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Macroergonomics-asedApproach in Job Satisfaction of Senior High School

Teachers in a School in Mindoro Using Herzberg's Two-Factor Theory

Conference Paper · April 2021

DOI: 10.1109/ICIEA52957.2021.9436756

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 2021 IEEE 8th International Conference on Industrial Engineering and Applications
Macroergonomics-B ased Approach in Job Satisfaction of Senior High School
Teachers in a School in Mindoro Using Herzberg’s Two-Factor Theory
Joy Lyn S. Abraham
School of Industrial Engineering and Engineering
Management, Mapua University
2021 IEEE 8th International Conference on Industrial Engineering and Applications (ICIEA) | 978-1-6654-2895-8/21/$31.00 ©2021 IEEE | DOI: 10.1109/ICIEA52957.2021.9436756
Pola, Oriental Mindoro 5206, Philippines
e-mail: joylynabraham@gmail.com
Abstract—The COVID-19 pandemic has changed the
education systems of the world. The purpose of this study was
to help the school assess job satisfaction of senior high school
teachers in Mindoro during this pandemic in a
macroergonomics-based approach. The study used
observation and focus group discussion to gather data in
identifying factors that keep the teachers motivated and
satisfied given the new normal in education. Teachers’ job
satisfaction was considered and compared with Herzberg’s
Two-Factor Theory. With the results of the study, the school
administration might be able to adjust school programs/
activities according to the teachers’ work motivation. The
study found out that in order to improve teachers’ job
satisfaction, the school should focus on securing a safe and
healthy working environment for teachers, recognizing
teachers’ good performance, conducting relevant/ specialized
trainings or seminars, and ensuring teachers’ healthy and
balanced amount of workload.
Keywords-macroergonomics; job satisfaction; Herzberg’s
two-factor theory
I. INTRODUCTION
The COVID-19 pandemic has caused unparalleled harm
to the education system of every country in the world. In
addition to the short-term and long-term economic effects,
intangible destruction with educational institutions has been
occurring. With this, teachers as the most valuable resource
of any school, have to face different challenges and struggles
[1]. With restrictions in mass gathering, schools have to
move into digital or modular delivery of classes, and so
teachers need to adapt to the new normal in education.
Given the situation, it is significantly vital that teachers can
and will adapt smoothly to the transition while remaining
satisfied with their jobs. Despite the greater demands placed
on teachers, ensuring that teachers are satisfied and
enthusiastic with what they do will lead to positive impact
on their performance, commitment and satisfaction, which
enables to achieve higher academic results.
Job satisfaction has been defined as “the sense of
fulfillment and gratification that teachers experience
through their work as a teacher”. [2] “Job satisfaction
plays a very major role in imparting, excellent
education to students as it acts as a motivating factor. If
teachers attain adequate job satisfaction, they will be in
position to fulfill the educational objectives and national
goals”. [3]
978-1-6654-2895-8/21/$31.00 ©2021 IEEE
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Yogi Tri Prasetyo
School of Industrial Engineering and Engineering
Management, Mapua University
658 Muralla St., Intramuros, Manila 1002, Philippines
e-mail: ytprasetyo@mapua.edu.ph
There have been evidences from different studies on the
role and significance of teachers’ job satisfaction, for
example, in teachers’ work commitment [3], [4], [5],
lowering teachers’ turnover rate, reducing teachers’
emotional stress, burnout and exhaustion [6]. For instance,
Admiraal, et al., [5] studied about teachers’ interpersonal
relationships with students as a main source of job
satisfaction that would result to the decrease of attrition
rates. Their study showed that many teachers experience
their profession as stressful, however, the good relationship
with students can be a major positive motivation for
teachers to stay in the profession. It was found that
teachers’ job satisfaction appeared to be positively related
to the extent to which their aspirations in teacher-student
relationships had been realized, and these teachers with
sense of job satisfaction preferred to stay in the profession.
While most of the existing studies focused on the
teacher’s job satisfaction along with student achievement,
there is no study known about the determination of job
satisfaction of teachers during COVID-19 especially using
this Herzberg’s two-factor theory of motivation. Also, the
relations between teachers’ job satisfaction and several
other factors such as teachers’ emotions and emotional
intelligence [7], self-efficacy, job burnout, [8], leadership
style [9], [10], professional collaboration [11], etc. have
been properly documented.
The purpose of this study was to determine the factors
that affect job satisfaction of teachers during COVID-19
and to consider the teachers’ work motivation in terms of
Herzberg’s two-factor theory. This study is the first of its
kind among the targeted group of SHS teachers in a school
in Mindoro. This study will contribute to develop an
understanding of the factors involved in teachers’ job
satisfaction during COVID-19. Through this study,
recommendations for job enhancement will be presented
and may be used by the school administration for reference.
By paying due attention to differences in context, the
findings of this study may be used to other similar
organizations.
II. METHODOLOGY
Mixed methods research was employed in this study. In
order to determine the views of teachers on their workplace
and factors that have positive or negative effect on their job
satisfaction, an observation and a focus group discussion
(FGD) were performed.
106
 As part of the 20-teaching personnel of the school, the
researcher used her observations and experiences on the
workplace, and conducted FGD with the other 19-teaching
personnel of the school.
The FGD consisted of 20 participants aged 25 to 50
years old. All participants are teaching personnel of the
School’s Senior High School Department. Personal integrity
of all teachers participated was guaranteed. Participation
was voluntary, and informed consent was obtained from all
the participants after disclosing the purpose of the study.
Overall, the discussion was semi-structured, containing
open-ended questions, and follow-up questions were also
asked. The advantage of FGD compared to individual
interview aside from time-saving, is that FGD encourages
everyone in the group to give and clarify opinions and then
validate if an opinion is shared by many. The FGD lasted
for 2 hours and 25 minutes.
III. RESULTS
During the FGD, teachers stated their opinions on the
factors that affected their job satisfaction at work. These
opinions were recorded and then grouped into 9 categories
parallel to the Herzberg theory-enumerated factors:
recognition; achievement; advancement and growth;
responsibility; the work itself; salary and benefits;
interpersonal relations at work; supervision; working
condition; job security, company policies.
Based from the FGD, the categories are: (a) Work
environment; (b) Professional Development and Training;
(c) Workload; (d) Salary and Benefits; (e) Recognition of
Achievement; (f) Job Security; (g) Relationship with
Colleagues; (h) Relationship with Heads; and (i) School
Administration and Policies. Categories are presented
together with citations from the FGD.
A. Work Environment
Teachers identified work environment as the major
dissatisfier in time of COVID-19. Since teachers go to their
assigned barangay for distribution of modules/ collection of
students’ answer sheets, they think that they are not safe
given the environment they are in.
“We go to our assigned barangay once a week for the
distribution of modules/ collection of students’ answer
sheets and I personally feel unsafe. The place where we are
staying is obviously not COVID-19-ready.”
“Due to lack of available facility, our Science Lab room
was just converted into Sorting Hub for printing/ sorting
self-learning modules. There are hazardous chemicals in
our work station which I think are exposing us to some
health risks.”
B. Professional Development and Training
SHS teachers believed that there were no opportunities
for them in terms of professional advancement. They
expressed dissatisfaction, as they were not usually given the
chance to attend training sessions that are technical and
relevant for the effective performance of their job.
“In TVL track, there are no practical trainings/ seminars
intended for teachers on the teaching of subjects that require
practicum such as bread and pastry, home economics, etc.
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Trainings/ seminars shall be given to us especially today
that we are struggling to teach TVL subjects in modular
setup of classes.”
“I attend training I personally found myself like
webinars on teaching in the new normal but there are
limited seminars endorsed by the school administration to
us. We are the ones who find free webinars for us, not the
organization.”
C. Workload
Teachers expressed dissatisfaction on their overall
workload in time of pandemic.
“The responsibility of obtaining modules, creating
supplementary learning materials and answer sheets,
printing, sorting and distributing them, and then collecting,
sorting, checking answer sheets one by one is a very huge
task for me. This consumes my physical energy as there are
variety of tasks needed to be performed.”
“Even on Saturdays and Sundays, I work. Teachers need
to accommodate students’ queries and guide them in
answering the activities at home.”
D. Salary, Compensation and Benefits
Teachers reported dissatisfaction with their salary and
benefits, telling that they frequently use their own money
for school-related activities or programs.
“Our school is doing modular delivery of classes and we
go barangay by barangay to distribute modules, and yet we
are using our own money for the transportation, safety and
health supplies, food, etc.”
“We do not have health-related benefits like annual
check-up. I feel that we need to have benefits like this
especially during times like this since we are considered to
be frontliners. We go barangay by barangay to distribute
modules and visit students.”
“Benefits like performance-based bonuses, special
recognition incentives are not given on time.”
E. Recognition of Performance
Recognition of performance emerged as a dissatisfaction
for teachers. Teachers stated that ever since implementation
of K-12 in the country, there were no guidelines released on
the promotion of SHS teachers for public schools.
“I am working hard yet I feel I’m not being rewarded
enough. Since 2016, there were no teacher who got
promoted despite doing excellent in his job. We are still
waiting.”
F. Job Security
From teachers’ perspective, the major satisfier is job
security, as they have proven this during this pandemic.
“I feel secured in this job. With the closure of schools
during lockdown, private teachers lose their job whereas we
didn’t, we don’t and we feel we won’t.”
“Despite the controversy on teacher’s salary being
questioned by many, the organization stands on giving us
our full salary despite the postponement of classes and other
adjustments in school during lockdown. I have felt the
stability and security of my job.”
G. Relationship with Colleagues To compare the 9 categories enumerated in this study
The teachers expressed satisfaction with the relationship with Herzberg’s theory, frequencies of all statements
between colleagues in the school. derived from FGDs are calculated and tabulated with
“Everyone is so good to work with. Everybody is Herzberg’s original distribution of factors across the
cooperative and well-approachable.” motivator and hygiene factor continuum, as shown in Figure
“With the modular setup of classes, we got to deal each 1. The frequencies specified as percentages, derived
other all throughout each working day, and this made us from the FGD, are shown in Table I.
closer. We have improved our relationship since lockdown TABLE I. FREQUENCIES IN PERCENTAGES OF EACH FACTOR FROM FGD
as we communicate frequently.”
Frequency Frequency of
H. Relationship with Heads of Satisfied Dissatisfied
Teachers identified relationship with Heads as a Factors (%) (%)
satisfaction factor. Teachers noted that Heads including the Work Environment 3 21
SH Coordinator, are very approachable and easy to deal Professional development and 4 16
with. training
“We have good relationship with our superiors. Their Workload 5 13
leadership is effective. “ Salary, Compensation and 6 15
Benefits
Recognition of Performance 3 18
Job Security 21 2
Relationship with Colleagues 22 5
Relationship with Heads 17 4
School Policies 20 6

Figure 1. Comparison of motivators and hygiene factors between Herzberg
and SHS Teachers.
I. School Policies
Teachers expressed satisfaction with the school policies
as these are well communicated to them prior
implementation.
“School policies are not hard to follow. These are well
coordinated to us through meetings and everyone’s opinions
are being considered. We are happy with the school
policies, as they impose professionalism but are flexible in
some ways.”
The 9 categories derived from the FGD correspond with
the factors of Herzberg’s theory. Herzberg’s factor
“working condition” corresponds to “work environment”;
“advancement and growth” corresponds to “professional
development and training”; “responsibility” to “workload”;
“salary and benefits” to “salary, compensation and
benefits”; “recognition of performance” to “recognition”;
“job security” to “job security”; “interpersonal relations
with peers” to “relationship with colleagues”; “interpersonal
relations to leaders/ supervisors” to “relationship with
Heads”; and “school policies” to “policy and
administration”.
IV. DISCUSSION
The results demonstrated that the teachers were not
satisfied with most areas of their jobs. From 9 categories
mentioned, 5 of them function as dissatisfiers and only 4 of
them function as satisfiers.
The health and safety risks present in the working
environment was the most frequently mentioned source of
job dissatisfaction among teachers (dissatisfied 21%;
satisfied 3%.) in this time of pandemic. This is in agreement
with Herzberg’s theory. There is a positive association
between job satisfaction and safe working environment
wherein employees who expressed satisfaction with their
jobs have positive feedback on their work’s health and
safety climate [12].
Recognition of teachers’ performance (dissatisfied 18%;
satisfied 3%) were considered to be a dissatisfaction factor
to teachers, followed by limited means for professional
development and trainings (dissatisfied 16%; satisfied 4%),
followed by low salaries and limited benefits (dissatisfied
15%; satisfied 6%), and lastly followed by the heavy
workload (dissatisfied 13%; satisfied 5%).
On the other hand, job security (satisfied 18%;
dissatisfied 2%), relationship with colleagues and Heads
(satisfied 16% and 12% respectively), school policies and
guidelines (satisfied 11%) are the factors that are positively
satisfying to teachers.
V. CONCLUSION
In particular, this study found out that sources of
dissatisfaction among teachers are the (1) health and safety
risks present in the workplace; (2) poor recognition of
teachers’ performance; (3) limited means for professional
development and trainings; (4) low salary and limited
benefits; and (5) heavy workload. To address these

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 dissatisfiers, school administration should look up into well
coordination with barangay officials to create a COVID-19
designated pick-up point health and safety plan and properly
implement it. In addition, since recognition of teachers’
performance through promotion is not controlled by the
school administration but by the DepEd, school-based
recognition of teachers’ performance is highly possible.
Giving certifications, tokens of appreciation, and the like
should be considered by the school to uplift the confidence
of teachers that they are still being rewarded for their good
performance. Lastly, school administration should look up
into getting teachers a regular seminar/ training relevant to
their job.
In the positive note based from the results of the study,
the factors that function as satisfiers for teachers which
include job security, relationships, and school policies are
all Herzberg’s hygiene factors. Herzberg’s theory
highlighted that hygiene factors could not serve as source
of satisfaction or motivation but could prevent employee
dissatisfaction.
In conclusion, to increase the job satisfaction of SHS
teachers in a school in Mindoro, the two-step process of the
Herzberg’s two-factor theory shall be applied:
(1) Eliminate job hygiene stressors/ dissatisfiers by
proper management of hygiene factors
(2) Boost job satisfaction by providing motivating
factors
Effective cooperation between the teachers and school
administration will enable the achievement of job
satisfaction among SHS teachers in a school in Mindoro.
Therefore, it is essential that the school management pays
attention to significant hygiene factors to this group of
teachers to avoid job dissatisfaction and simultaneously
provide motivators in their work to achieve job satisfaction.
This study is one of the few analyzing factors that affect
teachers’ job satisfaction. Most factors of Herzberg’s two-
factor theory were identified in this study. Depending on
the context, the motivation factors of employees or workers
will vary from one setting to another. This study is limited
only to a school in Mindoro and only the respective 20 SHS
teachers were being studied, so the results cannot
necessarily be generalized to other contexts. To improve
this study, future researchers could gather more participants
from various schools and use a mixture of quantitative and
qualitative research methods. Statistical analyses could also
be used to obtain a more compelling data-driven results to
avoid bias.
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ACKNOWLEDGMENT
The researchers would like to thank all the participants
of this study and the Mapua University for supporting this
study.
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