Evaluating nurses' professionalism and the obstacles they face is crucial for enhancing healthcare quality and professional satisfaction. The identified challenges still appear to be similar on a global scale. The present cross-sectional study investigated nurses' challenges in meeting professional standards in tertiary healthcare and explored the link between nurses' values and the underlying reasons for these challenges. Data were collected from 500 nurses at a state university hospital using three tools: "Nurse Introduction Form" for sociodemographic and work-related information, "Professionalism Form" to assess understanding of professionalism criteria and barriers, and "Nurses' Professional Values Scale." Results show a positive relationship between the attainability of professional standards and values. The most significant obstacle hindering the achievement of professional standards is systemic. Nurses lack awareness of professional values and are dissatisfied with their profession, especially due to negative working conditions and low income. Due to a lack of authorization, nurses are often unable to provide services fully in line with professional standards. Additionally, this lack of authorization can lead to deviations from their defined job responsibilities. Nurses have limited autonomy and decision-making power despite prioritizing values like human dignity. Meeting professional standards is linked to strongly holding professional values. The relationships between negative factors and NPVS scores show how these issues shape nurses' perception of professionalism.

This study unveils preschool teachers’ lifelong learning tendency and job satisfaction and the association between these two variables. The sample consists of 225 preschool teachers working in public nursery schools and classes in Düzce province of Türkiye. The participants were reached through simple random sampling among 396 preschool teachers. The study adopted a “correlational design”. The data were collected through "Lifelong Learning Tendency Scale" and "Job Satisfaction Scale". The data analysis was conducted on SPSS. The findings suggested that preschool teachers’ lifelong learning tendency was quite high whereas their job satisfaction was low. On the other hand, the findings revealed that preschool teachers’ life long learning tendency and professional satisfaction were not statistically significantly associated. Additionally, statistically significant differences were found by some demographics. The findings were discussed based on the previous literature and some suggestions were presented.

This study aims to analyze the influence of work professionalism and facilities on public satisfaction by including service quality as a mediating variable. The study was conducted in a public service environment with 67 respondents. The research method used a quantitative approach through questionnaire distribution and convenience sampling. Data analysis used Structural Equation Modeling (SEM)-PLS. The results showed that work professionalism had a positive and significant effect on service quality, but did not always have a direct effect on public satisfaction. Facilities were shown to have a positive influence on both service quality and public satisfaction. Furthermore, service quality did not mediate the relationship between work professionalism and public satisfaction, but did play a role between facilities and public satisfaction. These findings confirm that efforts to improve public satisfaction are not sufficient simply by improving the competence of civil servants and improving facilities; they also require strengthening service quality as a key factor bridging the two variables.

Distance education can be defined as a continuing educational process through communication via technology, despite students and teachers being in different physical locations. In Türkiye, due to the impact of the COVID-19 pandemic, educational activities were carried out through distance education methods. This study explores social studies teachers' experiences regarding distance education during the COVID-19 pandemic. A qualitative research approach, phenomenological design, is used in this research. The study group consisted of 12 social studies teachers. Data were collected using a semi-structured interview form developed by the researchers. Content analysis was employed to examine the gathered data. The findings show that teachers were able to define the concepts of the pandemic and distance education accurately. It was also seen that while there was an increase in teachers' use of technology during COVID-19, they faced challenges in adapting to distance education. As a result, it was observed that their professional satisfaction was negatively affected. Additionally, teachers expressed that they were unable to teach social studies courses at the desired level through distance education during the pandemic. Furthermore, teachers encountered a variety of challenges during this time, including issues related to computer and internet access, the Directorates of National Education, school administrations, colleagues, students and their parents, teaching methods, assessment, and evaluation practices. Based on the research findings, handbooks for teachers on appropriate methods and techniques for distance education can be prepared. The development of teaching programs suitable for the model can also be suggested.

Introduction: The primary objective of this study was to determine the motivation levels of special education teachers regarding games, dance, and music lessons. It also investigated whether participants differed in terms of various demographic variables, such as gender, age, educational background and years of service. Method: The study employed a descriptive survey model, a quantitative research method. Participants included 50 special education teachers working in the Karabük province during the 2024-2025 academic year. The data obtained aimed to determine the impact of these teachers' motivation levels on art-based lessons. The "Motivation Scale for Games, Dance, and Music Lessons," developed by Özevin (2006), was used. The scale was designed to determine teachers' intrinsic and extrinsic motivation levels for these lessons. Data were collected online via a Google Form. SPSS 25.0 statistical software was used in the analysis. Independent samples t-tests and one-way analysis of variance (ANOVA) techniques were used to analyze the data. Findings: According to the research findings, it was determined that special education teachers generally had a high level of motivation for teaching games, dance, and music lessons. No statistically significant differences were found between the motivation levels of the participants in terms of gender, educational status, and length of service. However, a significant difference was observed between the groups in terms of the age variable. Discussion: This result reveals that teachers' motivation for teaching games, dance, and music lessons can vary depending on the age of the students. The results show that teachers' attitudes and motivation towards these lessons develop positively with age. This suggests that professional satisfaction, which accompanies pedagogical maturity and experience, can have a positive impact on teacher motivation. The findings also suggest that improving special education teachers' motivation in lessons, such as music, games, and dance, can indirectly contribute to the emotional, social, and cognitive development of students.

A BSTRACT Background: Medical professionals face unique mental health challenges due to high professional standards, irregular schedules, disrupted sleep, and strained personal life. Dentistry, in particular, is prone to occupational stress because of its precision demands, patient interactions, and work-related physical strain. Objectives: To highlight occupational stress within dentistry, raise awareness about its implications, and explore strategies for coping to enhance productivity, professional longevity, and social well-being. Discussion: Stress in dentistry arises from three major domains: (1) health-related issues such as musculoskeletal disorders, visual strain, and lifestyle-related illnesses; (2) personal, family, and social dynamics that influence emotional stability and focus; and (3) professional mindset, including motivation, career satisfaction, and coping with high expectations. Strategies discussed include preventive ergonomics, structured exercise, healthy diet, nurturing family and social ties, fostering professional passion, pursuing parallel interests, and adopting positive patient communication. A balanced approach across these dimensions strengthens resilience and sustains long-term professional fulfilment. Conclusion: Dentistry, like all medical fields, inevitably involves professional and social challenges. Preparing dental students to anticipate stressors during training builds resilience, while practicing dentists must focus on self-care, interpersonal harmony, and purposeful engagement. Those who integrate health, family, and professional alignment can transform challenges into growth opportunities, ultimately enhancing both personal well-being and patient care.

IntroductionNatalizumab (NTZ, Tysabri, Biogen) is an established treatment for highly active relapsing-remitting multiple sclerosis (RRMS), administered either intravenously (IV) in hospital settings or subcutaneously (SC), the latter of which can be administered in primary care. This study investigated self-reported preferences, satisfaction, and time allocation of patients and healthcare professionals (HCPs).MethodsA total of 83 patients with RRMS and 14 HCPs participated and completed questionnaires across five Swedish hospitals. Participants had experience with both NTZ IV and SC administration, and data collection focused on time efficiency, impact on daily activities, satisfaction, and the ease of transitioning to SC.ResultsSC administration was reported as more time-efficient, with 72% of patients spending ≤30 min at the hospital vs 83% reporting 1–2 h for IV. In primary care, 75% of patients reported that SC treatments required less than 15 minutes. The setting of the SC administration had an effect on work disruption according to patients; 60% of patients in primary care reported no impact on work, compared to 35% for SC treatments in hospitals. Regarding preference, 80% of patients favoured SC over IV. Among patients offered SC in primary care, 75% preferred it over hospital treatment. HCPs reported shorter preparation times and improved workflow efficiency with SC, with 93% completing SC treatments within 30 minutes. Both patients and HCPs found the transition from IV to SC manageable, and 86% of HCPs expressed confidence in their ability to inform patients about SC administration.DiscussionThe results align with previous studies, showing SC NTZ provides time savings, less disruption to daily life, and high satisfaction for patients and HCPs. Its feasibility in primary care supports broader adoption, with implications for improving healthcare resource allocation and patient adherence. Future research should focus on long-term outcomes and global implementation.

ABSTRACT Research indicates that lack of fair compensation is one of the primary sources of dissatisfaction among freelance translators (Moorkens, 2020; Ruokonen & Svahn, 2024) and that rate-setting practices in the language services industry need to be improved collectively (Lambert & Walker, 2022), especially since the advent of neural machine translation (Vieira, 2020). In the 2024 edition of the European Language Industry Survey, for the first time in the history of the survey most freelance translators reported price drops, despite current inflation. Within this context, however, actual rates, pricing methods, and income satisfaction have received scant attention in translation research. In this article, we present the findings of an anonymous online survey on translation, revision and post-editing rates, pricing methods, and income satisfaction among freelancers based in two multilingual European markets, namely Belgium and Switzerland. The study confirms industry-wide trends of falling rates and reduced workloads due to AI. It reveals significant cross-country differences in pricing models and income satisfaction, with dissatisfaction mostly related to low rates rather than to pricing methods themselves. Despite structural concerns and uncertainty about AI’s impact, professional satisfaction remains relatively high, driven by the intrinsic appeal of translation-related work and freelance autonomy.

This qualitative research paper examines the role of emotional intelligence (EI) on the performance of secondary school teachers in Pakistan with a focus on classroom management, student engagement, and overall teaching and learning in the classroom. Based on Goleman's (1995) five-component theory, self-awareness, self-regulation, motivation, empathy, and social skills, the paper will examine how the five emotional competencies influence the behaviors and interactions of the teacher in complex classroom settings. The data were collected through semi-structured interviews with twenty teachers working in secondary schools and 5 administrators representing both government and non-government schools. Thematic analysis indicated that EI plays a key role in increasing classroom management, better teacher-student relationships, and increased professional satisfaction. Teachers with high EI were better at stress management, teaching based on empathy, and responsiveness to student needs. The results also indicate that emotional awareness does not only reduce burnout, but also creates a positive learning environment that promotes respect and academic interaction. The research finds that EI training is also beneficial in strengthening teacher performance and emotional stability in teachers working in secondary education sector in Pakistan by integrating this training with the professional development programs.

The Collaborative Care Pathway (CCP-9) is a recovery orientated approach to mental health assessment, case formulation and care planning in a community mental health service. The CCP-9 has been in use for over ten years and a multi-stakeholder evaluation was timely. This study evaluates the satisfaction of service users, families/supporters and Mental Health Professionals with the operation of the CCP-9. Surveys were circulated by post to 169 service users, 105 family members (FMs) and 33 mental health practitioners. Response rates were 21% for service users, 24% for FMs and 39% for mental health practitioners. Approximately three-quarters of services users and FMs were satisfied with their involvement in the CCP-9 process. Two thirds of service users and three-quarters of FMs found the feedback on the case formulation and the care plan helpful. However, only a minority of both groups felt that the service user had received adequate support to prepare for discharge. Mental Health Practitioners were unanimous in recognising the CCP-9 process as important to all stakeholders, and as a useful approach to case formulation and care planning. Those surveyed recognised the value of the collaborative approach although they did voice some key concerns. More support is required to prepare service users for discharge and to assist service users to access community supports. In addition, adequate resourcing is key to the success and feasibility of the CCP-9.

Introduction: Person-centred care – involving communicating effectively with patients, recognising patient individuality, using therapeutic touch, addressing patients by their chosen name and title, and promoting patient empowerment – should be a dynamic element of perioperative nursing and balance clinical responsibility with patient preferences. The aim of this paper is to stimulate discussion that may advance contemporary person-centred care in the operating suite and Post Anaesthesia Care Unit (PACU). The specific terminology of ‘person-centred care’ has been used to reflect current trends and the transition away from the previously used term ‘patient-centred care’. While these terms are often interchangeable, emphasis on the uniqueness of the person is a foremost requirement of perioperative and perianaesthesia nursing, requiring a more personalised approach. Discussion: Establishing person-centred care and fostering therapeutic relationships has been shown to improve not only patient satisfaction but also patient safety. While this discussion primarily focuses on the PACU, this information is of value to all perioperative nurses as they strive to incorporate person-centred care into the entire surgical patient journey. This paper will be presented under the following themes: ‘the holistic person’, ‘integrating person-centred care into practice’, ‘working collaboratively’ and ‘future recommendations for perioperative nurses’. Conclusion: Despite robust evidence, including recommendations in the National Safety and Quality Health Service Standards that support this practice, an evidence–practice gap has been noted due, in part, to a lack of formal definition and limited perioperative and multidisciplinary education. Also, as there is a paucity of research conducted on person-centred care in the PACU, it is a recommendation of this discussion paper that Australian research be conducted in the specialised patient domains of the operating suite including the PACU. Prioritising a culture of advocacy for person-centred care holds promise for further enhancing patient outcomes and generating professional satisfaction for all perioperative nurses.

Teacher attrition in government schools represents a critical challenge to educational quality and system sustainability. This comprehensive review synthesizes current research examining the complex interplay between occupational stress, compensation structures, and career mobility patterns that drive teacher departure from public education. Analysis of national data reveals that while overall attrition rates have remained relatively stable at approximately 8% annually, significant disparities exist across school contexts, with high-poverty schools experiencing turnover rates exceeding 20%. The review integrates quantitative findings on burnout prevalence (25-74%), stress levels (8-87%), and compensation gaps with qualitative insights on working conditions and professional satisfaction. Key findings indicate that occupational stress, characterized by workload intensity, administrative burdens, and inadequate support, serves as a primary predictor of burnout and subsequent attrition. Compensation emerges as a critical but insufficient factor, with teachers earning 19% less than comparably educated professionals in other sectors. Career mobility patterns reveal that teachers in high-need schools, beginning teachers, and those in shortage subject areas face elevated attrition risk. The conservation of resources theory and job demands-resources model provide theoretical frameworks for understanding how resource depletion accelerates burnout and turnover. Policy recommendations emphasize comprehensive approaches including competitive compensation, enhanced working conditions, strengthened induction and mentoring programs, and strategic differentiation of pay structures to address persistent staffing challenges in underserved schools.

Purpose This study explores the impact of hospital logistics on healthcare professional satisfaction and the quality of care in public hospitals, addressing the often-overlooked role of hospital logistics in improving staff satisfaction and care quality. Design/methodology/approach A survey was conducted among healthcare staff in public hospitals in the Fez-Meknes region of Morocco, utilizing a 39-item questionnaire. Data from 229 responses were analyzed through covariance-based structural equation modeling, with hospital logistics modeled as a second-order construct encompassing workload management, resource availability, work organization and coordination, and physical work environment. Findings The results indicate that hospital logistics significantly influence both healthcare professional satisfaction and the quality of care. Effective logistics management is crucial for enhancing satisfaction and care quality. Research limitations/implications This study has certain limitations that future research should address. The sample size is moderate, which restricts the generalizability of the findings. Additionally, the focus is solely on public hospitals, excluding private healthcare facilities. Furthermore, the study employs a purely quantitative approach, offering limited insights into the relationships between the variables examined. Practical implications The findings highlight the crucial role of hospital logistics in enhancing healthcare professional satisfaction and the quality of care. Hospital logistics can help optimize working conditions and improve patient outcomes. Therefore, hospital managers should prioritize logistics activities to foster a more efficient and satisfying healthcare environment. Originality/value This study contributes to the literature by highlighting the interrelationship between hospital logistics and healthcare professional satisfaction, providing insights for improving care quality through better logistics management.

INTRODUCTION. The professional activity of the subject of labor is viewed primarily through the phenomenon of professional activity, understood as a manifestation of subject activity, the need to “serve”, enthusiasm, demonstrated in professional activity and providing the degree of interaction and the nature of relationships, and reflecting the hierarchy of personality motives, designed to ensure the optimal functioning of a person in the profession and in life. The key importance is given to the structure of motivation of professional activity. Job satisfaction is thus considered to be one of the significant characteristics of the quality of satisfaction of a person’s psycho-emotional, personal, and social needs, affecting his or her psychological well-being. The article is focused on the study of the structure of professional motivation among education workers with different levels of professional satisfaction. AIM. Research into the structure of professional motivation among education workers with different levels of professional satisfaction. MATERIALS AND METHODS. The study was conducted using the “Integral satisfaction with work” method by Batarshev A.V., the “Motivation of professional activity” method (Zamfir K. in the modification of Rean A.A.), the “Self-assessment of professional development” and “Professional development and motivation” methods by Lazareva M.V. Statistical processing of the results was carried out using the SPSS Statistical 23 program. RESULTS AND DISCUSSION. The authors reviewed the results of an empirical study of the structure of professional motivation among employees of general education organisations in five Russian regions (n = 371). The components of motivation for professional activity that are most significant for managers and teachers of modern schools were found: personal interest (average = 7.12), relationships with employees (average = 6.26), satisfaction with the level of professional aspirations (average = 5.74), preference for job content over earnings (average = 5.62). A divergence in the structure of the motivational organization of education workers was identified, categorized by high and low levels of professional satisfaction. It was found that teachers with high levels of satisfaction are characterized by a motivational structure in which internal motivation and a focus on professional development play a key role. Teachers with low levels of satisfaction have a more uniform motivational structure, which is mainly expressed in a focus on extrinsic incentives. CONCLUSION. The results of the study, aimed at studying the psychological well-being of a person in a professional environment through the formation of satisfaction with professional activity, led to the conclusion about the different structure of professional motivation of teachers with high and low levels of job satisfaction, and therefore identified the need for a differentiated approach to building managerial decisions. Social conditions and pragmatic incentives are considered by us as a possible reason for a decrease in teachers’ satisfaction with their professional activities, and therefore their maintenance is important at the level of an educational institution. The research results can be used to develop organizational programs aimed at increasing teachers’ satisfaction with professional activities and improving their psychological well-being.

The article addresses professional burnout among dietitians in the Lithuanian healthcare system through qualitative research using in-depth interviews. It explores the multidimensional nature of burnout, highlighting individual experiences and systemic challenges. The study reveals five core causes of burnout among dietitians: the undervaluation and low status of the profession, emotional exhaustion, a gap between study content and real work practice, lack of collegial support combined with competition, and the search for meaningfulness and motivation in their work. These factors collectively affect dietitians’ health and work quality, emphasizing the urgent need to improve study programs, workplace conditions, and societal perceptions of dietitians. The findings align with international research, underscoring burnout as both an individual and systemic phenomenon requiring comprehensive preventive measures and workplace improvements. Burnout is contextualized as a psychological condition marked by emotional exhaustion, depersonalization, and reduced professional accomplishment, previously well-documented among healthcare workers like doctors and nurses, but underexplored in dietitians. The multifaceted roles dietitians play—from nutritional counselling to managing financial and organizational duties—increase psychological strain, further exacerbated by inadequate recognition and support. International surveys show high burnout prevalence among dietitians, linked to heavy workloads and lack of professional appreciation. The research methodology involved deep interviews with five Lithuanian dietitians with diverse institutional backgrounds and work experience over three years. The data were analyzed thematically to uncover subjective experiences and emotions related to burnout and professional satisfaction. Key challenges emerged, including professional isolation, financial insecurity, high workloads, bureaucratic barriers, and client misunderstandings driven by misinformation. Participants expressed that professional fulfilment largely stems from witnessing clients’ positive nutritional changes, gaining trust, and contributing meaningfully to public health education. However, work satisfaction is compromised by systemic issues like unclear professional status in medical settings, insufficient practical training in educational programs, and a competitive, sometimes unsupportive work environment. The study highlights a mismatch between academic preparation and workplace realities, with calls for more practical, client-interaction-focused training and enhanced teamwork skills. Emotional exhaustion is described as a significant drain, aggravated by individual work settings and minimal institutional backing. The study reflects similar findings from Canadian and Australian research, pointing to high emotional distress linked with understaffing, inadequate leadership support, and complex interdisciplinary interactions. These conditions threaten the continuity and quality of nutritional care, as frequent staff turnover disrupts patient services. The article underscores the importance of societal and institutional recognition of dietitians’ roles, which remain insufficiently defined and appreciated in Lithuania, affecting morale and career development prospects. Participants noted that the dietitian’s role is often misunderstood or diminished to food preparation tasks, leading to professional devaluation. They also face outdated or excessive academic curricula not aligned with real-world skills needs. Addressing these systemic gaps is crucial for improving professional well-being and reducing burnout risk. The research also discusses the emotional labour inherent in dietetics, where resistance or misinformation from clients about nutrition imposes psychological stress. This emotional dimension ties closely to client interaction dynamics, which can either support professional satisfaction or fuel burnout when clients are unreceptive or hostile toward recommended dietary changes. Lastly, the article points to international systematic reviews and meta-analyses highlighting the severity of emotional burnout in dietitians globally, advocating for standardized burnout definitions and assessment tools specific to this profession. It emphasizes the need for interventions tailored to sociocultural and educational contexts to enhance the resilience and sustainability of dietetics professionals. In conclusion, the article argues for multi-level actions to combat burnout among dietitians in Lithuania, including improving educational content, enhancing interprofessional collaboration, fostering collegial support, refining professional identity and status, and providing institutional and societal backing. Such steps will help maintain dietitians’ emotional health, professional motivation, and effectiveness in delivering high-quality nutritional care, which ultimately benefits public health outcomes. This comprehensive exploration adds valuable insight to an under-researched but critical issue in healthcare workforce sustainability and well-being.

Mentoring in healthcare is becoming an increasingly relevant topic, especially in the context of continuous professional development and changes in the healthcare system. The article examines the role of mentoring in the field of medicine as an important tool aimed at improving the professional training and support of new medical professionals in the face of rapid changes in the technological and organizational aspects of healthcare. The study is based on quantitative and qualitative analysis methods, including surveys and in-depth interviews conducted among medical professionals in Moscow and the Moscow Region. The results showed that mentoring significantly affects professional satisfaction, contributing to the harmonization of work processes and emotional support for employees. The author recommends that medical institutions develop and structure mentoring programs, taking into account the revealed survey results, which will not only improve the quality of medical care, but also improve the general condition of healthcare workers, thereby contributing to the effective adaptation and professional growth of new specialists. It is noted that further research in this area will be equally important to understand the long-term effects of mentoring and its impact on the entire healthcare system.

This study investigates the influence of artificial intelligence (AI) integration on teachers’ professional identity and job satisfaction using a quantitative research design involving 251 respondents. Descriptive statistics showed relatively high levels of AI integration (M = 3.98, SD = 0.62) and professional identity (M = 4.12, SD = 0.58), indicating strong engagement with AI tools and a well-defined sense of professional role among teachers. Pearson correlation analysis revealed a moderately strong, statistically significant positive relationship between AI integration and professional identity (r = 0.612, p = 0.000), demonstrating that increased use of AI is associated with a strengthened professional identity. Mediation analysis further indicated that institutional factors significantly influence the relationship between AI integration and job satisfaction, with AI integration positively predicting institutional support (β = 0.54, p = 0.000) and institutional factors strongly predicting job satisfaction (β = 0.47, p = 0.000). Both a significant direct effect (β = 0.29, p = 0.001) and a strong indirect effect (β = 0.25, p = 0.000) were found, confirming partial mediation. These findings highlight that AI not only enhances teachers’ identity and satisfaction but that successful implementation relies heavily on institutional readiness and support. Overall, the results underscore the importance of adopting teacher-centered AI strategies that reinforce professional identity, reduce workload, and enhance well-being.

ABSTRACT Grounded in human capital theory, this study explores whether the presence of professional leaders, such as doctors on hospital governing boards, positively influences the organizational workforce. Drawing on eight years of data from the English NHS, the analysis finds no direct association between professional leadership and staff satisfaction. However, we identify a significant moderating effect attributable to two factors: the managerial experience of professional leaders and the degree of connectedness between board members. These findings highlight the importance of an emerging category of professional leader – the hybrid specialist – who can integrate depth of expertise with breadth of experience.

Introduction. It is suggested that, despite having overcome the pandemic recovery phase, this and the transition of the educational system back to its humanistic foundation origins resulted in various needs and concerns that unequally impacted the school community and, especially, the teaching staff, which could be affecting their quality of working life. Objective. To describe and compare the perspective of the teaching staff on their quality of working life from a humanistic praxis.Methodology. A qualitative approach was followed, and the information wascollected through interviews and questionnaires. For the data analysis, the Maxqda (2020) software and the content analysis technique proposed by Bardin (2002) were used. Results. It was found that the workload affected all teaching staff in both school years. Teaching staff with school-aged children showed greater effects on work-family balance, due to their role and family context. Likewise, it was highlighted that changes in labor policy during the health crisis resulted in lower well-being for the teaching staff of San José Tzal. Professional satisfaction materialized in acts of solidarity and extended performance beyond the school,driven by a deep understanding of the students’ family and community contexts. Conclusions. The humanistic praxis catalyzed an active reflection among the teaching staff that, although it confronted them with their precarious working conditions, simultaneously reaffirmed their vocational commitment to mitigate educational lag in the post-health crisis.

The study investigated the personal and professional competencies and job satisfaction of librarians in selected academic libraries in Zamboanga City, with a view to providing a basis for personal enhancement and continuing professional development. Specifically, it sought to answer the following question: What personal competencies have professional librarians acquired, and to what extent have they acquired them in the areas of Communication, Customer Service, Interpersonal, and Leadership? What are professional competencies acquired and possessed by professional librarians, and to what extent have they acquired such competencies along the management areas of Information Resources, Information Services, Information Tools and Technologies, and Information Organizations? What is the level of job satisfaction of the librarians? Is there a significant relationship between personal and professional competencies and job satisfaction? Based on the findings, what training and development program can be proposed for personal enhancement and continuing professional development of the librarians? The study surveyed 20 licensed librarians from five (5) academic libraries in Zamboanga City using a questionnaire checklist. Analysis of the findings reveals that the professional librarian's respondent has very high personal competencies. In contrast, the extent of professional competencies acquired and possessed by the professional librarian's respondent is high. Regarding job satisfaction, the selected academic librarians reported being satisfied with their current jobs. There is no significant difference in job satisfaction across schools, while there is a significant relationship between personal and professional competencies and job satisfaction among professional librarians.