perception of high school instructors on the determinants of job

satisfaction
PERCEPTION OF HIGH SCHOOL TEACHERS ON THE EFFECTS OF RELATIONSHIP
WITH CO-WORKERS AND WORKING CONDITIONS ON JOB SATISFACTION

SUBMITTED TO:

MS. BEVERLY GAY NARAG

SUBMITTED BY:

ANACEL D.PASCUAL
KATHLYN JOY C.TAGACAY
JOEBELLE C.TORRICER
CHARMAINE GAE A.VIZCAYNO

Dedication

This paper is lovingly dedicated first and foremost to our

Almighty God who bestowed on us an extended patience to come up with

this research, to our parents who gave an outpouring love and

support, to our friends who undoubtedly cooperated for this research,

and to all people involved during the undertaking of this research

paper.

1
 Acknowledgement

This research would not have been possible without the guidance

and the help of several individuals who in one way or another

contributed and extended their valuable assistance in the preparation

and completion of this study.

First and foremost, we are heartily thankful to our instructor,

Ms. Beverly Gay Narag whose encouragement, guidance and support from

the initial to the final level enabled us to develop an understanding

of the subject.
2
 To Mrs. Marie Jeanne Mendezebal for patiently treating our data

and helping us in making revisions to our research.

Lastly, our families and the one above all of us, the

omnipresent God, for answering our prayers and for giving us the

strength.

3
 Table of Contents

Chapter I

Introduction...........................................6

Statement of the Problem...............................11

Hypothesis.............................................12

Scope and delimitation of the study....................12

Significance of the Study..............................12

Chapter II - Review of the Related Literature and Studies

Related Literature......................................13

Related Studies.........................................19

Definition of Terms.....................................26

Chapter III – RESEARCH METHODOLOGY

Research Design.........................................27

Locale of the Study.....................................28

Respondents of the Study................................28

Research Instrument.....................................28

Data Gathering Procedure................................28

Methods of Analysis.....................................28

Chapter IV - PRESENTATION, INTERPRETATION, AND ANALYSIS OF

DATA........29

Chapter V - Summary of Findings, Conclusions and Recommendations

Summary of Findings......................................36

Conclusion...............................................37
4
 Recommendations..........................................38

Bibliography.............................................38

Appendice

Survey Questionnaire on Working Conditions

and Relationship with Co-workers: Areas Affecting Employees’Job
Satisfaction Positively and
Negatively...............................................40

5
 CHAPTER I

INTRODUCTION

Today, there are many issues on the workplace especially on the

underlying factors that affects job satisfaction and worker perfor-

mance. Issues like job satisfaction factors or changing jobs for a

better pay were never even considered as against proving your loyalty

and gaining goodwill. Today's generation is a little different. Jobs

have a basic tendency of being changed because what is important is

to learn how to be happy at work. Changing your profile, taking up

new challenges and opting for something better is considered a trait

worth adopting.

Job satisfaction, a worker's sense of achievement and success,

is generally perceived to be directly linked to productivity as well

as to personal wellbeing. Job satisfaction implies doing a job one

enjoys, doing it well, and being suitably rewarded for one's efforts.

Job satisfaction further implies enthusiasm and happiness with one's

work. The Harvard Professional Group (1998) sees job satisfaction as

the key ingredient that leads to recognition, income, promotion, and

the achievement of other goals that lead to a general feeling of ful-

fillment.

Frequently, work underlies self-esteem and identity while unem-

ployment lowers self-worth and produces anxiety. At the same time,

monotonous jobs can erode a worker's initiative and enthusiasm and

can lead to absenteeism and unnecessary turnover. Job satisfaction

6
and occupational success are major factors in personal satisfaction,

self-respect, self-esteem, and self-development. To the worker, job

satisfaction brings a pleasurable emotional state that often leads to

a positive work attitude. A satisfied worker is more likely to be

creative, flexible, innovative, and loyal.

For the organization, job satisfaction of its workers means a

work force that is motivated and committed to high quality perfor-

mance. Increased productivity—the quantity and quality of output per

hour worked—seems to be a byproduct of improved quality of working

life. It is important to note that the literature on the relationship

between job satisfaction and productivity is neither conclusive nor

consistent. However, studies dating back to Herzberg's (1957) have

shown at least low correlation between high morale and high produc-

tivity, and it does seem logical that more satisfied workers will

tend to add more value to an organization. Unhappy employees, who are

motivated by fear of job loss, will not give 100 percent of their ef-

fort for very long. Though fear is a powerful motivator, it is also a

temporary one, and as soon as the threat is lifted performance will

decline.

Tangible ways in which job satisfaction benefits the organiza-

tion include reduction in complaints and grievances, absenteeism,

turnover, and termination; as well as improved punctuality and worker

morale. Job satisfaction is also linked to a more healthy work force

and has been found to be a good indicator of longevity. And although

7
only little correlation has been found between job satisfaction and

productivity, Brown (1996) notes that some employers have found that

satisfying or delighting employees is a prerequisite to satisfying or

delighting customers, thus protecting the "bottom line." No wonder

Andrew Carnegie is quoted as saying: "Take away my people, but leave

my factories, and soon grass will grow on the factory floors. Take

away my factories, but leave my people, and soon we will have a new

and better factory" (quoted in Brown, 1996, p. 123).

Probably the most important point to bear in mind when consider-

ing job satisfaction is that there are many factors that affect job

satisfaction and that what makes workers happy with their jobs varies

from one worker to another and from day to day. Job satisfaction is

influenced by the employee's personal characteristics, the manager's

personal characteristics and management style, and the nature of the

work itself. 

All workers want to believe that they work in a safe and non-

toxic environment, but unfortunately this isn't the case. Many work-

places, particularly those involved in manufacturing, present multi-

ple hazards to workers. Workplace conditions have definite short- and

long-term effects on both workers and the quality of their work.

Workplace conditions can have a major impact on the health of

people who spend many hours every week in the workplace. People who

work with hazardous materials can have their health adversely af-

fected through immediate injury or through disease brought on through

8
long term-exposure. People who work in less evidently toxic environ-

ments, such as office workers who are exposed to everything from un-

healthy lighting to stressful interpersonal relations, can also have

their health adversely affected by workplace conditions. In the most

severe cases, thousands of workers lose their lives every year in the

workplace.

Conditions ranging from unhealthy substances to poor management

can affect workers' morale. The ability of individuals to simply do

their work unaffected by their surroundings varies widely, but most

people are susceptible to some extent to the conditions around them.

Healthy, supportive and pleasant workplaces tend to build positive

morale as workers feel appreciated and valued, while workplaces

plagued with negativity can cause workers to feel as though they are

wasting their time, leading to low levels of morale.

Workplace conditions have a major impact on productivity, for

reasons ranging from the mental state of workers to the basic effi-

ciency of the physical plant. Conditions such as lighting, traffic

flow, traffic access and the condition of equipment all have practi-

cal effects on productivity. If poor quality in these areas is com-

bined with low morale, productivity can suffer, which can cut into

profits and cause problems to worsen, creating a vicious cycle of de-

cline.

Many workers, when confronted with less-than-ideal conditions,

will attempt to better their lot by leaving the workplace and seeking

9
employment elsewhere. Superior workplace conditions will convince

workers to stay, while unsafe, unpleasant or stressful conditions

will cause more workers to leave. Turnover is a major expense for em-

ployers, who must pay for the search and training required to replace

departed workers. It is in the financial interest of employers as

well as employees to foster positive workplaces that minimize

turnover.

Another factor to consider is the interpersonal relationship of

an employee to his co-workers. Interpersonal relationships between

co-workers are one of the most important factors in any work

environment--and personality conflicts are a leading cause of

problems in the workplace. If two co-workers continually butt heads

on work-related issues, it affects everyone around them and impacts

the workplace in a negative way. Chances affecting their job would

be, employees who don't remain professional whenever conflict arises

in their workplace, petty arguments like the “he say, she say” stuff

or those people who gossiped. Next would be, employees who are too

personal to give with their co-workers an intimate look inside their

life, and sometimes competition may brought them into problems with

their coworkers. The workplace should be about partnership, and

working together. When someone is promoted, or get's a raise, instead

of being happy and congratulate them, they get disappointed. Thus,

withholding to communicate with an employee when he or she are having

a problem with one or more of their coworkers will just create an

impact of frustration.
10
 With these issues on the workplace to consider, the researcher

aims to know the perception of high school instructors on the effects

of the two areas on job satisfaction so that she can identify what

areas are needed to be improved and maintained to ensure an

organization’s success.

Statement of the Problem

This study aims to know the perception of high school

instructors on the effects of the two areas on job satisfaction.

1. What are the characteristics of respondents in terms of:

a. Gender

b. Civil Status

2. What are the effects of the relationship with co-workers and

working conditions on Job satisfaction as perceived by the

respondents?

3. Is there a significant difference in the perception of

respondents on the effects of relationship with co-workers and

working conditions on job satisfaction of employees when they

are grouped according to their characteristics?

Hypothesis

There is no significant difference on the perception of high

11
school teachers on the effects of relationship with co-workers and

working conditions on job satisfaction.

Scope and Delimitation of the Study

This study is particularly concerned with the areas:

Relationship with Co-workers and Workplace Conditions and the

perception of its effects on job satisfaction of employees. It is

limited to employees working in a public sector especially teachers.

Significance of the Study

It is hoped that the result of this study will be of great help

to the following persons/entities.

Employees (Teachers): This may benefit them in a way that they

would know what areas to consider for them to achieve job

satisfaction in a workplace just by means of having knowledge of

two of the most important areas affecting job satisfaction.

Department Heads: That they may take in to consideration the area

that affects employees negatively and positively to ensure a good

stand of the organization.

Administrators: That they may know how to handle their employees

well and bring out the best performance from their employees and
12
 through improvement of the said areas.

Other Organizations: That they can have a basis for running their

organization to its best potential by having happy and competent

employees.

Chapter II

Review of the Related Literature

This chapter presents the insights, ideas, studies, and opinions

of authors from articles, books, and magazines to substantiate

whatever findings this present study would have.

Related Literature

Job Satisfaction

In reviewing the literature, it would be difficult to search for

the universal definition of job satisfaction. Several researchers

defined job satisfaction in different terms. For example, Hoppock’s

(1935) defined job satisfaction as “…any combination of

psychological, physiological, and environmental circumstances that

causes a person truthfully to say, ‘I am satisfied with my job’” (in

Green, 2000). For Ivancevich and Donnelly (1968), job satisfaction

was “the favorable viewpoint of the worker toward the work role he

presently occupies” (in DeMato, 2001). Smith, Kendall, and Hulin

(1969) said job satisfaction was “feelings or affective responses to

13
facets of the situation” (in Steers, Porter, and Bigley, 1996).

Although there was no consensus on ways of defining job satisfaction,

job satisfaction generally was considered to be an employee’s

attitude about his or her job based on factors present in the work

environment. In other words, job satisfaction was a result of

employee’s perception of how well his/her job provides those things

that were viewed as important.

Determinants of Job Satisfaction

Researchers have found that a number of variables are related

positively to job satisfaction while others are more of an indicator

of job dissatisfaction. A review of the literature indicates that

most studies have focused on personal variables and work-related

factors. The personal variables include factors such as age, gender,

and education. The relationship between age and job satisfaction

tends to be a U-shaped function where job satisfaction with younger

employees is initially high and then drops for several years, and

finally raises again with employees age (Waskiewicz, 1999). Older

people seem to be generally more satisfied with their jobs than

younger ones (Wangphanich, 1984). However, Coll and Rice (1990) found

that age was not related to job satisfaction (in Green, 2000). While

research on the relationship between gender and job satisfaction also

was unclear, Hollen and Gemmell (1976) compared job satisfaction

levels of community-college male and female professors and reported

males express higher levels of overall job satisfaction than females

14
(in Wangphanich, 1984). In the study of job satisfaction of faculty

members at NIDA, Sagol Jariyavidyanont (1978), found no significant

differences in those faculty’s job satisfaction among gender, age,

education, and work experiences.

A review of literature that included education as a variable

indicates that the relationship between education and job

satisfaction can be negative or positive. For example, Carrel and

Elbert (1974) reported negative relationship between education and

job satisfaction. They concluded that employees, who have high level

of education, are dissatisfied with performing the routine tasks

required in most jobs. On the contrary, Quinn and Baldi de

Mandilovitch (1980) concluded that there was a positive relationship

between educational level and overall job satisfaction (in Green,

2000). Work-related factors were also found to influence job

satisfaction. The work itself plays a major role in determining how

employees are satisfied with their jobs. Employees tend to prefer

challenging jobs that let them apply their abilities and skills and

embody a diversity of tasks, freedom, and performance feedback

(Arnold and Feldman, 1986). Locke (1976) found that the interesting

and challenging of the work itself led to the higher level of job

satisfaction (in Soranun, 1994). Having friendly and cooperative

coworkers is a modest source of job satisfaction. Ducharme and Martin

(2000)’s findings revealed that affective coworker support

significantly enhance employee job satisfaction (in DeMato, 2001).

Pay could be one of the important determinants of job

15
satisfaction because it helps fulfill so many of employee needs

including their basic needs and upper-level needs. Employees often

see pay as a reflection of how management views their contribution to

the organization (Luthans, 2001). Also, fringe benefits contribute to

job satisfaction, but would not be as influential as pay. Derlin and

Schneider (1994) stated that researchers in some studies have

concluded that pay and fringe benefits are an important variable to

be considered in the study of job satisfaction (in Waskiewicz, 1999).

Opportunity for advancement seems to have a varying effect on job

satisfaction. This is because opportunity for advancement takes a

number of forms and has a variety of accompanying rewards (Luthans,

2001). A positive environment and opportunities to grow

intellectually and broaden their skill base has become more important

than traditional promotion opportunities. Employees who are given

opportunities to learn to widen their knowledge and improve their

skills are more satisfied with their jobs (Waskiewicz, 1999; Luthans,

2001). Styles and quality of supervision also play an important role

on job satisfaction. A number of research indicated that employees’

attitude was directly related to the quality of supervision provided

to them (i.e. DeMato, 2001). In terms of organizational

communication, Brunetto (2002) found that there is a positive

relationship between the satisfaction with organizational

communication and employee commitment.

On Relationship with Coworkers

16
 Co-workers are people who share a workplace with each other. The

study of co-worker dynamics has absorbed many psychologists, since

relationships between co-workers can get quite interesting and very

complex. Many people deal with co-workers on a daily basis, because

they work for companies with multiple employees.

Many people like to distinguish between a co-worker and

a subordinate or supervisor, considering a co-worker a colleague of

the same status, rather than someone higher or lower on the company

food chain. Co-workers may hold similar or comparable positions, and

they often have similar levels of power and authority in an

organization. This sets them apart from supervisors, who can issue

directives, and subordinates, who take orders. Many people hope that

their equal standing with their co-workers ensures equal treatment

and a good working relationship.

Because co-workers often work together in enclosed spaces for

long hours, they may establish friendships which can be carried on

outside the workplace. Other people may prefer to remain more aloof,

focusing on being polite but not necessarily friendly with a co-

worker to clearly differentiate between work and personal life. These

enclosed spaces can also skew the relationship in the opposite

direction; some people have extremely adversarial relationships with

their co-workers.

Many people are familiar with the concept of the annoying or

obnoxious co-worker, as a casual glance at the employment and careers

section of a bookstore indicates. Especially in a small office, it

17
can be challenging to work with difficult personalities, leading some

people to seek professional advice on handling their colleagues and

office disputes. Many authorities recommend clear, open communication

between people who share a workplace, to ensure that small problems

are quickly resolved before they can turn into major issues. It's

also a good idea to scope a workplace when you apply, to test the co-

worker dynamics and to see how you might fit in.

When interacting with co-workers, try to remember that the work

environment is a unique place, and that some people may feel

uncomfortable with excessive friendliness, politics, or the sharing

of personal information. A co-worker can also turn on you, especially

when competition for a promotion gets fierce, and it is a good idea

to refrain from gossiping about other people in

your workplace with co-workers, no matter how tempting it may be. By

keeping your relationship professional and neutral, you can also

prevent potential accusations of harassment or inappropriate

behavior.

Job satisfaction and working conditions

The indices of task demands (complexity of demands, variability

of work) and task-related problems (concentration demands, time

pressure, work interruptions) showed no significant associations with

job satisfaction. However, the variables concerning control over work

at the workplace (influence on handling task, time control,

18
participation) have a significant effect on job satisfaction,

indicating that strong control over work produces greater job

satisfaction.

Job satisfaction appears to be one of the most influential

variables in work and organizational psychology. It is considered an

important indicator of working life quality and exerts enormous

influence on employee well-being. Ramirez and colleagues investigated

the mental health of hospital consultants and observed that job

satisfaction significantly protected consultants' mental health from

the effects of job stress. Job demands and job control have various

effects on employee well-being and health, especially when high

performance and a high level of control are demanded.

Related Studies

Work is one of the most fundamental of life’s tasks

(Csikszentmihalyi, 1992; Sweeney & Witmer, 1991). Research focusing

on the biopsychosocial impacts of work satisfaction and

dissatisfaction on the modern worker (for a summary see Sweeney &

Witmer, 1991) suggests that one’s level of satisfaction with one’s

work impacts upon one’s mental and physical health and overall

satisfaction with life (Balzer, Kihm, Smith, Irwin, Bachiochi, Robie,

Sinar & Parra, 1997; Csikszentmihalyi, 1992; Earnshaw, Amundson &

Borgen, 1990; Kinnunen & Natti, 1994).

Much of the research exploring job satisfaction suggests that

19
satisfaction with one’s job or work is related to the work tasks

being undertaken (Balzer et al., 1997). Research completed by Balzer

and his colleagues suggests that satisfaction with one’s work tasks

is the greatest predictor of overall job satisfaction. Further, it

remains the greatest predictor of job satisfaction, independent of

the specific work tasks being completed by the worker or the age or

gender of the worker. However changes in the working conditions of

modern employees, including increasing work hours, varying working

arrangements and intensifying job demands (Allen, Herts, Bruck, &

Sutton, 2000; Guest, 2002), matched with the segmenting and

compartmentalizing of many workplace tasks (Hochschild, 1997); as

well as the increasingly common current workplace rhetoric of, “do

more, for less … and faster” have made it increasingly challenging,

particularly for Australia’s younger workers, to find job

satisfaction in the specific work tasks they undertake.

Research examining the factors that impact upon an individual

achieving and maintaining job satisfaction is widespread, and varied

(e.g., Gardner, 2003; Guest, 2002; Oats & Vella-Brodrick, 2003).

However, within the 25 to 35 year old demographic; “Generation X” as

this cohort has been labeled in popular literature; published

research is less readily available. Research does suggest that

workplace motivation for Australia’s younger workers is just as

likely to be linked to intra-office social connectedness, as it is

work task performance (Hays, 1999; Oats & Vella-Broderick, 2003).

Longer working hours for Generation X have resulted in an increased

20
need for social support whilst at work. Social activity is pivotal to

an individual’s mental, physical and spiritual health, with research

indicating that individuals who regularly engage in social activity

do experience greater positive well-being (Myers, Sweeney & Witmer,

2000).

The present research explored alternative avenues towards job

satisfaction, exclusive of work task satisfaction. They were

interested in exploring the effect of workplace relationships on

employee job satisfaction, for Australia’s younger workers. The

present research was interested in determining if more harmonious

workplace relationships with one’s direct supervisor and one’s co-

workers would have a positive effect on the individual’s overall job

satisfaction and holistic well-being.

It was specifically hypothesized that a respondent’s overall job

satisfaction would significantly positively correlate with co-worker

satisfaction and direct supervisor satisfaction; and also that co-

worker satisfaction and supervisor satisfaction would significantly

predict respondents’ perceived level of holistic well-being.

21
 In the study entitled “Working Conditions Pose Problems for

Workers and Employers” from North Carolina State University. It was

found out that that an increase in professional business practices

such as outsourcing, hiring temporary workers and focusing on

project-based teams is having a detrimental effect on workers and

likely poses long-term problems for employers.

For their study, the researchers examined data on working condi-

tions, workplace relationships and worker behavior of professional

employees over the past 80 years. The researchers found that, over

that period, employers have increasingly implemented measures that

they feel will improve worker productivity and profits. These mea-

sures include layoffs, outsourcing jobs, replacing salaried employees

with contract staff, and putting employees onto short-term teams de-

signed to tackle individual projects.

The researchers also found a number of significant short-term

and long-term ramifications for employers. For example, they found

that professionals are less likely to help co-workers than in the

past, because they are primarily interested in protecting their own

jobs.  Co-worker conflict hurts the efficiency and quality of the

work product, since employees are less likely to work together effec-

tively, while also contributing to a high level of stress among em-

ployees.

Another study by Krueger and colleagues defined job satisfaction

as a multidimensional construct and a product of the global

evaluation of one's workplace and context. On the one hand, job

22
satisfaction is viewed as a dependent variable that varies with the

quality of working conditions and with other stressors.

Results of the study indicated that job satisfaction is strongly

influenced by working conditions. The environment in which

individuals work has a tremendous effect on their level of pride in

themselves and the work they do.

A review of literature that included education as a variable

indicates that the relationship between education and job

satisfaction can be negative or positive. For example, Carrel and

Elbert (1974) reported negative relationship between education and

job satisfaction. They concluded that employees, who have high level

of education, are dissatisfied with performing the routine tasks

required in most jobs. On the contrary, Quinn and Baldi de

Mandilovitch (1980) concluded that there was a positive relationship

between educational level and overall job satisfaction (in Green,

2000). Work-related factors were also found to influence job

satisfaction. The work itself plays a major role in determining how

employees are satisfied with their jobs. Employees tend to prefer

challenging jobs that let them apply their abilities and skills and

embody a diversity of tasks, freedom, and performance feedback

(Arnold and Feldman, 1986). Locke (1976) found that the interesting

and challenging of the work itself led to the higher level of job

satisfaction (in Soranun, 1994). Having friendly and cooperative

coworkers is a modest source of job satisfaction. Ducharme and Martin

(2000)’s findings revealed that affective coworker support

23
significantly enhance employee job satisfaction (in DeMato, 2001).

Pay could be one of the important determinants of job satisfaction

because it helps fulfill so many of employee needs including their

basic needs and upper-level needs. Employees often see pay as a

reflection of how management views their contribution to the

organization (Luthans, 2001). Also, fringe benefits contribute to job

satisfaction, but would not be as influential as pay. Derlin and

Schneider (1994) stated that researchers in some studies have

concluded that pay and fringe benefits are an important variable to

be considered in the study of job satisfaction (in Waskiewicz, 1999).

Opportunity for advancement seems to have a varying effect on job

satisfaction. This is because opportunity for advancement takes a

number of forms and has a variety of accompanying rewards (Luthans,

2001). A positive environment and opportunities to grow

intellectually and broaden their skill base has become more important

than traditional promotion opportunities. Employees who are given

opportunities to learn to widen their knowledge and improve their

skills are more satisfied with their jobs (Waskiewicz, 1999; Luthans,

2001). Styles and quality of supervision also play an important role

on job satisfaction. A number of research indicated that employees’

attitude was directly related to the quality of supervision provided

to them (i.e. DeMato, 2001). In terms of organizational

communication, Brunetto (2002) found that there is a positive

relationship between the satisfaction with organizational

communication and employee commitment.

24
 A review of literature that included education as a variable

indicates that the relationship between education and job

satisfaction can be negative or positive. For example, Carrel and

Elbert (1974) reported negative relationship between education and

job satisfaction. They concluded that employees, who have high level

of education, are dissatisfied with performing the routine tasks

required in most jobs. On the contrary, Quinn and Baldi de

Mandilovitch (1980) concluded that there was a positive relationship

between educational level and overall job satisfaction (in Green,

2000). Work-related factors were also found to influence job

satisfaction. The work itself plays a major role in determining how

employees are satisfied with their jobs. Employees tend to prefer

challenging jobs that let them apply their abilities and skills and

embody a diversity of tasks, freedom, and performance feedback

(Arnold and Feldman, 1986). Locke (1976) found that the interesting

and challenging of the work itself led to the higher level of job

satisfaction (in Soranun, 1994). Having friendly and cooperative

coworkers is a modest source of job satisfaction. Ducharme and Martin

(2000)’s findings revealed that affective coworker support

significantly enhance employee job satisfaction (in DeMato, 2001).

Pay could be one of the important determinants of job satisfaction

because it helps fulfill so many of employee needs including their

basic needs and upper-level needs. Employees often see pay as a

reflection of how management views their contribution to the

organization (Luthans, 2001). Also, fringe benefits contribute to job

25
satisfaction, but would not be as influential as pay. Derlin and

Schneider (1994) stated that researchers in some studies have

concluded that pay and fringe benefits are an important variable to

be considered in the study of job satisfaction (in Waskiewicz, 1999).

Opportunity for advancement seems to have a varying effect on job

satisfaction. This is because opportunity for advancement takes a

number of forms and has a variety of accompanying rewards (Luthans,

2001). A positive environment and opportunities to grow

intellectually and broaden their skill base has become more important

than traditional promotion opportunities. Employees who are given

opportunities to learn to widen their knowledge and improve their

skills are more satisfied with their jobs (Waskiewicz, 1999; Luthans,

2001). Styles and quality of supervision also play an important role

on job satisfaction. A number of research indicated that employees’

attitude was directly related to the quality of supervision provided

to them (i.e. DeMato, 2001). In terms of organizational

communication, Brunetto (2002) found that there is a positive

relationship between the satisfaction with organizational

communication and employee commitment.

Definition of Terms

For a better understanding of the terms used in this study, the

following terms are defined operationally.

Coworkers:

An associate that one works with.    

26
 Relationship:

Connection with other people.

Working conditions:

The conditions in which an individual or staff works,

including but not limited to such things as physical environment,

stress and noise levels, degree of safety or danger, and the like.

Relationship with co-workers:

It is the relationship between respondents and their

coworkers which includes competence, helpfulness and friendliness.

Job satisfaction:

It describes how content an individual is with his or her

job.

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design, locale of the study,

respondents of the study, the sampling procedure, the research

instruments, the research procedure, and the method of analysis.

Research Design

This study will make use of the descriptive survey method since

27
it aims to determine the perception of high school teachers on the

effects of relationship with co-workers and working conditions on job

satisfaction.

Locale of the Study

The study will be conducted at Vicente D. Trinidad High School,

Iguig, Cagayan.

Respondents of the Study

The respondents of this study will consist of 32 high school

teachers employed in Vicente D. Trinidad High School, Iguig, Cagayan.

Research Instrument

The study will make use of a survey questionnaire in gathering

data from the respondents.

Data Gathering Procedure

In order to gather the data needed, the questionnaires will be

floated by the researcher in Vicente D. Trinidad National High

School. Tabulation of data will be made after.

Methods of Analysis

The following statistical tools will be used to treat the data

that will be gathered in the study: frequency count and percentage

28
distribution will be used to treat the characteristics of the

respondents. On the other hand, weighted mean will be used to treat

the perception of high school teachers on the effects of relationship

with co-workers and working conditions on job satisfaction.

T-test will be used to determine the significant difference

between the characteristics of the respondents and the perception of

high school teachers on the effect of the relationship with co-

workers and working conditions on job satisfaction.

CHAPTER IV

PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA

This chapter presents the results or findings of the study and

the tables are arranged based on the problem posed in the study.

TABLE 1

DISTRIBUTION OF RESPONDENTS ACCORDING TO GENDER

GENDER FREQUENCY PERCENTAGE

MALE 7 21.9
FEMALE 25 78.1
TOTAL 32 100.0

INTERPRETATION:

The table above shows that of the 32 respondents, 7 or

21.87% are males while 25 or 78.13% of them are females.

This shows that majority of those who enters the teaching

profession are females.

29
 TABLE 2

DISTRIBUTION OF RESPONDENTS ACCORDING TO CIVIL STATUS

CIVIL STATUS FREQUENCY PERCENTAGE

SINGLE 5 15.6
MARRIED 27 84.4
TOTAL 32 100.0

INTERPRETATION:

It could be gleaned from the table that of the 32 respondents

there were 5 or 15.62% respondents who are single and 27 or 84.38%

from the respondents are married.

The data indicates that majority of the respondents are married

which shows that most of them balances family and work life.

TABLE 3

Perception of respondents on the effects of relationship with co-

workers on job satisfaction

Items Weighted Mean Adjectival Value

1. I strive to cultivate 4.47 AGREE
cordial relationships
with my co-workers so
that I can work better.
2. I am happier with my 4.28 AGREE
work when I am treated
with respect by the
people I work with.
3. I feel happy and satis- 4.34 AGREE
fied when employees
work well together to
solve problems and get
the job done.

30
 4. I have issues with fol- 3.56 AGREE
lowing authority that
is why I do not receive
much satisfaction in
work.
5. I am greatly affected 3.97 AGREE
when I have a disagree-
ment with the people I
work with.
6. My relationship with 3.94 AGREE
coworkers does not af-
fect my feelings about
my job.
7. The satisfaction I re- 3.88 AGREE
ceive from work greatly
depends on my relation-
ship with my coworkers.
8. I often have discus- 3.69 AGREE
sions with my coworkers
that helps me gain in-
sights and knowledge
which I apply at work.
9. I have sometimes inad- 3.28 MODERATELY AGREE
vertently hurt a co-
worker's feelings with
one of my jokes or com-
ments that made me feel
guilty and dissatisfied
in my work.
10. There was a time when I 3.25 MODERATELY AGREE
wanted to quit from
work due to some misun-
derstanding with a co-
worker.
Overall Weighted Mean 3.87 AGREE

Interpretation:

The table shows the perception of high school teachers on the

effects of relationship with co-workers on job satisfaction. It is

noted from the table that the respondents moderately agreed in two

items. Under this, “I have sometimes inadvertently hurt a co-workers

feelings with one of my jokes or comments that made me feel guilty

31
and dissatisfied in my work” and “There was a time when I wanted to

quit from work due to some misunderstanding with a co-worker.” Were

among the two which had the least weighted mean. This maybe

attributed to the fact that most people in a work place values their

relationship with others as to ensure a healthy social environment

for their work and for their own welfare.

TABLE 4

Perception of respondents on the effects of working conditions on job

satisfaction

Items Weighted Mean Adjectival Value

1. I have ready access to 4.47 AGREE
the information I need
to get my job done.
2. The management has cre- 4.50 STRONGLY AGREE
ated an open and com-
fortable environment.
3. The workplace is well 4.44 AGREE
secured from hazards.
4. The management is flex- 4.28 AGREE
ible and understands
the importance of bal-
ancing my work and per-
sonal life.
5. I had professional op- 4.16 AGREE
portunities to learn
and grow at my work-
place in the past
years.
6. I am in constant stress 3.59 AGREE
everytime I am at the
workplace.
7. The workplace is noise 4.13 AGREE
free so I enjoy every
minute of my stay there
during the day.
8. I am involved in deci- 4 AGREE
sion making that in-

32
 volves my job.
9. My workplace is very 3.91 AGREE
suitable since it is
located near establish-
ments.
10. It only takes a 3.75 AGREE
few minute ride for me
to arrive at my work-
place so I don’t feel
much tired whenever I
go there or go home at
evening.
4.12 AGREE
Overall Weighted Mean

Interpretation:

The table above shows the effects of respondents on working

conditions on job satisfaction. It could be noted from the table that

in the item number two “The management has created an open and

comfortable environment; the respondents strongly agreed. This

indicates that the respondents are highly satisfied in terms of their

work place setting.

TABLE 5

T-test (Gender)

Gender N Mean T- Value P-Value Decision

R 1 7 3.67 .803 .428 Accept Ho:
2 There is no
significant
difference on
the
perception of
high school
teachers on
the effects
of
relationship
with co-
33
 workers and
working
conditions on
job
satisfaction.
W 1 7 4.00 .400 .692 Accept Ho:
2 25 4.16 There is no
significant
difference on
the
perception of
high school
teachers on
the effects
of
relationship
with co-
workers and
working
conditions on
job
satisfaction.
Significant @ .05

Interpretation:

This table signifies the actual results from the t-test between

the responses of the subjects when they are grouped according to

their gender. It could be noted that there is no significant

difference in their responses. This shows that, gender does not

influence their perception due to the fact that both male and female

has social needs and strives to have a good and harmonious

relationship with others. As to their working conditions, they don’t

differ in their responses also because all employees desire an

environment where they work safely.

TABLE 6

T-test (Civil Status)

34
 Civil N Mean T- Value P-Value Decision
Status
R 1 5 4.10 .788 .437 Accept Ho:
2 27 3.82 There is no
significant
difference on
the
perception of
high school
teachers on
the effects
of
relationship
with co-
workers and
working
conditions on
job
satisfaction.
W 1 5 4.30 .476 .637 Accept Ho:
2 27 4.09 There is no
significant
difference on
the
perception of
high school
teachers on
the effects
of
relationship
with co-
workers and
working
conditions on
job
satisfaction.
Significant @.05

Interpretation:

This table provides the actual results from the t-test between

the responses of the subjects when they are grouped according to

their civil status. It could be noted that there is no significant

difference in their responses in either of the two areas affecting

job satisfaction. This shows that, whether the respondents are

35
already married or single, their perception does not vary and may be

due to the fact that single respondents value their relationship with

their co-workers and those that are married still needs a social life

aside from what they have with their family.

Chapter V

Summary of Findings, Conclusions and Recommendations

Summary of Findings

Summary of Findings

This study was conducted at Vicente D. Trinidad, Iguig, Cagayan

with the purpose of determining the perception of high school

teachers on the effects of relationship with co-workers and working

conditions on job satisfaction.

Results of this study show that the respondents give much effort

to create a good interpersonal relationship with their co-workers and

usually to have a pleasant and creative relation with others. With

these, the respondents view their relationship with their co-workers

as something that can affect their satisfaction at their jobs.

With regards on their perception on the effects of working

conditions on job satisfaction, respondents strongly agreed on an

item saying, “the management has created an open and comfortable

environment,” which signifies that most of the respondents are

satisfied with their workplace and is very contented with the

management since they are enjoying a safe and comfortable place to

36
work.

In the overall survey that we conducted; most of the respondents

agreed that they have a good working relationship with their co-

workers, which helped them to perform better in their jobs. And in

terms of their work environment, the respondents showed good

satisfaction in their workplace which only shows that it contributes

to the factors affecting an employees’ satisfaction of their job.

It was also found out in the study that profile variables like

gender and civil status does not affect the perception of the

respondents. This only shows that each of them views their

relationship with co-workers and workplace conditions as essential to

achieving job satisfaction.

Conclusions

Based from the results of the survey, the following conclusions

are drawn:

1. The perception of the respondents on the effects of

relationship with co-workers and working conditions does not

vary even when grouped according to their profile variables

or characteristics.

2. The respondents agreed that their relationship with co-

workers together with the working conditions have a

significant effect on their job satisfaction.

3. The respondents have higher perception that working

37
 conditions will be most likely to affect job satisfaction

that that of working conditions.

Recommendations:

After a thorough analysis of data, the following recommendations

are hereby made:

1. Future researchers must include other areas to consider like

employee's personal characteristics and the nature of the work

itself.

2. Improvement of the above mentioned areas must be made to ensure

organization’s success.

3. The school’s administration must be well informed with the areas

that mostly affects their instructors and devise programs needed

to promote a safe and better workplace setting.

Bibliography:

“Teachers’ Job satisfaction”. School Administrator. 25 Sep, 2011.

From Findarticles.com. COPYRIGHT 1998 American Association of School
Administrators, COPYRIGHT 2004 Gale Group

What is A Co-Worker?, September 26, 2011 from

http://www.wisegeek.com/what-is-a-co-worker.htm

Center for Teaching Quality. (n.d.). Teacher working conditions

toolkit. Retrieved June 22, 2007, from
http://www/teacherworkingconditions.org/

Coggshall, J.G. (2006). Prospects for the profession: Public opinion

research on teachers. Washington, DC: National Comprehensive Center
for Teacher Quality. Retrieved June 22, 2007, from
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http://www.ncctq.org/publications/October2006Brief.pdf

Hirsch, E. (2005). Listening to the experts: A report on the 2004

South Carolina teacher working conditions survey. Chapel Hill, NC:
Southeast Center for Teaching Quality. Retrieved June 22, 2007, from
http://www.teachingquality.org/pdfs/TWC SCFinalReport.pdf

Hirsch, E., & Emerick, S. (with Church, K., & Fuller, E.).(2006).
Arizona teacher working conditions: Designing schools for educator
and student success. Results of the 2006 phase-in teacher working
conditions survey. Hillsborough, NC: Center for Teaching Quality.
Retrieved June 22, 2007, from
http://www.teachingquality.org/pdfs/twcaz2006.pdf

Hirsch, E. & Emerick, S. (with Church, K., & Fuller, E.).(2007).

Teacher working conditions are student learning conditions: A report
on the 2006 North Carolina teacher working condition survey.
Hillsborough, NC: Center for Teaching Quality. Retrieved June 22,
2007, from http://www.teachingquality.org/pdfs/twcnc2006.pdf

Johnson, S.M. 2006. The workplace matters: Teacher Quality,

retention, and effectiveness. Washington, DC: National Education
Association. Retrieved June 22, 2007, from
http://www.nea.org/research/bestpractices/images/wcreport.pdf

Marvel, J., Lyter, D.M., Peltola, P., Strizek, G.A., &Morton, B.A.
(2007). Teacher attrition and mobility: Results from the 2004-05
teacher follow-up survey. U.S. Department of Education, National
Center for education statistics. Washihgton, D.C.: U.S. government
printing office. Retrieved June 22, 2007, from
http://nces.ed.gov/pubs2007/2007307.pdf

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http://www.eduaction.com/reference/article/refimprovingTeacher/?
page=3

Appendix
Survey Questionnaire on Working Conditions
and Relationship with Co-workers: Areas Affecting Employees’Job
Satisfaction Positively and Negatively
39
Name:____________________ (optional)

The following statements describe working conditions and

relationship with co-workers. Rate them by putting a check mark under
the following headings which you feel relates to you best.

5 – Strongly Agree 4 – Agree 3 –

Moderately Agree
2 – Disagree 1 – Strongly Disagree

I. On Relationship with Co-workers

5 4 3 2 1

1. I strive to cultivate cordial rela-

tionships with my co-workers so that
I can work better.
2. I am happier with my work when I am
treated with respect by the people I
work with.
3. I feel happy and satisfied when em-
ployees work well together to solve
problems and get the job done.
4. I have issues with following author-
ity that is why I do not receive much
satisfaction in work.
5. I am greatly affected when I have a
disagreement with the people I work
with.
6. My relationship with coworkers does
not affect my feelings about my job.
7. The satisfaction I receive from work
greatly depends on my relationship
with my coworkers.
8. I often have discussions with my co-
workers that helps me gain insights
and knowledge which I apply at work.
9. I have sometimes inadvertently hurt a
co-worker's feelings with one of my
jokes or comments that made me feel
guilty and dissatisfied in my work.
10. \There was a time when I wanted
to quit from work due to some misun-
derstanding with a coworker.
II. On Working Conditions

40
 5 4 3 2 1

11. I have ready access to the infor-

mation I need to get my job done.
12. The management has created an
open and comfortable environment.
13. The workplace is well secured
from hazards.
14. The management is flexible and
understands the importance of balanc-
ing my work and personal life.
15. I had professional opportunities
to learn and grow at my workplace in
the past years.
16. I am in constant stress everytime
I am at the workplace.
17. The workplace is noise free so I
enjoy every minute of my stay there
during the day.
18. I am involved in decision making
that involves my job.
19. My workplace is very suitable
since it is located near establish-
ments.
20. It only takes a few minute ride
for me to arrive at my workplace so I
don’t feel much tired whenever I go
there or go home at evening.

41