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Submitted by:
Balagso, Ma. Tricia Nhela S.
Camantigue, Kyle Andrea M.
Evangelista, Thez Gereva G.
Miano, Janzyn Gae DC.
Ramajo, Alysis Chris Neil R.
Santiago, Thea Marie C.
BS PSYCHOLOGY 3-1
Submitted to:
Dr. Ma. Dolores Patag
Table of Contents
Page
ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Chapter I: Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Scope and Limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Chapter II: Review of Related Literature. . . . . . . . . . . . . . . . . . . . . . . 56
Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Chapter III: Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
66
Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
66
Research Locale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Sample and Sampling Technique . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Instrumentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Data Gathering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Statistical Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
70
72
94
Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
94
Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
99
Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Statement of Consent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Tarpaulin Layout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
104
Raw Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
105
Curriculum Vitae . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
106
TITLE
PAG
E
Figure 2.1
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Table 3.1
71
Table 4.1
72
Table 4.2
75
Table 4.3
76
Figure 4.1
77
Table 4.4
78
Figure 4.2
79
Table 4.5
79
Figure 4.3
80
Table 4.6
81
Figure 4.4
82
Table 4.7
82
Figure 4.5
Table 4.8
Figure 4.6
Table 4.9
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83
85
85
Figure 4.7
86
Table 4.10
87
Figure 4.8
Table 4.11
88
89
Figure 4.9
90
Table 4.12
90
Figure 4.10
92
Table 4.13
92
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ABSTRACT
The main purpose of this study is to know the effect of job satisfaction with
job performance of teachers. The researchers divided job satisfaction into nine
aspects namely: pay, promotion, supervision, fringe benefits, contingent rewards,
operating conditions, co-workers, nature of work, and communication. There are
thirty-five (35) total number of respondents which are teachers II and III from
Manila High School. The researchers used the Job Satisfaction Survey by
Spector (2011) and the Performance Appraisal System for Teachers (PAST) to
measure the said variables. To find the correlation of the variables, Pearson
Correlation Coefficient r was used. The research design used by the researchers
is Descriptive research design, specifically survey. The study also used
Correlational Research strategy. The computed r for the significant relationship
between the two variables is 0.18 which is a negligible correlation. Therefore, the
hypothesis that there is no significant relationship between job satisfaction, either
low or high, and job performance of the teachers under public high schools with
regular curriculum is accepted.
CHAPTER I
INTRODUCTION
One of the most respected professions in the world is being a teacher.
Teachers, as the core facilitators of learning, mold the society's individuals in
hope for them to be successful. They are part of the development of the
characteristic of a person. For learning to take place, the competencies of the
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pleasurable emotional state resulting from the appraisal of ones job; an affective
reaction to ones job; and an attitude towards ones job (Kumpari and Pandey,
2011). This definition encompasses the individuals affect or feeling, behavior and
cognition towards his job. In addition, this definition simply suggests that an
individuals feelings, beliefs and behavior affect his attitude toward his job.
Throughout the history, job satisfaction and its relationship to job
performance has been studied comprehensively by experts. In some studies, it
states that the correlation between the two is illusory. On the other hand, some
recent studies states that the two tend to have a high relationship in complex jobs
than jobs that are less complex. Therefore, job satisfaction can be a predictive
factor for the performance of employees with professional jobs (Saari and Judge,
2004) such as teaching.
There was a hearsay that a high schools National Achievement Test
(NAT) ranking is due to the performance of the teachers on their job. Initially, the
researchers were aiming to find the trend of the two variables, but further
consideration resulted to disconnecting actual teachers performance with NAT.
This lead the researchers to focus on the Performance Appraisal System for
Teachers (PAST) in relation to their Job Satisfaction Survey results. In which the
teachers actual performance, measured by PAST approved by the Division of
City Schools and are rated by their immediate supervisor. This provides a reliable
source of performance rating data. High school teachers were preferred over
college professors due to availability of their time. Manila High School, the only
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HYPOTHESIS
The research hypothesis raised in this study was tested at 0.05 level of
significance:
Null Hypothesis (Ho): Job satisfaction of teachers, either low or high, has
no significant effect on the job performance of teachers under public high
school with regular curriculum. In a case of which:
1. Low job satisfaction of teachers yield low performance.
2. High job satisfaction of teachers yields high performance.
Alternative Hypothesis (Ha): Job satisfaction of teachers, either low or
high, has a significant effect on the job performance of teachers under
public high school with regular curriculum.
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The school might be able to find flaws regarding their policies towards the
different factors such as pay, promotion, supervision, fringe benefits, contingent
rewards, operating conditions, coworkers, nature of work and communication.
The authorities responsible for making the school policies may use the
data as bases for policy - making and program planning for secondary education
schools which will promote work performance and job satisfaction of teachers
towards better education. They may also take time in reviewing and/or revising
the rules and regulations in schools so that the teachers satisfaction could be
improved and therefore, could also improve their performance.
The teachers would be aware of the factors that affect their job
performance. They would also be able to find out their strengths and
weaknesses, like in the areas in which they are satisfied and not satisfied. They
would be able to enhance and maintain their strengths and to diminish their
weaknesses with the help of their co-workers and supervisor.
The Human Resource Management could benefit from this by having an
idea on which factors they should focus on in improving the satisfaction of the
teachers.
The future researchers could use the data gathered to support further
studies.
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DEFINITION OF TERMS
Job Performance Overall expected value of how well a teacher execute the
given work related activities over a period of time
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CHAPTER II
REVIEW OF RELATED LITERATURES
This chapter presents a review of related literatures and studies as well as
subject matters relevant to job performance and job satisfaction. The following
related literatures gave necessary data for contrast or complement of this
research. A number of literatures have shown support to the null hypothesis of
this research while a few of the shown significance of the said variables.
JOB SATISFACTION
Many organizations are concerned in increasing an employees job
satisfaction in an attempt to predict some important behaviors shown in work
such as performance, absenteeism, turnover, etc. Several studies have shown
that job satisfaction is influenced by demographic values like gender and age, or
tenure or level of education, and the level of income (Al-Zoubi, 2012).
Dr. Al-zoubi concluded that salary influences job satisfaction if other job
characteristics are positive or rather satisfactory. For that reason, increasing the
salary of a worker may not influence his or her satisfaction in work unless other
job characteristics are also improved or enriched. In addition, he cited one study
which stated that an employees salary is a secondary variable that is
dependent and its impact may be limited when the work quality is
unsatisfactory. This means that salary has only a minimal influence on job
satisfaction. In addition, when an employees position in a company is
considered, there is a strong link with job satisfaction. Therefore, a workers
position in an organization tends to make a worker feel proud with their
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professional achievements. For instance, one related study found that professors
in universities with high salary income have low job satisfaction compared with
other jobs because they think that those who work in the industry earn more than
them. In other words, salary is not the only factor that can increase job
satisfaction level in the organization. If a company aims a long term satisfaction
in employees, other job characteristic must also be improve.
One study conducted in the University of Punjab showed that the
university teachers job satisfaction is significantly related with their pay
satisfaction. For university teachers, economic reward is one of the factors that
influence their satisfaction towards their job and eventually affects their
performance quality. Furthermore, the work culture or workplace milieu also has
an important influence on improving the satisfaction and performance of the
teachers (Nasir et. al, 2012). This study also showed that several demographic
profile of an individual like age, gender, and position plays an important role
in evaluating an individuals satisfaction. On a related study regarding job
satisfaction and demographic variables, it was mentioned that there was either a
positive or negative correlation between an employees job satisfaction and some
demographic variables such as sex, age, and educational attainment
(Tabatabaei, 2013).
At this point of time, educators, aside from having the duty of giving
eminence education, are now faced up to various regulatory requirements which
causes them to perform several responsibilities due to the implementation of K12. Their satisfaction is as important as their job performances are. Over the
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years, several studies have struggled to determine the factors that affect job
satisfaction. Some consider pay as the main factor for job satisfaction while
others found factors such as promotion, recognition of work and employees
loyalty. A study conducted in the banking industry of Bahalwapur identified
different factors affecting job satisfaction of the employees and examined how
these factors impact the employees satisfaction. This study found that
organizational policy and strategy, nature of work, communication, job stress and
employee personality has a significant relationship with employees job
satisfaction. Moreover, the study concludes that effective communication
between co-workers and supervisors is significantly associated with employees
job satisfaction (Saleem, et.al, 2013).
Teachers can perform efficiently their function as knowledge providers if
they are constantly updated with the issues and trends concerning their field of
specialization. Information like this can be attained through appropriate learning
and development programs an organization must provide. Bay, An, and Laguador
(2014) conducted a study in an Asian university to test the relationship between
organizational satisfaction and work engagement of the teachers. Their study has
showed that the faculty members were satisfied with the opportunities that the
university provides and with the amount of responsibility they received which is
based on their capabilities. Furthermore, this research has found that recognition
from the superiors can boost an employees interest and motivation to execute
an outstanding performance. Their satisfaction with the said factor would lead to
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they are satisfied with their job. Their demographic profile also has a significant
relationship with their performance. Age, highest educational attainment and
length of service have an effect on job satisfaction.
Teachers were often considered as a specific sample of employees, who
have different operating conditions and experience higher levels of work related
stress in comparison with typical organizations employees (De Nobile &
McCormick, 2005; Klassen et al., 2010a). Unlike typical organizations
employees, teachers have many various responsibilities. They are expected to
educate students, insure their safety and healthy atmosphere, communicate and
collaborate with parents, other teachers, specialists and administrators, develop
their own skills and knowledge, administer documents, organize school trips and
complete a number of other tasks provided by the government and school
administration. Many times, teachers meet problematic students of various ages
or difficult and imperative parents. Those interactions require communication,
problem solving, and conflict managing skills. Challenges in teachers work that
require emotional and intellectual resources may sometimes lead to burnout,
depression or other physical and psychological health related issues (Chang,
2011). It is obvious that teachers differ from typical employees in various ways.
Therefore, instruments that usually measure such job satisfaction dimensions as
appreciation, communication, coworkers, fringe benefits, job conditions, nature of
work, organization itself, organizations policies and procedures, pay, personal
growth, promotion opportunities, recognition, security, supervision may not
always match with teachers job satisfaction aspects (Spector, 2011).
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can disturb the ordinary operations and might handle client clumsily. They might
also practice poor safety practices and get accountable for accidents. The reason
for this is that the worker is not focused or the attention is away on the task at
hand.
CONCEPTUAL FRAMEWORK
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performance which has PAST, Performance Appraisal System for Teachers, as its
aspect. It being a system means that it is a group of related parts that work
together to build up or function as one variable which is in this case, job
performance. The funnel relationship chart is not only best used when showing
how parts merged into one huge concept but also with filtering components that
are not really useful or that important (Microsoft Word, 2010). The left-right arrow
in Fig.1 shows that the relationship between job satisfaction and job performance
may affect one another.
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CHAPTER III
METHODOLOGY
This chapter intends to present the following: research design, samples of
the study, instrumentation, data gathering procedure and statistical analysis.
RESEARCH DESIGN
This study used a descriptive research design, specifically survey.
Descriptive strategy can be defined as a technique wherein the used variables
were observed as "they exist naturally" (Gravetter&Forzano, 2014). In survey
research design, questionnaires were used to acquire information about a
particular group. The aim of survey research design is to obtain a more accurate
representation of the characteristics of the participants. This study also used
correlational research strategy, in which variables are measured to identify or
describe relationship that may exist between the variables (Gravetter & Forzano,
2014). In this strategy, the researchers do not explain the relationship of the
variables and does not involve manipulation of variables. In short, it simply
describes the relationship between the variables.
SAMPLE AND SAMPLING TECHNIQUE
In selecting the participants, the researchers used non-probability
purposive sampling, and specifically convenience sampling. In non-probability
sampling, a small part of the population is selected in which a definite
characteristic of the population are purposely left out from the selection process
for various reasons (Altares et. al, 2014). Purposive sampling, as used by the
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The JSS are both worded positively and negatively in numbers. The
numbers which are positively worded are the following: 1, 3, 5, 7, 9, 11, 13, 15,
17, 20, 22, 25, 27, 28, 30, 33, and 35, while the negatively worded items are as
follows: 2, 4, 6, 8, 10, 12, 14, 16, 18, 19, 21, 23, 24, 26, 29, 31, 32, 34, and 36.
In scoring the test, all numbers that are positively worded stays the
scoring of 1-6 in numerical score. While, negatively worded numbers gets the
reverse scoring. After getting the scores per item, per facet and the overall they
were then added to compute for their mean. The added scores or the mean were
then rated to which range they entered. The following is the equivalent verbal
interpretation of the computed score: Dissatisfactory (1-3 mean score),
Ambivalent (3.01-3.99 mean score), and Satisfactory (4-6 mean score.)
Performance appraisal which represents an employee's competency on
performing according to standards reflected by current or past performance
evaluation (Dessler, 2010). The teacher evaluation reports specifically their
Performance Appraisal System for Teachers for school year 2013-2014 (PAST)
were rated by their supervisor and was approved by the Division of City of
Schools. The copy of PAST of MHS were obtained from the said school. Before
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obtaining the teachers evaluations and distributing the Job Satisfaction Survey
(JSS) in the participating school, the researchers sent a permission letter for
access in the data approved by the Division of City Schools Office. The letter
indicated that the data to be handed will be treated with utmost confidentiality
and shall not be leaked outside the intended purpose of this study. In rating the
teachers performance (obtained from the school) the following scale is followed:
Outstanding (O) ranges from 9.500 to 10.000, Very Satisfactory (VS) ranges from
7.700 to 9.499, Satisfactory (S) ranges from 6.000 to 7.699, Unsatisfactory (US)
ranges from 3.600 to 5.999 and Poor (P) ranges from 3.599 and below.
DATA GATHERING PROCEDURE
In the method of data collection, the researchers used the
questionnaire method or survey. For this method is convenient to use and let the
participants to answer honestly because of their anonymity (Reyes &Saren,
2008), and to address the confidentiality of the information provided by the
schools, the name of the respondents were not included. The researchers
followed the due process in getting the approval for visiting, conducting and data
gathering. The Division Superintendent of City Schools of Manila officially gave
the researchers an approval to conduct the research in the participating schools.
The Principal of each school were sought for their assistance and permission to
provide the necessary data like the performance rating and consent to
disseminate the job satisfaction questionnaire.
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The data gathered were tallied, encoded and processed to test the
relationship of the two variables which were further explained in result and
discussion.
STATISTICAL ANALYSIS
In this study, the researchers used Pearsons r to test the correlation of job
satisfaction to the job performance of teacher since it is used to measure the
relationship of two variables. It also measures the strength of relationship, if they
are perfectly correlated, highly correlated, moderately correlated, low in
correlation, or negligibly correlated, that can be positive or negative and lastly if
there is no correlation. The formula for Pearsons r is:
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CHAPTER IV
RESULTS AND DISCUSSION
This chapter deals with the presentation, analysis and interpretation of the
study on the correlation of job satisfaction and job performance of teachers of
public schools. The problems presented in Chapter 1 serves as the guide for the
presentation, analysis and interpretation of data. The following data gathered and
analysed have provided support for the null hypothesis and the findings of
previous researches cited in the review of the related literature.
RESULTS
1 Overall Job Satisfaction Level
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Based on Table 4.1, the total average of the weighted mean of the
teachers satisfaction is 4.05. According to Spector (2011), a score of 4.05 is
equivalent to Satisfactory. This means that the teachers of the public school are
satisfied with their job. Furthermore, some aspect of their satisfaction is
ambivalent, or uncertain, such as Pay, Promotion, and Contingent Rewards. This
means that the teachers satisfaction is uncertain. On the other hand, the
teachers are dissatisfied with the Fringe Benefits and Operating Conditions. In
contrast to this, the Coworkers, Nature of Work and Communication are the
aspects where the teachers are satisfied with.
Abraham Maslow cited by Aamodt (2012) believes that for someone to be
motivated and satisfied with their job, certain needs should be met. He
formulated the famous theory of hierarchy of needs wherein one must satisfy
lower level basic needs before progressing on to meet higher level growth needs
which is why he placed it in a pyramid form. Basic Biological Needs, the first and
important level in the pyramid, are the survival needs that include food, drink, etc.
In this case, an individual is satisfied with his or her job as long as he or she
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receives benefits such as salary that could fulfill his or her biological needs. The
second need is the Safety needs that an employee will seek to satisfy after they
have sought a job that had already satisfied their biological needs. For instance,
if an organization can provide its employees security and safety (physical and
psychological safety), then their safety needs are satisfied. The third level of the
hierarchy of needs is the Social needs which conceal the idea of belonging in a
group and making friendships. An employee will remain motivated and satisfied
with or her job as long as his social needs is met. The fourth need to be satisfied
is Esteem wherein they seek for recognition and success. Lastly, after satisfying
all the lower level of needs, here enters self-actualization (Aamodt, 2012). In the
hierarchy of needs of Maslow, an individual can skip one level. Therefore, an
individual can satisfy his or her esteem needs before satisfying other needs
below it such as his need for belongingness.
In relation to the findings of this study, it is concluded that the teachers
were satisfied with their work because their needs were met. Although the
satisfaction of the teachers with the salary they receive is uncertain, their
biological needs are still met. Furthermore, results have shown that the teachers
are satisfied with communication, supervision and with their co-workers which
could mean that their Social needs are met. The aspect of Contingent Rewards is
dissatisfied; this could mean that the Esteem Needs of the teachers are not fully
met.
1.1 Items in the aspects of Job Satisfaction
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Table 4.2 below reveals that the respondents are satisfied with their work
having a 4.017 mean result. These nine aspects of job satisfaction may be
grouped into Maslows hierarchy of needs. Aspects that lie under safety and
security needs are Pay, Fringe benefits, Contingent rewards and Operating
conditions. Social needs cover Supervision, Coworkers, and Communication.
Nature of work and Promotion fall into Esteem needs. Major verbal interpretation
results show that Communication, Nature of work, Co-workers, and Supervision
are satisfactory. Contingent Rewards, Promotion and Pay are dominantly
ambivalent while Operating Condition and Fringe Benefits received mostly
dissatisfactory outcome. Statement number nine under Fringe Benefits received
the least satisfactory remark while the statement number seven under CoWorkers received the highest satisfactory remark.
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Table 4.3 shows that the performance of the teachers of the selected
public school is Very Satisfactory. This means that the teachers performed well
with their job in the year 2014.
1. Correlation of Job Satisfaction and Job Performance of teachers
1.1. Pay Satisfaction and Job Performance
In Figure 4.1, the vertical axis represents the level of the satisfaction on
pay while the horizontal axis is the job performance of the teachers. The figure
shows that the correlations of the satisfaction on pay and job performance are
diverse. It could be seen that some teachers has low satisfaction with pay but
has a high job performance rating while some has a high satisfaction with pay
and has high job performance but the overall result has an ambivalent nature.
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4.2,
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In
the figure
the
horizontal
axis
represents the job performance ratings of the teachers and the vertical axis
represents the satisfaction on promotion, on the other hand. It could be seen
that most of the respondents satisfaction with promotion is almost gathered at
one spot. The line which almost forms a straight line suggests a very minor
correlation. Though there seems to be a lot of values located at the top, the
overall result is to
In the Table 4.5, the correlation of the satisfaction on promotion and job
performance of teachers was tested using the Pearsons r. The computed
Pearsons r is 0.05 in which it is considered as low coefficient because in
Pearson Correlation Coefficient, an r of .8 and above is considered a high
coefficient, an r around .5 is moderate and an r of .3 and below is considered as
low coefficient. This means that there is a negligible positive correlation with the
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two variables. Therefore, satisfaction on the promotion of the teacher has a very
little effect on their work performance.
The results of this study exhibits the theory developed by McClelland cited
in Aamodts (2012) book that the individual differences on the level of the need
for achievement and power can affect their level of performance. Employees with
high need for achievement meet their need when they are promoted and thus
perform well. However, the need for achievement varies for every individual,
hence making promotion an undependable predictor for job performance.
1.3. Supervision and Job Performance
The Figure 4.3 shows that the correlation of the teachers satisfaction on
the supervision they receive and the job performance varies. There are some
with high performance rating but is not satisfied with supervision and there are
some with high performance rating and has high satisfaction with supervision. It
could also be seen that the level of satisfaction of the teachers are mostly above
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10 which means that they are satisfied with supervision. The trend line is slightly
slanted in which it indicates that there is a very little correlation.
Based on what is shown on table 4.6 below, the computed Pearson
Correlation Coefficient r of the two variables is 0.17 and has a Correlation of
Determination of 1.7%. A correlation of 0.17 suggests that there is a negligible
positive correlation because in Pearson Correlation Coefficient, an r between
.01 and .30 is negligible positive/negative correlation.
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Table 4.7 shows that the computed Pearsons r of the correlation of the
satisfaction on fringe benefits and job performance is -0.05 with a correlation of
determination of 5%. This suggests that there is a negligible negative correlation
thus, if the fringe benefits increase, the job performance decreases or vice versa;
with only little changes.
Fringe benefits are the non-salary benefits the teachers receives. For
example are health insurance, retirement plans, holiday/summer off, leaves of
absence etc. Since the results suggested negative correlation, this means that if
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theres a change with fringe benefits, the performance of the teachers would
have a minimal decrease. The teachers were still able to perform well and
competently even with their dissatisfaction with the fringe benefits they receive.
1.5. Satisfaction on Contingent Rewards and Job Performance
Figure 4.5 illustrates the scatter plot of the correlation of the satisfaction of
teachers on contingent rewards and their job performance. The trend line is
somewhat slanted upward to the right which indicates that the direction of
correlation is positive. In addition, the distribution of the data is distributed mostly
at the top and some with high job performance rating have low satisfaction with
contingent rewards.
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According to table 4.8 above, the correlation between the two variables is
0.08 in which it is equivalent to negligible positive correlation, or in other words, if
one variable increases, there is only a minor increase in the other variable or vice
versa. Thus, if there is an increase with the satisfaction of the teachers with
Contingent Rewards such as recognition for excellent performance, there would
only be a very minor change, or rather increase, with their performance in work.
Contingent reward is defined as the appreciation, recognition, and rewards
the teacher receives in return for his or her good work. According to B.F.
Skinners idea of operant conditioning, a behavior is maintained or strengthened
if there is a positive reinforcement. A positive reinforcement involves the addition
of a reinforcing stimulus after a desired behavior which will more likely make this
behavior to occur again in the future. In work, if an employee has done his job
efficiently and receives a reward after doing it, there is a possibility that the
employee will do their future works efficiently. In application to the findings of this
study, the teachers have high performance ratings because they receive positive
reinforcement from their supervisor or co-teachers. They were encouraged to
perform well with their jobs. Furthermore, since their satisfaction is uncertain it is
concluded that some of the respondents usually receives recognition or rewards
while others does not. Moreover, contingent rewards is not only limited to
recognitions, it must also be effective, enjoyable and must also fit the interests of
the teachers.
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Figure 4.6 shows the scatter plot of the correlation of the teachers
satisfaction with the operating conditions and their job performance. The trend
line is somewhat slanted downward to the right which indicates that the direction
of the correlation is negative. In negative correlation, the variables changes in
opposite direction. For instance, if the satisfaction with their operating conditions
improves, there would be a very minor decrease with their job performance.
Furthermore, most of the points on the plot are distributed near the middle which
means that data variation is low.
Table 4.9 shows that the computed Pearsons r is -0.21 which means that
the strength of the correlation is negligible negative because according to the
Pearsons Correlation interpretation, an r between 0.01 and 0.30 is negligible
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In
is illustrated
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Figure 4.7, it
that
the
variations of the variables are closely packed to a one spot. It can also be seen
that the trend line is somewhat slanted upwards, which means that there is a
slight positive correlation wherein there is a change with one variable if the other
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The figure 4.8 illustrates the scatter plot of the correlation of the teachers
satisfaction with the nature of the work and their work performance. The trend
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line shows a somewhat slanted line which means that the direction of the
correlation is positive. Moreover, the distribution of the variables in the plot is
fairly collected in one part; this indicates low variations in the data.
Table 4.11 shows that the computed Pearsons r of the two variables is
0.09 with a correlation of determination of 9%. According to the Pearsons
Correlation interpretation, an r between 0.01 and 0.30 is negligible
positive/negative correlation; this means that the correlation of the said variables
is negligible positive correlation. For instance, if a teachers satisfaction with his
or her nature of work improved, there would be minimal positive changes with his
or her job performance.
The nature of work can have a substantial effect on the satisfaction and
the level of performance of the workers. In definition, nature of work is literally the
work itself given and done by the teachers. It is given that an individual who
chooses a career of his interests tends to be motivated and do well in work
(Aamodt, 2012). In application to this study, the teachers performed competently
with their work because they are deliberately interested and satisfied with what
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they do, regardless of the other factors such as pay, promotional opportunities,
etc.
92
positive/negative
correlations.
Moreover,
the
correlation
of
determination is 29%, this means that the data is somewhat distributed closely to
each other. Thus, if there is an improvement with the satisfaction on
communication, there is a possibility to have an improvement with their work
performance since the direction of the correlation is positive.
Communication is not just important, it is absolutely necessary in any work
setting where people need to work as groups.Employees interact with one
another in ways that will get the job done as quickly and effectively as possible.
In the educators world, accomplishment of almost any useful task requires inputs
from different individuals. Molding a student is manageable but molding a group
of students takes a lot of effort. To make this possible, teachers must work
together in educating the youth; therefore, makes communication essential in
their work place. In this study, the teachers were satisfied with the
communication within the organization. The results showed that the respondents
were able to communicate, either with co-workers or supervisor, effectively.
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Goals and work assignments were relayed to them clearly, thus assisting them to
execute their jobs proficiently.
1.10.
In figure 4.10, the correlation of the teachers job satisfaction and their job
performance is presented in a scatter plot. The trend line in the plot is slanted
upward which means that the direction of the correlation is positive. A positive
correlation means that if the X variable increases, the Y variable would also
increase and vice versa. In addition, the points in the plot are closely packed
which suggests low in variance.
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In Table 4.13, the Pearsons r was also used to determine the significant
relationship between job satisfaction level and the job performance of the
teachers. The computed r for the significant relationship between the two
variables is 0.18 which is a negligible correlation. Therefore, the hypothesis that
there is no significant relationship between job satisfaction, either low or high,
and job performance of the teachers under public high schools with regular
curriculum is accepted. This indicates that the efficiency or the performance of
the teachers is not affected by their satisfaction with their work, in terms of pay,
promotion, supervision, fringe benefits, contingent rewards, operating conditions,
co-workers, nature of work, and communication, though some facets has little
correlation.
In order to run an organization most efficiently, employees must feel a
sense of satisfaction within their jobs. The findings of this study is consistent with
the study conducted by Pedro (2005) which states that if the employees are
either satisfied or dissatisfied with their jobs, they will still carry on performing
their duties and responsibilities. Whether they are satisfied or not with their jobs,
they still work efficiently and can have a high performance rating.
As a whole, the result of the findings shows that the Job Satisfaction Level
of the teachers is not significantly related to their Job Performance. The aspects
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under the Job Satisfaction of the teachers have a minimal correlation with their
job performance. Despite these findings, the teachers still performs efficiently in
work.
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CHAPTER V
CONCLUSION AND RECOMMENDATION
This chapter consists of the conclusion and recommendation of the study
presented by the researchers. These conclusions are well based from the data
presented from the analyses and are presented as answers according to the
problems indicated at the introduction of this research. The following statements
can serve as basis for further discussion of researches to be made.
Conclusion
Based on the findings of the study, the following conclusions were made:
1. Among the facets under job satisfaction, the teachers were greatly
satisfied with coworkers and dissatisfied with operating conditions.
2. The respondents have high overall job satisfaction, as well as job
performance but despite this they have a coefficient of
determination of 2% and a result of 0.42 statically significant.
3. The average job performance rating of the teachers are very
satisfactory.
4. The null hypothesis of the study which is "Job satisfaction of
teachers, either low or high, has no significant effect on the job
performance of teachers under public high schools with regular
curriculum." was accepted.
5. There is little correlation between job satisfaction and job
performance.
6. Having high job satisfaction does not mean always high job
performance and vice versa.
7. Despite the results, the teachers still does their job accordingly.
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Results showed that there was no significant correlation between the two
variables but communication had a positive relationship with job performance.
Recommendation
This research recommends a reconsideration of the Divisions Office on
the rate of pay and process of promotion to improve the level of satisfaction of
the teachers since their satisfaction with these aspects is ambivalent.
Furthermore, the school administration should also find time to reevaluate and
reconstruct their way of recognition and appreciation so the satisfaction of the
teachers improves. For instance, school administration should regularly inform
the teachers of a job well done; this would help the teachers feel satisfied with
their hard work.
As for the teachers job performance, though it is already high, the school
administration is recommended to closely monitor the amount of work given per
time and that they should encourage supervisors to openly communicate
teaching methods and plans from and to the teachers to gather inputs with a
hope that may help the teachers improve their own work.
Since the results of the study showed negligible correlation between the
two variables, this does not mean that the relationship does not exist; it is only
weak. Further research from a greater number of respondents from different
public high schools is also recommended to further assess the general
population and to have higher external validity.
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REFERENCES
Aamodt, M. (2012).Industrial and Organizational Psychology.2nd Ed. Pasig
City, Philippines: Cengage Learning Asia Pte Ld. pp 295-328.
Altares, P. et al. (2014). Random and Non-Random Sampling.Elementary
Statistics with Computer Applications. 2nd ed. Philippines: Rex Book
Store.p 11.
Al-Zoubi, M. (2012). The Shape Of The Relationship Between Salary And Job
Satisfaction: A Field Study.Far East Journal of Psychology and Business,
June 2012, Vol. 7 No. 3.
Ariffin, A., Hashim, H., &Sueb, R. (n.d.).Identifying Teachers' Job Satisfaction. pp.
1-8.
Astrauskaite, M., Vaitkevicius, R., &Perminas, A. (2011). Job Satisfaction
Survey: A Confirmatory Factor Analysis Based on Secondary School
Teachers Sample. International Journal of Business and Management, pp.
41-50.
Bako, A. (n.d.). The Positive and Negative Effects of Job Satisfaction on
Employee's Performance in an Organization.Australian Journal of
Commerce Study.
Bay, A., An, I., Laguador, J. (2014). Organizational Satisfaction and Work
Engagement Of Filipino Teachers In An Asian University. International
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Berghe, J. (2011). Job Satisfaction and Job Performance at the Work Place.
Dessler, G. (2012). Human Resource Management (12th ed.). Jurong,
Singapore: Pearson Education South Asia Pte.
Employees Prefer A Job They Love Over Higher Pay. (2013, October 17).
Retrieved March 9, 2015, from
http://www.jobstreet.com.ph/careerresources/employees-prefer-job-lovehigher-pay#.VPuqOrD9mM8
Ereno, J., & Nunez, K. (2014). What Makes a Teacher a Better Teacher? A
Hierarchical Regression Analysis of Self Efficacy and Commitment as
Predictors of Faculty Members Job Performance. International Journal of
Asian Social Science, 4(4), pp. 492-498.
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APPENDICES
APPENDIX A: Instrument
APPENDIX B: Statement of Consent
APPENDIX C: Raw Data
APPENDIX D: Tarpaulin Layout
98
99
APPENDIX A
10
11
12
13
14
15
6
6
6
6
6
6
6
6
6
6
6
6
100
6
I find I have to work harder at my job because of the
incompetence of people I work with.
17
18
19
20
21
22
23
24
25
I enjoy my coworkers.
26
27
28
29
30
I like my supervisor.
31
32
33
34
35
My job is enjoyable.
6
6
6
16
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
101
6
36
1
6
APPENDIX B
102
(Continuation...)
103
104
APPENDIX C
105
APPENDIX C
106
Educational Background:
2012- present
2009-2012
2008-2009
2003-2008
2002-2003
Personal Information:
Date of Birth: October 16, 1995
Marital Status: Single
Nationality: Filipino
Religion: Roman Catholic
107
Educational Background:
2012- present
2002-2012
Personal Information:
Date of Birth: December 13, 1994
Marital Status: Single
Nationality: Filipino
Height: 145 cm
Weight: 45 kg
Religion: Catholic
108
Educational Background:
2012-present
2008-2012
2005-2008
Personal Information:
Date of Birth: October 2, 1995
Marital Status: Single
Nationality: Filipino
Religion: Roman Catholic
109
110
Educational Background:
2012-present
2009-2012
2008-2009
2005-2008
2002-2005
Personal Information:
Date of Birth: December 13, 1995
Marital Status: Single
Nationality: Filipino
Educational Background:
2011-present
2007-2011
2005-2007
2001-2005
Project 6 ElementarySchool
Primary Education
Personal Information:
Date of Birth: December 1, 1994
Marital Status: Single
Nationality: Filipino
111
Educational Background:
2012- present
2008-2012
2002-2008
Personal Information:
Date of Birth: August 7, 1996
Marital Status: Single
Nationality: Filipino
Height: 411
Weight: 117 lbs
Religion: Catholic
112
113