer technology daily) and
allow teachers to have a comfortable working
environment.

In online education, teachers have a flexible work

schedule that leads to a work-life balance.

82
 APPENDICES C: DOCUMENTATIONS

Proposal Defense

Data Gathering Procedure

83
Tabulation of the Data Gathered

84
Final Defense

85
APPENDICES D: GRAMMARLY AND TURNINIT RESULTS

86
87
APPENDICES E: CURRICULUM VITAE

88
 EDUCATION

College: St. Cecilia’s College-Cebu Inc.

Poblacion Ward II, Minglanilla,
Cebu 6046
2019 - 2022

Senior High School: Professional

Academy of the Philippines
East Poblacion, City of Naga, Cebu 6037
Accountancy Business Administration (ABM)
2017 – 2019

Junior High School

Tagjaguimit National High School
Tagjaguimit, City of Naga, Cebu
2014-2017

Elementary:
Tagjaguimit Elementary School
Tagjaguimit, City of Naga, Cebu
2008-2013

ACHIEVEMENTS
GENECEL P. REQUINTO
2007-2019 Academic Honor Roll
CONTACT
2020- 2021 Dean’s Lister
PHONE:
2021-2022 Dean’s Lister
+63 969 487 6933
Purok 1, Argonex, Tagjaguimit, City of Naga. Cebu
SEMINARS ATTENDED:
EMAIL:
requinto15genecel@gmail.com “ Organization Development: Re-Visiting
and Re-Tooling Human Resource
PROFILE
Management Practices
February 2020
Birth Date: November 15, 2000
Birth Place: Tagjaguimit, City of Naga, Cebu EXTRACURRICULAR ACTIVITIES:
Age: 22
Class Mayor of HRDM
Nationality: Filipino 4th year
2022-2023
Religion: Born Again Christian
Civil Status: Single
Father’s Name: Domingo I. Requinto
Mother’s Name: Josephine P. Requinto

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 EDUCATION
College: St. Cecilia’s College-Cebu Inc.
Poblacion Ward II, Minglanilla,
Cebu 6046
2019 - 2022
Senior High School: Andres Soriano Memorial College
Andres Soriano, Lutopan , Toledo City

Junior High School

Cantabaco National High School
Cantabaco, Toledo City
2016
Elementary:
Camp 8, Elementary School
JERRY GLEN P. Camp 8, Minglanilla Cebu

SEPADA 2012

CONTACT
PHONE:
+63 997 870 7329
Alimango, Cantabaco, Toledo
City
SEMINARS ATTENDED:
PROFILE
“ Organization Development: Re-Visiting
Birth Date: February 22, 2000 and Re-Tooling Human Resource
Birth Place: Alimango, Management Practices
Cantabaco, Toledo, City February 2020
Age: 22
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Married
Fathers Name: Nemesio B.
Sepada
Mothers Name: Rosalina P.
Sepada

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 EDUCATION
College: St. Cecilia’s College-Cebu Inc.
Poblacion Ward II, Minglanilla, Cebu 6046
2019 - 2022

Senior High School: University Of Visayas

S Osmena St, Toledo City, Cebu
Technical-Vocational-Livelihood(ICT)

2016 - 2018
Junior High School : Looc Norte National High School
Looc Norte Asturias, Cebu
2013-2016

Elementary: Looc Norte Elementary School

Looc Norte National High School
2006-2012

MICHELLE T. ACHIEVEMENTS
TORREMOCHA
PROFILE 2020- Investor

Birth Date : April 19, 2000

Birth Place : Malabon, City
Age : 22 SEMINARS ATTENDED:
Nationality : Filipino
Religion : Roman Catholic “ Organization Development: Re- Visiting and Re-
Civil Status : Single Tooling Human Resource Management Practices
February 2020
Fathers Name : Aquillio S. Torremocha
Mothers Name :Conchita T. Torremocha

CONTACT
PHONE:
+63 960 909 8533
Address : Lawaan I Talisay City, Cebu
EMAIL:
michtorremocha19@gmail.com

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