Teaching Performance and Job Satisfaction Among Teachers at Region XII

Abstract

This study aimed to find out the relationship of teaching performance and job satisfaction among teachers of DepEd Region XII. Specifically, it was determined the teaching performance rating of teachers on the seven domains of competency-based performance appraisal system for teachers. It was also determined the satisfaction rating of teachers in ten facets of job satisfaction. The relationship of personal profile and job satisfaction was also correlated. A total of 200 teachers teaching in elementary public schools were selected as respondents of the study and descriptive correlation design was used in order to see relationships of the variables included in the study. Survey questionnaires were distributed to the respondents in twelve sample elementary schools in the Region XII. The study yielded that most of the respondents are female, married, earned a college degree with master’s unit, 11 to 15 years in service and belongs to 31-40 years age bracket. Regarding teacher’s performance rating it was rated very satisfactorily. Teachers display a high level of performance related skills, abilities, initiatives and productivity, exceeding requirements in many of the areas of teaching performance as indicated in the seven domains of competency-based appraisal system for teachers. Moreover, majority of the teachers are somewhat satisfied on the following facets of job satisfaction: school policies, supervision, interpersonal relations, opportunities for promotion and growth, working conditions, work itself, achievement, recognition, and responsibility. This implies that a teacher satisfied with their job is also productive. Furthermore, if the teachers are contented with their job, they develop and maintain high level of performance. Teaching learning processes are made more efficient and effective and consequently could produce high competitive learners. There is moderate correlation between teacher’s performance and job satisfaction which shows that high teacher’s performance contributes to high job satisfaction. The age, highest educational attainments and length of service were significant to the job satisfaction while sex and civil status were noted having significant difference to job satisfaction. Based on the findings of the study, it is concluded that the teachers of DedEd Region XII displays a high level of performance related skills, abilities, initiatives and productivity, exceeding requirements in many of the area of teaching performance. Moreover, the teachers of said region were contented with their job satisfaction facets such as school policies, supervision, pay, interpersonal relations, opportunities for promotion and growth, working conditions, work itself, achievement, recognition, and responsibility. This implies that a teacher’s satisfied with their job is also a productive one. Furthermore, if the teachers contented with their job, they will develop and maintain high level of performance. Teaching learning process make more efficient and effective that could produce high competitive learners. In addition, teaching performance and job satisfaction have moderate correlation. Based on the findings and conclusions drawn from this study, the researcher makes the following recommendations; first, there should be a balance between the task and people oriented, close supervision and mentoring to the teachers to develop and maintain teaching performance and job satisfaction to bring about efficiency and affectivity in work. Second, the Department of Education should strengthen the pay for the teachers in order for the teachers to gain higher satisfaction on job. They should allocate more budgets on teacher’s salaries. Third, the Department of Education should make policy, programs and projects for basic education schools to enhance the teaching performance and job satisfaction of teachers towards quality education. Fourth, to make teaching performance and job satisfaction be directed toward enhancement of academic administration, the school organization should be opened for sharing of ideas to promote academic excellence, teachers should provide opportunities for knowledge and network and teachers should have opportunities to listen to by the school administrators for support.