MARK VINCENT BESUENO CONCEPT PAPER NO.

1 MAED EDMAN THESIS 1

THE MEDIATION OF PROFESSIONALISM AND THE RELATIONSHIP BETWEEN

WORK AUTONOMY AND JOB SATISFACTION OF ELEMENTARY TEACHERS
WITHIN TAMBLER DISTRICT

Introduction
Dealing with a profession means conforming with its conducts, aims, or qualities
for us to be effective in that field. By any means, we must have to look on things
ambiguously, conforming ourselves with things that must have to be done for us to be
successful in our chosen field as professionals.

Background of the study

Teacher Professionalism together with movement to improve their status,
training, and working conditions has received a great deal of interest ever since
(Ingersoll & Alsalam, 1997). It simply associated with the satisfaction and the autonomy
they needed for them to be motivated and effectively dealt with their chosen profession.
Moreover, Teacher authority is regarded as one of the traditional characteristics used to
distinguish professionals from other kinds of occupation. (Ingersoll, 1997). Although
there are various reasons about teachers leaving their profession, they most often quit
teaching because of the lack of professionalism, recognition, and autonomy afforded
them (Natale, 1993; Pearson & Hall, 1993)
Sensible of the importance of studies on institutional productivity, the researcher
made an extensive review of literature for possible variables associated with it.
Autonomy is one facet of teacher motivation (Khmelkov, 2000; Losos, 2000; White,
1992); therefore, having self-directing freedom which is being founded in the concept of
Academic Freedom is very essential for teachers because it provides motivation to
further continue with the profession. The National Center for Education Statistics
founded a study about this concept in the year 1997. Later on, the ideology is being
supported by several studies and they came up with the idea that the degree of
autonomy perceived by teachers is indicative of current job satisfaction (Charters, 1976;
Franklin, 1988; Gnecco, 1983; Hall, Villeme, & Phillippy, 1989; Pearson & Hall, 1993;
Brunetti, 2001; Kim & Loadman, 1994; Klecker & Loadman, 1996; Ulriksen, 1996).
Teachers Job Satisfaction is the other variable that caught up the attention of the
researcher. It is used to describe as a part of teacher’s different job attitudes towards
their perceptions, emotions, and behavior. Furthermore, There is a linear relationship
between teacher’s motivation and Job Satisfaction. Maintaining motivation within the
organization is defined as a process of reacting in a way to satisfy teacher’s various
needs (Vroom, 1964; Silah, 2005;). However, the researcher would like to know how
Professionalism by any means mediate the effect of Teachers’ autonomy on Job
Satisfaction.
It is on the above context that the researcher took interest to examine if
Professionalism will mediate the relationship between teachers’ autonomy and
Teachers’ satisfaction; hence, making this study a generation of new knowledge that
can give specific contribution to the field of educationObjectives
Specifically, the following objectives were formulated:
1. To describe the level of autonomy of Elementary teachers in terms of:
1.1 decision making;
1.2 setting standards for instruction;
1.3 selecting work techniques and
1.4 building relationship from administrators and collegues.
2. To ascertain the level of job satisfaction of public elementary school teachers in
terms of:
2.1 physical working condition;
2.2 relationship with the administrator and collegues;
2.3 job security;
2.4 self-autonomy and
2.5 salary.
3. To measure the level of professionalism that is shown by Elementary Public School
teachers.
4. To determine the significance of the relationship between:
4.1 professionalism and teachers work autonomy;
4.2 professionalism and teachers job satisfaction; and
4.3 teachers work autonomy and their job satisfaction.
5. To determine the significance of mediation of professionalism on the relationship
between teachers work autonomy and job satisfaction.
Research Questions
1. What is the level of autonomy given to the teachers of Tambler District?
2. What is their level of performance?
3. Is their significant relationship between the Work Autonomy and Job
Satisfaction?
Methodology
This study employed non-experimental quantitative design utilizing the
descriptive correlation technique of research which is designed to gather data, ideas,
facts and information related to the study. In non-experimental research, researchers
collect data without making changes or introducing treatments (Gehle, 2013). In this
study the variables were not manipulated and the setting was not controlled.
Descriptive-correlation research design describes and interprets what is, and reveals
conditions and relationships that exist and do not exist (Calderon, 2006; Calmorin,
2007). Further it is a fact finding study that allowed the researcher to examine
characteristics, behaviors, and experiences of study participants (Calmorin, 2007).
Research Paper Timeline
The project is expected to be completed in 11 weeks with the following indicated
as the activities durations for every section of the research paper project:
Research Section Duration
1. Title 1 week
2. Introduction 1 week
3. Need for this Study 2 weeks
4. Background 2 weeks
5. Objectives 1 week
6. Research Questions and/or 1 week
Hypothesis
7. Research Methodology 3 weeks

References
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Pearson, L. C., & Moomaw, W. (2005). The relationship between teacher autonomy and stress, work
satisfaction, empowerment, and professionalism. Educational research quarterly, 29(1), 38-54.

Pearson, L. C., & Moomaw, W. (2005). The relationship between teacher autonomy and stress, work
satisfaction, empowerment, and professionalism. Educational research quarterly, 29(1), 38-54.
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