TEACHERS’ JOB SATISFACTION ANDTEACHING

COMMITMENT: A NEW NORMAL PERSPECTIVE

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 9
Pages: 152-158
Document ID: 2023PEMJ738
DOI: 10.5281/zenodo.7969856
Manuscript Accepted: 2023-25-5
Psych Educ, 2023, 9: 152-158, Document ID:2023 PEMJ738, doi:10.5281/zenodo.7969856, ISSN 2822-4353
Research Article

Teachers’ Job Satisfaction and Teaching Commitment:

A New Normal Perspective
Jordan G. Apawan*, Gerly T. Rote, Luland P. Rote
For affiliations and correspondence, see the last page.
Abstract
During COVID-19 pandemic, teachers played a very significant yet risky role in making the
education in the country continuously running. Facing this enormous challenge caused by the
pandemic, teachers’ job satisfaction and teaching commitment contribute much in the success of
instructional delivery. This study was conducted to assess the level of job satisfaction and teaching
commitment or teachers during the new normal situation and to determine the association of the
identified variables. A descriptive-correlational research design was employed and a researchers-
designed questionnaire which was administered among 153 teacher – respondents was been utilized
as the data gathering instrument. The frequency count and percentage distribution, mean and
standard deviation, and Pearson’s r are the statistical tools utilized. The results of the study indicated
that even in a very challenging health situation, teachers still have a very high job satisfaction in
terms of their (a) responsibilities and (b) community attachment. In the same manner, they also hold a
very high commitment in term of their (a) profession and (b) teaching and learning are concerned.
This study also revealed a significant relationship (p<0.05) between teachers’ level of job satisfaction
and their teaching commitment.

Keywords: job satisfaction, teachers’ responsibilities, commitment, teaching, profession

Introduction and commitment towards the teaching profession.

Teaching is an intellectual and a moral practice
threatened with contradictions, impediments and
challenges both ordinary and extraordinary (Santoro,
2011). With this heavy load to bear, teachers should be
accorded with a high professional status in the society
adequate with their professional responsibilities,
qualifications and skills, and the contribution which
their profession makes to the development of society
(Education International, 2011). Thus, providing them
the opportunity to be heard and taken seriously if they
are to make the public aware of their worth,
responsibilities and expertise is necessary (Hargreaves
and Flutter, 2013).
However, in the present condition, educators are
confronted with the rapid changes in educational
policies which include increasing privatization in
education, systemic underfunding of public education,
recruitment of unqualified and/or contract teachers,
and accountability mechanisms focuses on
measurement and performance related schemes
resulted to de-professionalization of teachers (Verger
et al., 2013). These difficulties are combined with firm
measures imposed in many countries due to the global
financial crisis, quality of public education that
influence teachers’ lives, salaries, and working
conditions that do not align with their professional
perspectives (EI, 2012, as cited in Education
International, 2015), and recently, the struggle in the
delivery of instruction brought by the COVID-19
pandemic, contributed much in teachers’ satisfaction
Job satisfaction and teaching commitment are one of
the essential elements towards a successful learning.
Amidst these challenges in the teaching profession,
teachers’ job satisfaction and teaching commitment
should be properly established to keep the teaching
and learning continue to work. Thus, the need of
research that explores these aspects has become more
persistent in present times and situation. This study is
directed towards filling this gap by establishing
significant information pertaining to teachers’ job
satisfaction and teaching commitment in the context of
health crisis.
Research Questions
This study aims to identify the relationship of teachers’
job satisfaction to the level of their teaching
commitment especially in the new normal.
Specifically, this study seeks to answer the following
specific questions:
1. What is the level of job satisfaction of teachers in
terms of
1.1. job security;
1.2. work environment;
1.3. job responsibilities; and
1.4. community attachments?
2. What is the level of teachers’ teaching commitment
in terms of
2.1. teaching profession;
2.2. school; and
2.3. teaching and learning?

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Research Article
3. Is there a significant relationship between the
teachers’ job satisfaction and teaching commitment?
Literature Review
Motivation - Hygiene Theory as Theoretical
foundation
This study is anchored on the “Motivation-Hygiene
Theory” of Herzberg (2005) which asserts that
conditions or characteristics of the job are constantly
related to job satisfaction, while the different factors
are also associated with job dissatisfaction (Herzberg,
2005). In a specific view, it is perceived in this theory
that peoples’ job satisfaction depends only on two
kinds of factors; the “motivators” or the satisfiers and
the “hygiene factor” or the dissatisfiers (Kuijk, 2018).
Hygiene factors involve physiological needs that
individuals expected to be fulfilled like pay, working
conditions, interpersonal relations, status benefits and
job security. Motivator factors pertain to psychological
needs that are perceived to be additional benefits
which include recognition, promotion, responsibility
and meaningfulness of work (Juneja, 2018).
These factors are recognized to be essential elements
towards a successful job performance. It is also
assumed that in the same way like other workers do,
teachers also need the fulfilment of these factors in
their work stations to function well, be motivated and
create commendable outputs.
This study believes that the motivation and hygiene
inside the organization is vital in achieving its goals
and failure in the part of the institution to provide these
could lead to dissatisfaction in teachers’ job and
performance. This study presumed that these
“motivators” are the factors that increase teachers’ job
satisfaction and thus, their teaching commitment could
also be affected in both manners.
Job Satisfaction among Teachers
Job satisfaction is defined as a positive emotional state
resulting from a personal appreciation of his/her own
job or experience (Crisci et al., 2019). Teaching is
generally perceived as the most challenging job in
contemporary society (Leschied et al., 2013). And,
teachers are considered as assets of inestimable value
in the teaching of members of a given society.
They play important roles in nation building by
sharpening and molding learner’s character (Osagie,
2018). But, educational systems and schools
Apawan et al.
worldwide constantly face the concern of teachers
deciding to leave their school or even the profession.
Hence, educational systems may encounter problems
with offering high-quality education to all their
students when experiencing a high rate of teacher loss.
In counter-balancing educational issues related to
teacher loss, the topic of teacher retention has recently
received broad international scholarly attention
(Hancock & Scherff, 2010). Thus, according to the
study of Van Houtte, M. and Van Maele, D. (2012), in
order to keep teachers in their jobs, those who manage
the teaching profession need to understand which
factors contribute to the retention of qualified teachers
in the schools that employ them. In this light, it has
been advocated that one way to diminish the degree of
teacher loss is to create awareness of the factors which
contribute to teachers’ job satisfaction.
Thus, teachers’ high performance will be achieved
when their expectations and the goals of school are
met. Regardless of what causes the state of
dissatisfaction, Werang et al. (2017) reported that such
dissatisfaction can lead to teacher counterproductive
behavior such as heading for urban area for a long
period of time or engaging with other attracted
activities. Keeping on the view of teachers’ capability
in shaping their job satisfaction, a huge number of
studies suggest that principal leadership is the key
factor in shaping teachers’ attitudes toward their work.
School principals’ behaviors such as making effort of
fulfilling school goals, working hard and supporting
teachers are likely to enhance teachers’ job satisfaction
and, in turn, to increase teachers’ willingness to
continue working in their respective schools (Şemin,
F. K., 2019).
Teachers’ Teaching Commitment
Teachers play an important role in educating the
population in a society. The future generation relies
mainly on the education of today. According to Cox
(2017) the teaching profession requires commitment.
And, an effective educator needs to be committed not
only to their students, but to the teaching profession as
a whole. This means abiding by the rules and
regulations and embracing the principles of
the teaching profession, as well as the requirements.
Professional commitment is an attitude that someone
has toward their job. It’s their point of view and their
active participation in the profession. The individuals
who are committed are lifelong learners who are
committed to the teaching profession. Hence,
committed teachers devote their time to continuing
education and professional development for teachers
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Research Article
According to Altun (2017) teacher commitment is an
internal force that derives teachers to invest more time
and energy in keeping up involvement in the school.
This willingness of promoting the school creates
emotional link between teachers and the school which
ultimately inspires teachers to seek ways to enhance
teaching profession and establish an effective learning
environment to allow students to reach their targets.
Commitment to teaching is a crucial factor to
contribute to the achievement of students. Passionate
teachers via creating effective learning environments
endeavor to increase learning potentials of their
students. A teacher who is truly committed to their job
will always put their students’ interests first and go
above and beyond to make sure that each and every
one is properly and effectively educated (Cox, 2017).
Methodology
The descriptive-correlational research design was
utilized in this study. Descriptive-correlational
research is a design that describes and predicts how
variables are naturally related in the real world,
without any attempt by the researcher to alter them or
assign causation between them (Stangor, 2011).
Participants/Respondents
This study was administered among 153 teachers in
the DepEd schools in region 3, in the municipality of
Hinoba-an under the division of Negros Occidental.
Teachers who are permanent in status which includes
even the newly hired who are in their respective
institution by the time of the survey were selected
randomly during the data gathering.
Instruments of the Study
This study utilized a properly validated researchers-
made questionnaire. The tool is divided into three
parts, the socio-demographic profile assessment, the
level of teachers’ job satisfaction assessment which
items are guided by Romero and Bantigue’s (2017) job
satisfaction questionnaire and the level of teaching
commitment assessment with items taken from
Akinwale and Okotoni’s (2019) assessment of
teachers’ job commitment questionnaire.
Procedure
In consideration of the health protocol during the
conduct of the study, the researchers asked the
permission from the municipality of Hinoba-an as well
as from the principals of the schools in region 3.
Apawan et al.
Upon the approval, the administration of the
instrument was done securing that each respondent had
fully understood the purpose of the study. Instructions
and contents of the instrument are clearly explained
and procedures of filling out the information needed
are properly relayed and absorbed. The administration
of the instrument was done in each school practicing
the minimum health as prescribed by the local Inter-
agency task force of the Municipality.
Upon completing the desired number of respondents,
the researcher consolidated the data from each school.
The data was tabulated, computed and analysed using
appropriate statistical tools.
Ethical Considerations
In respect with the guidelines and ethical
considerations, the researcher made sure to give the
respondents the freedom to accept, deny, or withdraw
his/her participation on this study.
Before the actual survey, the researcher made sure that
the participation of each respondent is voluntary and is
free of any pressure. They are also instructed that they
are allowed to stop or refrain from answering the
survey if they feel unsecured of its content or
whatsoever.
With the full understanding of the content of the tool,
and with the consent given by each respondent, the
researcher conducted the said survey practicing also
the minimum health standards due to COVID-19
pandemic.
Results
This section presents the finding of the study in
consideration of the identified research questions.
Frequency count and percentage distribution, mean
and standard deviation, and Pearson’s correlation are
the statistical tools used in answering the said research
questions. The results are as follows:
Teachers’ Job Satisfaction Level in the New
Normal
The result reveals that the teachers’ level of job
satisfaction is very high in terms of job responsibilities
and community attachments with the mean of both
4.21 respectively. This is followed by their satisfaction
in term of their working environment with the mean of
4.15 interpreted as high. Job security got the lowest
mean of 3.95 interpreted as high. The result indicates
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Research Article

that the teachers are satisfied in terms of the

responsibilities assigned to them and how they are
regarded as teachers in their community. The result
implies that the teachers are very satisfied in terms of
job responsibilities assigned to them as well as their
community attachment to where their school and home
located. Specifically, the teachers are very satisfied to
“rub elbows” with very important people, do things
related to their job as well as related to their abilities.
They also feel very satisfied as to use their ability to
try new thing and ways to accomplish their job,
practice freedom to use their own judgement to make
decisions and things that does not go against their
conscience.
they have chosen to become teachers and would
encourage others to become a teacher in the future if
chances permit. In addition the teachers are also very
committed in terms of teaching and learning aspect.
This means that they really enjoy imparting knowledge
to their learners, never get late and could extend time
and effort for the developments of learning in their
respective schools thus, they are much willing to put
in a great deal of effort beyond that normally expected
in order to help their schools and students to be
successful.

In the same way, the teachers also feel very satisfied of Table 2. Teacher’s level of teaching commitment
the fact that they are given the chance to help through
service and take part in solving issues and concerns in
the community. They also feel very satisfied on the
way the community look and respect their identity and
roles as teachers and the bridge in creating
development and harmonious relationship between
their schools and the community.

Table 1 . Teacher’s level of Job Satisfaction

Job Satisfaction and Teaching Commitment

Correlation

The result revealed a positive correlation between the

said variables with the p-value of 0.000 (r=0.669).

The result implies that the job satisfaction of the

teachers is correlated with their teaching commitment.
Teachers’ Level of Teaching Commitment in the Positive correlation implies that both variables move
New Normal in the same direction. In specific, if the job satisfaction
increases, their level of teaching commitment also
The result in the level of teaching commitment increases.
revealed that the teaching commitment of teachers in
teaching profession prevailed the highest among other The result is consistent to Klassen, et al. (2011) who
aspects with the mean of 4.40 (SD=0.73) interpreted asstated that teacher’s job satisfaction is associated
very high. This is followed by their commitment to his/her job commitment (Klassen et al., 2011).
teaching and learning with the mean of 4.36 Teachers job satisfaction is influenced by some factors
(SD=0.74) interpreted also as very high and like nature of work (Aziri, 2011), autonomy (Skaalvik,
commitment to school with the lowest mean of 3.79
2011), job status and achievement (Pilarta, 2015) and
(SD=1.12) interpreted as high.
principal leadership (Werang, et al., 2017) which are
This inferred that the teachers are very committed in also the related factors that increase their commitment
terms of teaching profession. Specifically, they are in teaching.
very happy to spend the rest of their career as a
teacher. They are also committed and very proud that

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Research Article
Table 3. Significant relationship between the teachers’ job
satisfaction and teaching commitment
There is a significant relationship between the levels of
Job Satisfaction and the levels of Teaching
Commitment of the respondents, r = 0.669, n = 153, p
< 0.000
Discussion
In times of COVID-19 pandemic, educators
experienced drastic changes in the educational system
and bare a higher level of difficulties in delivering
quality education among the learners. This challenging
situation revealed the resiliency and the creativity of
Filipino teachers in terms of instructional management
yet; anyone is still vulnerable to health risk, stress,
anxiety and job dissatisfaction during the said global
health crisis.
It is said that teaching is a very challenging job
(Leschied, et al, 2013) and teachers play a very
important role in nation-building (Osagie, 2018).
During this time, educators had left with a single
option of conducting remote teaching and learning
arrangement (Qazi, et al, 2023) to make education in
the country running. This posed a greater challenge for
Filipino teachers assigned in remote areas where
communication and network signals are not always
guaranteed. Teachers have to secure that education
never stops and learning continues even at times of
COVID-19. Thus, they adopted the remote learning
through the use of learning modules. In this specific
scenario, teachers are putting themselves in a higher
risk of being infected by the virus which also poses
threat to their whole family. But despite of these
difficulties and risks, this study revealed that the
teachers are still very satisfied in doing their job
especially when community attachment and the
responsibility are concerned (table 2). Job satisfaction
exists and is rooted from the appreciation of someone
job or experience which creates a positive emotional
state (Crisci, et al, 2019). It is certainly affected by
different factors like leadership and support (Semin,
2019), organizational climate, responsibility
(Ghavifekr & Pillai, 2016), training and promotion
Apawan et al.
opportunities, supervision (Kyara, 2013) and others.
In the same manner, the results indicated that despite
of the difficulties of on the delivery of instruction
brought by COVID Pandemic; teachers are still very
committed in teaching specifically in their profession
and the teaching and learning process (table 3).
Teaching commitment bares standards in order to be
validated. This includes embracing the principles
teaching profession, and abiding its rules and
regulations (Cox, 2017). The term is coined to passion
which holds a deeper meaning. Passion always seeks
and tends to experience new ideas thus, high
passionate teachers creates effective learning
environment to increase the learning potentials of the
learners (Altun, 2017). These teachers deal this tough
situation specifically in the delivery of instruction with
a higher teaching commitment probing that teaching is
truly a passion.
On the analysis of teachers’ job satisfaction and
teaching commitment, a positive correlation was
identified (table 3). In this result, an implication that
the job satisfaction of the teachers is correlated in their
teaching commitment can be drawn. The positive
correlation denotes a uniform movement between the
said variables. Specifically, this means that if their job
satisfaction becomes higher, so their teaching
commitment or vice versa. Delivering instruction in
context of COVID pandemic is a bit demanding.
Teachers’ decision in doing their responsibilities even
in this tough time like takes a lot of sacrifices and
commitment. Wells (2015) Identified that this
behaviour is strongly associated with commitment to
their job and profession.
Conclusion
The COVID-19 Pandemic certainly was a tough
challenge especially in the education sector most
especially among teachers who have the highest direct
responsibility of keeping the teaching and learning
process running. A closer look into their job
satisfaction and teaching commitment and the
association between the said variables was the main
objective of this study. Based on the result of this
study, it was concluded that teachers are very resilient
that even during the pandemic they still have a very
high job satisfaction specifically in (a.) teaching
responsibilities and (b) community attachment.
Further, it was established that the teachers also poses
a very high teaching most especially when (a)
profession and (b) teaching and learning are
concerned. Thus, it was also concluded that their job
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Research Article
satisfaction and teaching commitment are correlated.
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Affiliations and Corresponding Information

Jordan G. Apawan, MAEd

Central Philippines State University

Gerly T. Rote, MAEd

Culipapa Elementary School
Department of Education - Philippines

Luland P. Rote, MAEd

Central Philippines State University

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