JOB SATISFACTION AND TEACHING PERFORMANCE OF COLLEGE FACULTY
Authors: Ulyssis V. Bacharo
College Faculty
Central Mindanao Colleges
Kidapawan City, Cotabato, Philippines
Abstract
An employees’ job performance is perceived to
be attributed by various factors including job satisfaction.
This study was conducted to determine if the teaching
performance of the college faculty is predicted by the
level of job satisfaction. The respondents of this study
were the 30 full-time college faculty of Central Mindanao
Colleges. Descriptive correlation was employed. The
study made use of the Job Satisfaction Survey
Questionnaire with its eight facets namely; nature of
work, supervision, co-workers, communication,
pay/salary, contingent rewards, fringe benefits and
operating conditions. Descriptive statistics, Pearson
Product Moment Correlation Coefficient and Multiple
Regression Analysis were utilized in analyzing the data.
Result of the correlation between the weighted means of
the job satisfaction and the teaching performance was
r(28) = -.13 which is a negative low correlation.
Correlation coefficients between the factors on job
satisfaction and the three measures of teaching
performance reveals significance between Supervision
and in each of the Teaching Performance measures.
Another significant result at p< .05 is co-workers factor
with inter- and intra- relationships with students.
Regression analysis with an Adjusted R2= .465, showed
that the factors which are considered significant based
on the findings are the supervision and pay/salary. Thus,
the study reveals that the significant factors considered
in describing the teaching performance of college
teachers are pay/salary and supervision. To be able to
maintain quality education, it is important that a higher
education institution shall secure retention of faculty by
providing enough and sustainable compensation which
can compete with other institutions so that attrition of
faculty will be minimized, thus promoting tenure of highly
qualified teachers. Proper supervision shall also be
taken into consideration so as to parallel job satisfaction
and teaching performance of the college faculty of CMC.
Furthermore, this study also recommends that consistent
evaluation followed by reflective supplements of
teacher’s teaching performance should be provided to
motivate teachers to reflect and improve as necessary.
For the future researchers who will be studying the
same, the researcher recommends consideration of
“Productivity” as another dependent variable.
Keywords: job satisfaction, teaching performance,
pay/salary, supervision, college faculty, Central
Mindanao Colleges
Background of the Study
How an employee perceives his job is a
significant factor to consider in evaluating his work
performance. Job satisfaction was perceived to be
influencing productivity of an institution such as
manufacturing, business, academic, and social services.
Recent studies revealed strong linkage between job
satisfaction and job performance (Hamdan, 2011).
Further, studies have established that satisfied
employees show higher performance than others. Pugno
and Depedri (2009) explain in their study that intrinsic
motivations and self-esteem help explain both job
satisfaction and job performance. They also added,
employers can take friendly actions towards employees
aside from using incentives and controls to promote
better employees performance.
Unhealthy job environment among the teachers
responsible in assisting the student's education will
ultimately affect the intellectual and social abilities of the
future generation. Failure of the educational institutions
in providing a healthy working environment would lead to
more serious problems in the future, especially in the
employees' work performance.” (Nisha & Kumar, 2012).
For higher education institutions, attrition of
faculty is commonly studied concepts because of its
perceived effects on the quality of teaching and
schooling. Studies showed that faculty retention has
been influenced by job satisfaction, and the most
significant factors according to surveys are professional
growth and financial benefits. Dissatisfaction was
common among female married employees with
advanced degrees in school management (Caballero,
2004).
Higher education institutions in the Philippines
are now facing multiple challenges regarding ASEAN
integration, Outcomes-Based Education, and K-12 Basic
Education. Teachers will no longer be occupied by their
instructional responsibilities but also with other
requirements especially for the OBE. For its success,
front liners must find motivation in their work rather than
feel loaded with bulks of responsibilities (Laguador, De
Castro & Portugal, 2014). School administrators being at
the middle and top management should provide quality
services not only to students and parents but also to its
employees especially the faculty members who are
always in the forefront of developing the students as
major products of the institution’s imperceptible purpose.
Regular updating of teachers in their field of
specialization must be maintained to keep their students
well informed on the current global situations. Mote et al.
(2014) stated that competent faculty members enriched
learning activities using up-to-date reference, practiced
innovation towards globalization.
Among the private colleges and universities in
the vicinity of this study, it is observed that faculty
attrition is very high due to the presumed factor such as
salary, supervision, working environment, professional
growth and teaching performance. Therefore, this study
is forwarded to determine if these known factors are the
same predictors of the rapid turnover of the college
faculty of Central Mindanao Colleges.
Theoretical Framework
This study was based on the theories by Vroom,
Herzberg, Maslow and Bandura. Vroom’s Expectancy
Theory tells that an employee will work smarter and/or
harder if he believes his additional efforts leads to valued
rewards. This theory has been useful in designing
reward systems and consistent policies. This has been
useful in predicting how an employee might choose for
their time and effort (Jex & Britt, 2008).Herzberg’s
Motivation-Hygiene Theory explains the concept of the
job enrichment describing employees’ role in planning,
performing and evaluating their work, thus providing
employees the opportunity to enhance their knowledge
and skills (Schultz & Schultz, 2010).According to
Maslow’s theory on job characteristics, employees strive
to satisfy their needs in a hierarchical order. An
employee is motivated to work in order to satisfy basic
physiological needs for survival such as gaining enough
money to purchase food (Jex & Britt, 2008).Social
cognitive theory by Bandura, on the other hand, explains
that self-efficacy is vital in describing employees’
motivation in relation to the goals within the workplace.
Achievements result from the individuals’ belief in his or
her ability (Mitchell & Daniels, 2003).
Conceptual Framework
The concern of this study is to understand
whether the teaching performance of teachers in terms
of instructional techniques, inter-personal relationships,
and interpersonal relationships is accounted to their job
satisfaction considering the factors: nature of work,
supervision, co-workers, communication, pay/salary,
contingent rewards, fringe benefits, and operating
conditions. In this conceptual framework, teaching
performance is the dependent variable and the job
satisfaction is the independent variable.
Independent Variable Dependent Variable
JOB SATISFACTION
1. Nature of Work TEACHING
2. Supervision PERFORMANCE
3. Co-workers 1. Instructional Techniques
4. Communication and Procedures
5. Pay/Salary 2. Intra-personal
6. Contingent Rewards Relationship
7. Fringe Benefits 3. Interpersonal Relationship
8. Operating Conditions
Figure 1. Paradigm showing the relationships between
variables under study
Statement of the Problem
This study finds out the relationship of job
satisfaction and teaching performance among the full-
time college faculty of Central Mindanao Colleges.
Specifically, the study sought to answer the following
questions:
1. What are the levels of job satisfaction of the
faculty?
2. What are their teaching performances?
3. Is there a correlation between their job
satisfaction and their teaching performance?
4. Is there a correlation between the factors on job
satisfaction and the measures of teaching
performance?
5. Is there a significant relationship between the
factors of job satisfaction and the overall
teaching performance?
6. What are the predictors of teaching performance
of the college faculty at CMC?
Hypotheses
1. There is no significant relationship between the
weighted mean of the job satisfaction and
teaching performance.
2. There is no significant relationship between the
job satisfaction factors and the measures of
teaching performance (Instructional Technique
and Procedures, Intra-personal Relationship,
and Interpersonal relationship).
3. There is no significant relationship between the
factors of job satisfaction and the overall
teaching performance.
Significance of the Study
This study is an assessment of the present
conditions about job satisfaction and teaching
performance of the full-time college faculty of Central
Mindanao Colleges. Results of this study may be used
by the school administrators in reviewing policies and
practices to motivate faculty and promote job satisfaction
and teaching performance thus addressing issues on
faculty attrition. This will be the basis to plan programs
for teacher development that will lead to the teachers’
professional growth. Finally, this study is very important
for the teachers to assess their own job satisfaction and
teaching performance.
Scope and Limitation of the Study
This study focused on finding out the
relationship between the faculty’s job satisfaction, in
terms of nature of work, supervision, co-workers,
communication, pay/salary, contingent rewards, fringe
benefits, and operating conditions, and their teaching
performance in terms of instructional techniques and
procedures, intra-personal relationships and
interpersonal relationships. This was conducted among
the full-time college faculty of Central Mindanao
Colleges who handled subjects, and was evaluated by
the students during the Second Semester of School
Year 2014-2015.
REVIEW OF RELATED LITERATURE
Highly performing employees are believed to be
supporting the organization to achieve its aims and
objectives thus sustaining the competitive advantage of
the organization (Dessler, 2010).

Job Satisfaction
Job satisfaction is described as the feelings of
employees resulting from the assessment of their job. It
can be positive, moderate or negative. Edwards, et al.
(2008, p 442) defines job satisfaction as “an evaluative
judgment about the degree of pleasure an employee
derives from his or her job that consists of both the
affective and cognitive components”. Job satisfaction is
“the attitude an employee has toward his job.” (Aamodt,
2009). Moser and Galais (2007) highlighted that
employee’s ability and opportunities aid to improve their
satisfaction of the job level. Herzberg, et al. (1959)
formulated the two-factor theory of job satisfaction and
postulated that satisfaction and dissatisfaction were two
separate, and sometimes even unrelated phenomena.
Intrinsic factors named ‘motivators’(that is, factors
intrinsic to the nature and experience of doing work)
were found to be job ‘satisfiers’ and included
achievement, recognition, work itself and responsibility.
Extrinsic factors which they named hygiene’ factors were
found to be job ‘dissatisfies’ and included company
policy, administration, supervision, salary, interpersonal
relations and working conditions. Herzberg and
Mausner’s Motivation-Hygiene theory has dominated the
study of the nature of job satisfaction, and formed a
basis for the development of job satisfaction
assessment.
Job Performance
Job performance is a significant aspect in any
organization and refers to whether an employee does his
job well or not. Job performance consists of behaviors
that employees do in their jobs that are relevant to the
goals of the organization (Campbell, et al. 1993).
Motowidlo (2003) define job performance as based on
employee behavior and the outcome is vital for the
organizational success. Muchinsky (2003), explained job
performance as a combination of employee's behaviors.
Further he described that it can be monitored, measured
and evaluated as outcomes at employee level and linked
with the organizational goals. Therefore job performance
is a vital determinant for organizational success.
According to Acton (2001) five factor models’ linkage
between the personality and job performance in the
organizational context are emotional stability, openness,
conscientiousness, agreeableness and extroversion
affect job performance.
Considering the perceived behavioral control
which originates from Bandura’s Self Efficacy Theory, he
defines self-efficacy as the conviction to successfully
execute the behavior necessary to achieve a particular
outcome. And the perception of self-efficacy in turn is fed
by interpretations of actual performance. Therefore, if a
person is confident that he or she can perform a
particular assignment, then he is more likely to display
this behavior as long as it results to a desired outcome.
(Wentzel et al. p. 36)
Herzberg’s Motivation-Hygiene Theory
This was sometimes referred to as the two-
factor or dual-factor system because it was composed of
motivators and hygiene factors. Motivators or the content
factors were identified to contribute to good feelings
towards the job. Few variables that composed
motivators are position, achievements and responsibility.
Herzberg defined the hygiene factors as context factors,
or the organization’s physical environment. Aspects such
as organizational policies, salaries, and relations with
colleagues composed the hygiene factors (Hansen,
Smith, & Hansen, 2002; Herzberg, 1974; Lunenburg &
Ornstein, 2004).
Related Studies
A study by Loquias and Sana (2013) concludes
that the factors significantly associated with job
satisfaction are the work-environment variables,
perceived institutional support and stress. These
suggest that educational leaders have the capacity to
improve job satisfaction by altering the organizational
environment and hopefully indirectly alter or influence
the inner state of the individuals that make up the
organization. If the institution aims to increase job
satisfaction among its faculty, it could increase the
support it provides to its faculty endeavors, reduce
stress, provide competitive salaries and benefits and
initiate more democratic governance processes.
In a study by Pollock, Whitbred, & Contractor,
(2000), social environment was found to impact work
attitudes significantly. It also revealed that the
characteristics of the position significantly predicted
individual’s level of job satisfaction. Furthermore, as
supported by the information processing theory, an
employee’s level of job satisfaction is significantly related
with their colleagues’ who are working close with them.
In a commissioned study by Judge, et al. (2001),
a review on job satisfaction and job performance studies
provided 7 models namely: (1) Job Satisfaction Causes
Job Performance; (2) Job Performance Causes Job
Satisfaction; (3) Job Satisfaction and Job Performance
are Reciprocally Related; (4) The Relationship Between
Job Satisfaction and Job Performance is Spurious; (5)
The Relationship Between Job Satisfaction and Job
Performance; (6) There is no Relationship Between Job
Satisfaction and Job Performance; and (7) Alternative
Conceptualizations of Job Satisfaction and/or Job
Performance.
In the Philippines, there is a dearth of literature
on faculty retention and job satisfaction especially
among the pharmacy faculty. Unpublished reports by
Loquias and Robles in 2008 however already revealed
faculty retention concerns among the pharmacy faculty.
Loquias and Sana (2012) likewise revealed faculty
retention issues and provided strategies to address
such. The same study also revealed job satisfaction as
significantly correlated with intentions to stay or leave
the academe although it was not found as a significant
predictor. In this paper, we present a complete
description of the results on job satisfaction among the
faculty members in the schools of pharmacy in Metro
Manila.
 Bay, An & Laguador (2014) found in their study
about organizational satisfaction and work engagement
of Filipino teachers in an Asian University that the faculty
members were normally satisfied in the services
provided by the university in terms of learning and
development; reward and recognition; leadership; and
work environment. Program accreditation also helps
improve the educational background of the faculty
members through requiring them to finish graduate
studies. The faculty development program also provides
guidance and clear plan for the career of the teachers in
terms of the time frame when to complete their master’s
and doctorate degrees. Providing the employees with
enough services would generate an impact on their
behavior to become more engage on their work
assignments.
A recent study conducted in the school district in
Cotabato City, Philippines concludes that the teachers of
Division of Cotabato City displays a high level of
performance related skills, abilities, initiatives and
productivity, exceeding requirements in many of the area
of work performance. The teachers of Division of
Cotabato City were contented with their job satisfaction
facets such as school policies, supervision, pay
interpersonal relations, opportunities for promotion and
growth, working conditions, work itself, achievement,
recognition, and responsibility. This implies that a
teacher’s satisfied with their job is also a productive one.
Furthermore, if the teachers contented with their job,
they will develop and maintain high level of performance.
Teaching learning process make more efficient and
effective that could produce high competitive learners.
(Usop, et al., 2013)
METHODOLOGY
Research Design
This study used a descriptive correlation design.
Part of the study such as the level of satisfaction and the
teaching performance of the faculty are presented in
descriptive manner. The correlation was used to find out
the relationship of teaching performance to job
satisfaction. Further correlational analyses were also
employed to determine the predictors of the teaching
performance among the factors in the independent
variable.
Population of the Study
The study was conducted among the full-time
college faculty of Central Mindanao Colleges who taught
and were evaluated during the Second Semester of SY
2014-2015. Of the thirty-eight full-time faculty, thirty
responded by returning the sent questionnaire on time.
Instrumentation
The study made use of the Job Satisfaction
Survey Questionnaire with its eight facets namely;
nature of work, supervision, co-workers, communication,
pay/salary, contingent rewards, fringe benefits and
operating conditions.
Reliability of the Job Satisfaction Survey
Reliability of the survey questionnaire was also
computed to ensure internal consistency of the data.
Cronbach’s alpha was used thus resulting to an above .
70 for each factor in the questionnaire which denotes a
high reliability of the instrument and the data.
Table 1. Reliability of Job Satisfaction Factors
Cronbach's No. of
alpha items
1. Nature of Work 0.928 10
2. Supervision 0.913 10
3. Coworkers 0.871 10
4. Communication 0.878 10
5. Salary/Pay 0.941 10
6. Contingent Rewards 0.938 10
7. Fringe Benefits 0.893 10
8. Operational Conditions 0.787 10
Data Collection Procedure
Prior to the distribution of questionnaires to the
respondents, the researcher sought permission and
endorsement from the School’s Vice President for
Academic Affairs. Upon the approval, the researcher
sent the survey questionnaire with a cover letter to the
thirty-eight full-time college faculty. At the same time, the
researcher personally visited and asked the teachers’
evaluation results for the Second Semester of SY 2014-
2015 from the Guidance and Students’ Welfare Office.
Data Analysis
The researcher used descriptive statistics such
as group frequency distribution, mode, percentage,
mean and standard deviation. The researcher also used
Pearson Product Moment Correlation Coefficient r to
determine the correlation between the weighted means
of job satisfaction and work performance. For further
analysis in determining if the factors in the job
satisfaction predict the teaching performance of the
faculty, the researcher utilized Multiple Regression
Analysis.
RESULTS and DISCUSSION
Table 2 presents the descriptive statistics in
Mode of the job satisfaction of the full-time college
faculty of Central Mindanao Colleges. Of the 30
respondents, 19 are highly satisfied to the nature of their
work, 15 are satisfied to the supervision, 20 are satisfied
of their co-workers, 22 are satisfied of the
communication, 12 are satisfied and 9 are moderately
satisfied of their salary, 12 are moderately satisfied with
the contingent rewards, 13 are moderately satisfied of
the Fringe Benefits, and 22 are satisfied of the schools
operating conditions. It is also observable that the
satisfaction of the respondents in the contingent rewards
and fringe benefits is quite low where 4 respondents
dissatisfied in both.
Table 2. Descriptive Statistics for Job Satisfaction professionalism is mainly responsible for the ‘excellent’
(Summary) evaluation results.
Factors Mode % of Mode Results of the correlation between the weighted
means of the job satisfaction and the teaching
1. Nature of Work 5 63% performance of the full-time college faculty of Central
2. Supervision 4 50% Mindanao Colleges is presented in Table 4. Of the 30
3. Co-workers 4 67% respondents who participated in the study, the
4. Communication 4 73% correlation value obtained based from the mean
responses is r(28) = -.13 which is a negative low
5. Pay/Salary 4 40% correlation.
6. Contingent Rewards 3 40%
Table 4. Correlation Between Weighted Means of
7. Fringe Benefits 3 43%
Two Variables.
8. Operating Condition 4 73% r
Note: 5 – Highly Satisfied, 4 – Satisfied, 3 – Variables N CM SD Description
value
Moderately Satisfied, 2 – Dissatisfied, 1 – Strongly Job Negative
Dissatisfied: N = 30 3.95 0.91
Satisfaction low
Being college instructor at CMC has been a -0.13
30 correlation
fulfilling job for the faculty. Driven by passion and goal Teaching  
4.42 0.23 (not
orientation, college faculty were attentive in educating Performance
significant)
college students. Although some of the full-time college Note: N – Total number of respondents; CM –
faculty were not Master’s degree holder, the HR has Composite Mean; SD – Standard Deviation
been quite meticulous in accepting instructor applicants In general, the negative low correlation was found
who are well-oriented of the nature of the work in tertiary insignificant in this study. Thus, we accept the null
level. In other aspects of job satisfaction such as hypothesis that the teachers’ job satisfaction has no
supervision, co-workers, communication, salary and significant relationship with their teaching performance.
operating conditions, the faculty were satisfied except for Aligned with the 6th model of Judge, et al. (2001) which
contingent rewards and fringe benefits where the level of states “There is no Relationship between Job
satisfaction is mostly moderate. This reflects on the Satisfaction and Job Performance” which, he adds, the
proper orientation and implementation of these rewards most common outcomes other related studies. This
and benefits that the school management needs to could be attributed also to the fact that job satisfaction is
improve to enhance more the employees’ job not the only determinant of a teacher’s teaching
satisfaction. performance.
Teachers’ Performance in Table 3 is based on Table 5 tells us that the factors on job
the Teachers’ Evaluation by the students. It is shown satisfaction correlated with the three measures of
that the teaching performance of the college faculty in teaching performance reveals significance between
terms of interpersonal relationship is excellent and very Supervision and in each of the Teaching Performance
satisfactory in terms of instructional technique and measures. This negative moderate correlation tells that
procedures and intra-personal relationship. supervision is slightly inversely proportional with the
teaching performance. Another significant result at p< .
Table 3. Descriptive Statistics for Teachers'
Performance based on Students’ Evaluation
Factors Mean Description Table 5. Correlation Coefficients of the factors
1. Instructional Technique and Very between Job Satisfaction and Teaching
4.34
Procedure Satisfactory Performance
Very Teaching Performance Measures
4.38
2. Intra-Personal Relationships Satisfactory Instructional
Factors Techniques Intra-Personal Interpersonal
3. Interpersonal Relationships 4.52 Excellent and Relationship Relationship
Procedures
Note: Teachers’ Performance was based on the 1. Nature of Work.006 .041 .128
evaluation by the students using the following 2. Supervision -.53** -.536** -.58**
scale: 5- Excellent, 4- Very Satisfactory, 3- 3. Co-workers -.335 -.425* -.397*
Satisfactory, 2-Fair, 1-Poor
4. Communication -.015 -.073 -.22
 
With regards to the teachers’ dealings with their 5. Salary .101 .108 .077
6.Contingent
students, relationships are desirable. It could mean that Rewards -.176 -.079 -.179
students found their teachers to be fairly doing their jobs 7. Benefits .028 .075 .001
in making learning meaningful for the students. Also, in 8.Operational
.071 .012 -.097
Conditions
terms of interpersonal relationships, teachers’
Significance **p≤.01 , *p≤.05 (two-tailed)
05 is co-workers factor with inter- and intra- relationships
with students.
Significant relationships revealed in table 5 tells
us that the teachers’ Instructional skills, Intra-personal
and interpersonal relationships with their satisfaction
with supervision. Observe also that the relationship is
negative which could mean that the teachers probably
teach well if he/she is dissatisfied with the supervision in
the institution, or vice versa where, if the employee is too
satisfied with the supervision (regardless of its
implications) would tend to perform less better. Another
significant relationship is between satisfaction with the
co-workers and teaching performance (in terms of intra-
personal and interpersonal relationships with students).
Also a negative correlation which may mean that
teachers’ satisfaction with their co-worker would have an
inverse effect with their relational composition in the
classroom.
Table 6 reveals the regression coefficients and
the p value of the overall teaching performance on the
job satisfaction factors. This helps us determine which of
the factors significantly predicts the teaching
performance of the college faculty. This regression
analysis is with an Adjusted R2= .465, which tells us that
the factors included in this study predicts 46.5% of the
teaching performance which is the dependent variable.
Finally, the factors which are considered significant
based on the findings are the supervision and
pay/salary.
Table 6. Regression Coefficients of the Overall
Teaching Performance on the Job
Satisfaction Factors
Job Satisfaction Factors Coefficients p-value
1. Nature of Work -.002 0.635
2. Supervision -.303** 0.001
3. Co-workers -.104 0.322
4. Communication -.006 0.962
5. Pay/Salary .19* 0.02
6. Contingent Rewards -.007 0.928
7. Fringe Benefits -.021 0.81
8. Operating Conditions .024 0.819
*p<.05; **p<.01; Adjusted R squared = .465;
In this study, pay/salary and supervision
(negatively) are identified to predict teaching
performance of the college faculty. As supported by the
American researcher Fred Herzberg (1950) who
proposed that employees’ salaries were a major cause
of dissatisfaction but not necessarily a cause of
satisfaction. He also introduced the concept that what
makes people happy about their work and what makes
them unhappy are in fact different things – which
explains why results of the studies regarding job
satisfaction and job performance varies widely by
context.
COCLUSION and RECOMMENDATION
This study reveals that the significant factors
considered in describing the teaching performance of
college teachers are pay/salary and supervision. To be
able to maintain quality education, it is important that a
higher education institution shall secure retention of
faculty by providing enough and sustainable
compensation which can compete with other institutions
so that attrition of faculty will be minimized, thus
promoting tenure of highly qualified teachers. Proper
supervision shall also be taken into consideration so as
to parallel job satisfaction and teaching performance of
the college faculty of CMC.
Furthermore, this study also recommends that
consistent evaluation followed by reflective supplements
of teacher’s teaching performance should be provided to
motivate teachers to reflect and improve as necessary.
For the future researchers who will be studying
the same, the researcher recommends consideration of
“Productivity” as another dependent variable.
ACKOWLEDGEMENT
The research would not have been realized
without the motivation and support of the following:
To their colleagues in the institution who
participated in the conduct of this study, whose time and
effort were the main subject.
To the administrators who courageously take the
challenge of allowing this study to take a step in
developing the current system and organization.
To the minds who contributed in the analysis,
interpretation and conclusion of this study and in the final
recommendation.
Above all, to our almighty Father in heaven who
has poured out his wisdom among the constituents of
this college in participating and accepting the challenge
of moving towards excellent and quality education
through research. May his provisions be our inspiration
and his guidance be our light.
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