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Research Paper

th
Presented in the 4 International Conference in Education, Psychology, and Social Science (ICEPSS)
June 1-3, 2017
Organized by: International Research Enthusiast Society Inc.

TEACHING PERFORMANCE AND JOB SATISFACTION AMONG

TEACHERS AT REGION XII
Abstract

This study aimed to find out the relationship of teaching performance and job satisfaction among teachers of DepEd Region XII. Specifically, it was
determined the teaching performance rating of teachers on the seven domains of competency-based performance appraisal system for teachers. It
was also determined the satisfaction rating of teachers in ten facets of job satisfaction. The relationship of personal profile and job satisfaction was
also correlated. A total of 200 teachers teaching in elementary public schools were selected as respondents of the study and descriptive correlation
design was used in order to see relationships of the variables included in the study. Survey questionnaires were distributed to the respondents in
twelve sample elementary schools in the Region XII. The study yielded that most of the respondents are female, married, earned a college degree
with master’s unit, 11 to 15 years in service and belongs to 31-40 years age bracket. Regarding teacher’s performance rating it was rated very
satisfactorily. Teachers display a high level of performance related skills, abilities, initiatives and productivity, exceeding requirements in many of the
areas of teaching performance as indicated in the seven domains of competency-based appraisal system for teachers. Moreover, majority of the
teachers are somewhat satisfied on the following facets of job satisfaction: school policies, supervision, interpersonal relations, opportunities for
promotion and growth, working conditions, work itself, achievement, recognition, and responsibility. This implies that a teacher satisfied with their job
is also productive. Furthermore, if the teachers are contented with their job, they develop and maintain high level of performance. Teaching learning
processes are made more efficient and effective and consequently could produce high competitive learners. There is moderate correlation between
teacher’s performance and job satisfaction which shows that high teacher’s performance contributes to high job satisfaction. The age, highest
educational attainments and length of service were significant to the job satisfaction while sex and civil status were noted having significant difference
to job satisfaction. Based on the findings of the study, it is concluded that the teachers of DedEd Region XII displays a high level of performance
related skills, abilities, initiatives and productivity, exceeding requirements in many of the area of teaching performance. Moreover, the teachers of
said region were contented with their job satisfaction facets such as school policies, supervision, pay, interpersonal relations, opportunities for
promotion and growth, working conditions, work itself, achievement, recognition, and responsibility. This implies that a teacher’s satisfied with their job
is also a productive one. Furthermore, if the teachers contented with their job, they will develop and maintain high level of performance. Teaching
learning process make more efficient and effective that could produce high competitive learners. In addition, teaching performance and job
satisfaction have moderate correlation. Based on the findings and conclusions drawn from this study, the researcher makes the following
recommendations; first, there should be a balance between the task and people oriented, close supervision and mentoring to the teachers to develop
and maintain teaching performance and job satisfaction to bring about efficiency and affectivity in work. Second, the Department of Education should
strengthen the pay for the teachers in order for the teachers to gain higher satisfaction on job. They should allocate more budgets on teacher’s
salaries. Third, the Department of Education should make policy, programs and projects for basic education schools to enhance the teaching
performance and job satisfaction of teachers towards quality education. Fourth, to make teaching performance and job satisfaction be directed toward
enhancement of academic administration, the school organization should be opened for sharing of ideas to promote academic excellence, teachers
should provide opportunities for knowledge and network and teachers should have opportunities to listen to by the school administrators for support.

Key words: Teaching Performance, Job https://doi.org/10.21016/4.17.113122.133O

Satisfaction, Facets of Job Satisfaction and
Seven Domains of Competency-Based How to Cite: Kadtong, M.L., Unos, M.A.,
Performance Appraisal System for Teachers Antok, T.D., Midzid, M.A.E. (2017) Teaching
Performance And Job Satisfaction Among
Authors’ Information: Teachers At Region XII. Proceedings Journal
Corresponding Author: Maeda Langguyuan- of Education, Psychology and Social Science
Kadtong, Ed.D. Research.Vol04:Iss01:Pg113.https://doi.org/10
Email address: .21016/4.17.113122.133O
maedakadtong_12@yahoo.com
Institution: Mindanao State University- Copyright: © 2017 Kadtong, M.L., Unos, M.A.,
Maguindanao Antok, T.D., Midzid, M.A.E.

Co-authors’ Information: This work is licensed under a Creative

Co- Authors: Dr. Musa A. Unos; Dr. Tomanda Commons Attribution-Noncommercial 4.0
D. Antok; Dr. Muhamad Ali E. Midzid International License.
Institution: Mindanao State University-
Maguindanao

Paper Reference Number: MA18WF133O

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Introduction
Teacher is the most important factor of the teaching-learning process. Teacher sets the tone and light
of the classroom. He is the authority figure providing the direction for behaviour. He is a model and is
consciously imitated. Thus, good teachers are essential for the effective functioning of education
system and for improving the quality of learning. Job satisfaction enables teachers to put their best to
do the assigned work. The maintenance of high satisfaction and morale has long been an important
objective for educators.

According to Panda and Mohanty, (2003) teachers’ instructional performance plays a key role in
students’ learning and academic achievement. Moreover, there are many factors that influence the
teachers’ teaching performance such as aptitude, attitude, subject mastery, teaching methodology and
techniques, personal characteristics, the classroom environment, general mental ability, personality,
preparation and planning, effectiveness in presenting subject matters, relations with other staff,
relations with parents and community, overlapping of extra-curricular activities of the school and
teachers’ relations with students and co-teachers.

Furthermore, job satisfaction is one of these important factors. Disgruntled teachers who are not
satisfied with their job will not be committed and productive. They will not be performing at the best of
their capabilities if they are not satisfied. Consequently, not only the teaching profession is in serious
risk but the attainment of national agenda will be affected.

The poor quality of basic education is reflected in the low achievement scores of Filipino students in
the National Achievement Test surfaced as a problem. Thus, teaching performance and job
satisfaction are considered as one of the huge factors. It is in this context that this study is conducted.

Statement of the Problem

This study aimed to find out the relationship of teaching performance and job satisfaction among the
teachers of Region XII.
Specifically, the study sought to answer the following questions:
1. What is the profile of the teacher-respondents in terms of
a) age,
b) sex,
c) civil status;
d) highest educational attainment, and
e) length of service?
2. What is the teaching performance rating of teacher respondents based on the seven domains
a) diversity of learners;
b) curriculum content and pedagogy;
c) planning, assessing and reporting;
d) learning environment;
e) community linkages;
f) social regard for learning; and
g) personal, social growth and professional development?
3. What is the job satisfaction rating of the teacher-respondents on the following job facets:
a) school policies;
b) supervision;
c) pay;
d) interpersonal relations;
e) opportunities for promotion and growth;
f) working conditions;
g) work itself;
h) achievement;
i) recognition; and
j) responsibility?
4. Is there a significant relationship between teaching performance and job satisfaction?
5. Is there a significant relationship between respondent’s personal profile in terms of age, length of
service, educational attainment and job satisfaction?
6. Is there a significant difference between personal profile in terms of sex, civil status and job
satisfaction?

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Statement of Hypothesis
The following null hypotheses are formulated:
1. There is no significant relationship between teaching performance and job satisfaction.

2. There is no significant relationship between teacher-respondents personal profile in terms of

age, length of service, educational attainment and job satisfaction.

3. There is no significant difference between personal profile in terms of sex, civil status and job
satisfaction.

Significance of the Study

This study is important because it assessed the present conditions of the teachers of DepEd Region
XII. The Department of Education (DepEd) may use the data as bases for policy-making and program
planning for basic education schools which will promote work performance and job satisfaction of
teachers and professional growth of administrators towards better education. DepEd Region XII will
have an idea regarding the level of job satisfaction and teaching performance of their teachers. The
weak and strong points of the schools teachers will be identified thus providing baseline data to be
utilized in the management and operation of the school.

The results may further help the school administrators to review existing motivational policies and
practices with a hope that they can enhance work performance and job satisfaction among the
teachers. This will be the basis to plan programs for teacher development that will lead to the teacher’s
professional growth. It will also help them identify specific demographic characteristics of the teachers
which could influence work performance and job satisfaction of teachers.

Finally, the researcher finds this study very important because it will awaken the teachers to conduct
periodic self assessment to improve their teaching performance.

Scope and Limitation of the Study

This study is primarily concerned on the relationship of teaching performance rating of respondents in
terms of: diversity of learners, curriculum content and pedagogy, planning, assessing and reporting,
learning environment, community linkages, social regard for learning, personal, social growth and
professional development. It also include job satisfaction rating in terms of: school policies, supervision,
pay, interpersonal relations, opportunities for promotion and growth, working conditions, work itself,
achievement, recognition, responsibility among teachers in DepEd Region XII specifically in the
Schools Division of Cotabato City.

Review of Related Literature

The Competency-Based Performance Appraisal System for Teachers (CB-PAST) framework is
divided in seven (7) domains such as diversity of learners, curriculum content and pedagogy,
planning, assessing and reporting, learning environment, community linkages, social regard for
learning and personal growth and professional development.

Diversity of Learners
The diversity of learners is the domain that emphasizes the ideal, that teachers can facilitate the
learning process even with diverse learners. The teachers expected to recognized and respect
individual differences by using knowledge about their differences in designing diverse sets of learning
activities to ensure that all learners can attain the desired learning goals (Cebrian, 2009).

Diversity of learners includes familiarization of learners’ background knowledge, experiences, and

holistic development of learners. Teachers must be aware of and be sensitive of if they want to cater
learner’s needs and interests. As teachers, it is important to consider how diverse learners are
especially in planning for effective instruction.

Curriculum Content and Pedagogy

Curriculum is all the planned learning that is offered and enacted by a school. The function or work of
teachers is the art of teaching and the various instructional methods used in the learning and teaching
process. Curriculum content and pedagogy are all elements of the teaching-learning process that work
in convergence to help students understand the curricular goals and objectives, and to attain high
standards of learning defined in the curriculum. These elements include the teacher’s knowledge of

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subject matter and the learning process, teaching-learning approaches and activities, instructional
materials and learning resources (Cebrian, 2009).

Planning, Assessing and Reporting

This domain refers to the alignment of assessment and planning activities. In particular, the planning,
assessing and reporting focus on the (1) use of assessment data to plan and revise teaching-learning
plans; (2) integration of assessment procedures in the plan and implementation of teaching-learning
activities, and (3) reporting of the learners’ actual achievement and behavior (Cebrian, 2009).
Furthermore, planning must develop and utilize creative and appropriate instructional plan. Thus,
teacher shows proof of instructional planning, implements instruction as planned, and demonstrates
ability to cope with varied teaching millieu. Meanwhile, in assessment teachers must develop and use
a variety of appropriate assessment strategies to monitor and evaluate learning and identifies teaching
learning difficulties and possible causes and take appropriate action to address them. While, in
reporting teacher monitors regularly and provides feedback on learners’ understanding of content,
keeps accurate records of grade/performance levels of learners and communicate promptly and
clearly to learners, parents, and superiors the learner’s progress.

Learning Environment
This domain focuses on importance of providing a social, psychological and physical environment
within which all students, regardless of their individual differences in learning, can engage in the
different learning activities and work towards attaining high standards of learning. Further, teachers
must maintain and create an environment that promotes fairness that maintain a learning environment
of courtesy and respect for different learners and recognized that every learner has strength. They
make the physical environment safe and conducive to learning that develop a classroom free from
distractions. They must communicate higher learning expectations to each learner. They must
establish and maintain consistent standards of learners’ behavior. They also create a healthy
psychological climate for learning that encourages free expression of ideas from students and creates
stress-free environment.

Community Linkages
The community linkages domain refers to the ideal that classroom activities are meaningfully linked to
the experiences and aspirations of the learners in their homes and communities. Thus, this domain
focuses on teachers’ efforts directed at strengthening the links between schools and communities to
help in the attainment of the curricular goals. Further, involving a community in school activities is one
way to improve learning performance and achievement of the learners.

From the point of expansion of education, it was a very good time to achieve reasonable level of
progress with the direct involvement of the community (Khaniya, 2007). Most of the educationist all
over the world seems to be argued that the community participation plays vital role in promoting
education in terms of quality and quantity; and it is assumed that community participation and
empowerment has the potential to make major contribution in educating people and enriching their
quality of life (Govinda and Diwan, 1998).

According to Sharma (2007) quality education system is one that succeeds in meeting its own goals,
one that is relevant to the needs of children, communities and society; and that fosters the ability of
children to acquire knowledge and critical learning skills.

Heneveld and Craig (1996) cited by Mishra (2009), recognized parent and community support as one
of the key factors to determine school effective in sub-Saharan Africa. They identify five categories of
parent and community support that are relevant to the region: (1) children come to school prepared to
learn; (2) community provides financial and material support to the school;(3) communication between
the school, parents, and community is frequent; (4) the community has a meaningful role in school
governance; and (5) community members and parents assists with instruction.

Social Regard for Learning

The Social Regard for Learning focuses on the ideal that teachers serve as positive and powerful role
models of the value in the pursuit of different efforts to learn. The teacher’s action, statements, and
different types of social interactions with students exemplify this ideal. Furthermore, teachers are the
model of the learners. It mandatory for them to implements school policies and procedures of the
school. They should demonstrate punctuality at all times, maintains appropriate appearance, and be

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careful about the effect of their behavior on students. They also make use of various learning
experiences and resources in learning process to make teaching learning efficient and effective to the
learners.

Personal Growth and Professional Development

Personal growth and professional development emphasizes the ideal that teachers value having a
high personal regard for the teaching profession, concern for professional development, and
continuous improvement as teachers (Cebrain, 2009). Moreover, as professional teachers, they must
maintain stature and behavior that uphold the dignity of teaching. They also allocate time for
professional growth and professional development through participating in educational seminars and
workshops, reading educational materials regularly and engaging in educational research. It also
important to build professional links with colleagues to enrich teaching practice.

Job Satisfaction
Job satisfaction is a complex and multifaceted concept, which can mean different things to different
people. Job satisfaction is usually linked with motivation, but the nature of this relationship is not clear.
Satisfaction is not the same as motivation. "Job satisfaction is more an attitude, an internal state. It
could, for example, be associated with a personal feeling of achievement, either quantitative or
qualitative." In recent years attention to job satisfaction has become more closely associated with
broader approaches to improved job design and work organization, and the quality of working life
movement (Buchanan, 2006).

Job satisfaction has been defined as, the attitude of an employee toward a job, sometimes expressed
as a hedonic response of liking or disliking the work itself, the rewards pay, promotions, recognition, or
the context such as working conditions, benefits (Corsini, 1999 cited by Tillman, 2008).

Job Satisfaction and its Facet

The process of teaching learning transaction depends on the efficiency of a teacher, who is in turn
able to manifest potentialities of a child. Teaching learning process cannot be undertaken in vacuum
but it is a positively directed action, for which teachers are to be endowed with teaching competency.
Job satisfaction has a vital role to make teachers’ competent on their job and the following must be
satisfied:

Policies
An organization's policies can be a great source of frustration for employees if the policies are unclear
or unnecessary or if not everyone is required to follow them. Although employees will never feel a
great sense of motivation or satisfaction due to the policies, thus, polocies can decrease
dissatisfaction in this area by making sure that policies are fair and apply equally to all. Also, make
printed copies of your policies-and-procedures manual easily accessible to all members of the
organization.

Zurita (1994) studied the relationship of instructional policies of NDEA tertiary institutions to teaching
satisfaction. The results showed that teachers in NDEA tertiary school derive moderate teaching
satisfaction. Salary, recognition, supervision and class size negatively affected their teaching
satisfaction.

Supervision
Supervision is the ability of the supervisor to provide technical assistance and behavioural support.
Yap (1999) underscores the importance of the administration in maintaining high teacher satisfaction.
This includes the administrative understanding and appreciation of the teacher as an individual, their
professional competence, support regarding problems and participation in policies. Norton and Kelly
(1997) and Shann (1998) identified the following factors that contribute to increased teacher
dissatisfaction and to teachers leaving the profession: 1) problem/ frustration with the variety of
administrative routines and accompanying paperwork; 2) concerns about the evaluation of student
performance and school grading practices; 3) problems relating to student behaviour and handling of
student discipline; 4) problems related to teacher load and expectations for assuming extra-curricular
assignments; 5) concerns about relationships with peers and administrative personnel, including
supervisory relationships and communication channels; 6) low pay; 7) few possibilities for career
promotion or growth; and the declining respect for the profession.

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The school’s administrative policy or teacher supervision is a major part of the culture of a school. A
school’s management policy has shown to influence a teacher’s satisfaction. Teachers are more
satisfied when they are a part of the school decision-making, control over the classroom, more
effective administrators, and a mentoring system that provides support for teachers entering into the
profession (Ingersoll, 2001).

To decrease dissatisfaction in this area, school administrators must begin by making wise decisions
when they appoint someone to the role of supervisor. They be aware that good employees do not
always make good supervisors. The role of supervisor is extremely difficult. It requires leadership skills
and the ability to treat all employees fairly. Supervisor will establish a set means of employee
evaluation and feedback so that no one feels singled out.Teachers who work under little supervision
and enjoy autonomy in carrying out their work, the effect of job satisfaction on performance can be
even more pronounced (Serow et al., 2006; Duffy, 2006).

In the study of Khovitoongij (2006) on job satisfaction of teachers classified in terms of school size and
the secondary school administrator’s leader behaviour under the Department of General significant
difference among opinions of teachers in schools with different administrator’s leader behaviour;
2)teachers in school with administrator’s relation – oriented leader behaviour; 3) Administrator’s
leader- behaviour and school size did not affect job satisfaction of teachers.

Pay
The old adage “you get what you pay for” tends to be true when it comes to staff members. Salary is
not a motivator for employees, but they do want to be paid fairly. If individuals believe they are not
compensated well, they will be unhappy working to an organization salary surveys or even the local
help-wanted ads to see whether the salaries and benefits that the organization offers are comparable
to those of other offices in the area. In addition, an organization will make clear policies related to
salaries, raises and bonuses.

Pay is the amount of financial remuneration that is received and the degree to which this is viewed as
equitable vis-à-vis that of others in the organization. In connection with pay, teachers take it as an
expression of the school system appreciation for their work and hence, can never be completely
separated from job satisfaction. An important issue is pay satisfaction (Kidd & Shannon, 1996)
perceptions of inequity result in dissatisfaction. If employees perceive different levels of salary as
unfair, they may be dissatisfied.

A teacher's salary is a concern not only for teachers, but to the school board, school district, and the
public. A teacher salary is a concern because teachers consist of the largest employee group and
comprise the largest part of the districts operating budget (Young, Delli, Miller-Smith, & Buster, 2004).
Annual increases or contract renewals affect a teacher's salary which in turn increases the public's
taxes (Young, et al., 2004). The school board's stake in a teacher's salary happens to be two-fold due
to their duty as an officer. School board members, by law, are responsible for the expenditure of funds
on behalf of the public. In addition to being fiscally responsible for public funds they are challenged
with maintaining quality teachers within the district. Researchers have suggested that through
job enhancement studies a teacher's duties could increase performance.

Pay satisfaction has been shown to influence overall job satisfaction, motivation and performance,
absenteeism and turnover, and may be related to pay-related grievances and lawsuits Milkovich &
Newman (2002). A number of individual – level variables have been examined to see if they exert
possible moderating effects o employee’s levels of job satisfaction and pay satisfaction.

Tim Khlai (2006) addressed that financial rewards ( including pay) are very important because they
induce people to work for the organization. The root of pay satisfaction is the individual’s desire to
satisfy his/her physical needs. The financial reward system often has a significant impact on the level
of employee job satisfaction; however, job satisfaction and motivation are not synonymous. Motivation
is a drive to perform, whereas job satisfaction reflects the employee’s attitude toward, or happiness
with, the job situation. Therefore, the financial reward system can influence both job satisfaction and
employee motivation. The reward system affects job satisfaction by making the employee more or less
comfortable as a result of the rewards received. The reward system influences motivation primarily
through the perceived value of the rewards and their contingency on performance.

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Moreover, Tim Klai (2006) stated that the pay satisfaction is a much narrower construct than job
satisfaction. However, pay satisfaction is also an important variable that is linked to some rather
significant organizational outcomes. For example, some evidences suggest that dissatisfaction with
pay may lead to decreased job motivation and performance, increased absenteeism and turnover, and
more pay - related grievances and lawsuits.

In the study conducted by Sharma, Jyoti, Jeevan (2010) dissatisfaction with pay does, in fact, lead to
some rather serious organizational problems. Perhaps, universities should use national market data
rather than regional data and set faculty pay rates. Universities in lower paying regions might consider
raising their overall salary levels to better approximate the national market pay rates for faculty or
teachers. The findings showed that higher overall salary rates is associated with higher level of job
and pay satisfaction.

Interpersonal Relations or Co-Workers

Co-Workers are the degree to which fellow workers are technically proficient and socially supportive.
An employee who has a harmonious relationship with his work group and is integrated in it will be a
happier employee. A happy employee may not necessarily be productive, but an unhappy one is not
necessarily more productive either. Understanding of “co-worker effects” caused by integration is
important because in many organizations, an emphasis on teamwork as a means to increase by one
team may have ramifications on team cohesion, productivity, and other outcomes, including turnover
among the highest performers.

Furthermore, several studies take a social approach to job satisfaction, examining the influence of
supervision, management, and co-worker social support. An individual's level of job satisfaction might
be a function of personal characteristics and the characteristics of the groups to which she or he
belongs to. The social context of work is likely to have a significant impact on a worker's attitude and
behaviour Relationships with both co workers and supervisors are important. Some studies have
shown that the better the relationship, between fellow workers and between workers and their
immediate boss, the greater the level of job satisfaction (Arne L. Kalleberg and Loscocco, 1983).

Opportunities for Promotion/Professional Growth

An opportunity for promotion is the chances for advancement in the hierarchy. If a teacher is to do a
good job, there is a need to keep abreast with the latest trends in his areas of specialty becomes
dated and dry. To keep abreast of development in one’s area of concern, there are three things that
may be done such as reading professional books and journals, attend professional or job related
conferences at least once or twice a year, and enrol in advance courses (Labadia, 2010).

Employee perceptions about opportunity for promotion are also another determinant that influences
job satisfaction. One survey found that a perceived lack of promotion opportunities was the strongest
reason why federal employees left government service (U.S. Merit Systems Protection Board 1987).

Saal and Moore (1993) defined opportunities for advancement as “perceived promotion prospects and
movement of the career ladder”. Promotional opportunities seem to have a varying effect on job
satisfaction. This is because promotions take a number of different forms and have a variety of
accompanying rewards for example individuals who are promoted on the basis of seniority often
experience job satisfaction but not as much as those who are promoted on the basis of performance.

Working Conditions
Two elements related to job satisfaction are the working hours and the physical conditions under
which workers spend their working days.

Job satisfaction strive to achieve a supportive school environment that allows teachers to focus on
teaching, helps them to improve professionally and recognises their contribution in education to raise
morale and competence (Fullan & Hargreaves, 1996; Hargreaves & Fullan, 2009).

Work place conditions positively affect teacher satisfaction; administration control was the most
important, followed by teaching competence and organizational culture (Ma & Macmillan, 1999).

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Work itself
The work itself is the extent to which the job provides the individual with interesting tasks, opportunities
for learning and the chance to accept responsibility. Maslow’s hierarchy of needs sees motivation as a
function of the degree to which an organization can meet workers needs. Satisfaction is a result of the
need gratification. An individual whose lower order needs have been fulfilled will experience job
satisfaction from the aspect of work that tends to gratify higher order need. Gratification of higher order
needs tends to be associated with content factors of work.

Achievement
The need to accomplish hard tasks, to overcome difficulties and obstructions, and to excel is the need
for achievement McClelland cited by Fullan (2009). McClelland hypothesize that individuals who are
high in achievement motivation have three key characteristics: 1) they have a strong desire to assume
personal responsibility for performing a task or solving problem; 2) those with high achievement needs
tend to set moderately difficult goals and take intermediate levels of risk; 3) people with high
achievement needs have a strong desire for performance feedback. He found out that the need for
achievement is the extent to which an individual desires perform difficult and challenging tasks
successfully. People with a high need for achievement: desire success and positive feedback that is
related to their performance on tasks, seek to excel and thus tend to avoid both low-risk and high-risk
situations and like to work alone or with other high achievers.

Recognition
Individuals at all levels of the organization want to be recognized for their achievements on the job.
Their successes don't have to be monumental before they deserve recognition, but school
administrator will praise the teacher sincerely. In this manner employees doing something well, take
the time to acknowledge their good work immediately. Publicly thank them for handling a situation
particularly well. Write them a kind note of praise. Or give them a bonus, if appropriate. School
administrator may also establish a formal recognition program, such as “employee of the month.”
Manag, (1999).

Responsibility
Employees will be more motivated to do their jobs well if they have ownership of their work. This
requires giving employees enough freedom and power to carry out their tasks so that they feel they
“own” the result. As individuals mature in their jobs, provide opportunities for added responsibility.
School administrator carefully in adding more work to the teacher they find ways to add challenging
and meaningful work, perhaps giving the employee greater freedom and authority as well.

Methodology
Research Design
The study used the descriptive design. The descriptive part presented the demographic characteristics
of the teachers as well as their job satisfaction rating on the different job facets.

The correlation was used to find out the relationship of teacher profile, and teaching performance to
job satisfaction.

Respondents, and Sampling Procedures

The participants of the study were 200 elementary teachers from twelve selected public schools in the
DepEd Region XII. The respondents were full-time teachers with at least two-years teaching
experience in the organization.

All teachers who have serve for at least two years and above in the school were identified. A sample
size of is 200 is taken from 48 identified population. Incidental sampling was used.

Locale of the Study

The study was conducted in the different public elementary schools of DepEd Region XII specifically in
the Schools Division of Cotabato City. Schools were selected according to the number of enrollment
ranging from one thousand enrollees to more.

Research Instruments
The study made use of the survey questionnaire. There were three sets of questionnaires consisting
of two parts. The first part is on the personal information of the respondents. The second part of the

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instrument is on the Job Satisfaction questionnaire, with its nine facets namely, school policies,
supervision, pay, interpersonal relations, opportunities for promotion and growth, working conditions,
work itself, achievement, recognition, and responsibility. The third part is a standardized tool
constructed by the Department of Education to be used by Public School Elementary administrators
for competency-based performance appraisal system for teachers.

Statistical Treatment of Data

The researcher used descriptive statistics such as group frequency distribution, percentile, mean and
standard deviation. The researcher also used Pearson Product – Moment Correlation Coefficient r to
determine the correlation between job satisfaction and teacher’s performance.

Results and Discussion

In line with the problems raised in this study, the researcher came up with the following findings:
1. Most teachers belong to 31-40 age brackets. Majority of the teachers are females. As to the highest
educational attainment, many of them completed the college degree and further master’s unit. Sixty-
four percent of the teachers had 11 to 15 years of service. Many of them are married.
2. The performance of the teachers on the seven domains is rated proficient.
3. Majority of the teachers are somewhat satisfied on the following facets: school policies, supervision,
interpersonal relations, opportunities for promotion and growth, working conditions, work itself,
achievement, recognition, and responsibility.
4. There are moderate correlation between teaching performance and job satisfaction. Hence, null
hypothesis stated that, there is no significant relationship between teaching performance and job
satisfaction was rejected.
5. The age, highest educational attainments and length of service were significant to the job
satisfaction. Thus, null hypothesis stated that, there is no significant relationship between teacher-
respondents personal profile in terms of age, length of service, educational attainment and job
satisfaction was rejected.
6. Sex and civil status were noted that there is significant difference to job satisfaction. Therefore, the
null hypothesis stated that, there is no significant difference between personal profile in terms of sex,
civil status and job satisfaction was also rejected.

Conclusions
Based on the findings of the study, it is concluded that the teachers of DepEd Region XII displays a
high level of performance related skills, abilities, initiatives and productivity, exceeding requirements in
many of the area of work performance.

The teachers of the said region were contented with their job satisfaction facets such as school
policies, supervision, pay, interpersonal relations, opportunities for promotion and growth, working
conditions, work itself, achievement, recognition, and responsibility. Teacher’s performance and job
satisfaction have moderate correlation.

Recommendations
Based on the findings and conclusions drawn from this study, the researcher makes the following
recommendations;
1. There should be a balance between the task and people oriented, close supervision and mentoring
to the teachers to develop and maintain work performance and job satisfaction to bring about
efficiency and affectivity in work.
2. The Department of Education should strengthen the pay for the teachers in order for the teachers to
gain higher satisfaction on job. They should allocate more budgets on teacher’s salaries.
3. The Department of Education should make policy, programs and projects for basic education
schools to enhance the work performance and job satisfaction of teachers towards quality education.
4. To make teaching performance and job satisfaction be directed toward enhancement of academic
administration, the school organization should be opened for sharing of ideas to promote academic
excellence, teachers should provide opportunities for knowledge and network and teachers should
have opportunities to listen to by the school administrators for support.

References
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© 2017 The Authors
 PROCEEDINGS JOURNAL OF EDUCATION, PSYCHOLOGY AND SOCIAL SCIENCE RESEARCH
Volume 4 Issue 1
ISSN Print 2362-8251
ISSN Online 2423-1924
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© 2017 The Authors