Analysis of Performance and Level of Job Satisfaction of Teachers as Basis of Plan of Action in Improving School Governance

Abstract

INTRODUCTION

Teachers play an indispensable role in developing a literate and functional society. As individuals, teachers are just like ordinary workers that always deal with their clients, the students and their superior, the principal. Their satisfaction is affected by different factors such as their own personality, their teaching climate and even their compensation. In return, their satisfaction affects their performance. This is the reason why the conditions, sentiments, satisfaction, and general well-being of teachers must always be considered in planning. The researcher believes that teachers' job satisfaction must be rated in order to overcome any possible negative elements that may affect their performance to improve school governance.

METHODS

Descriptive method was employed using questionnaires administered to twenty-six (26) teachers to determine their level of job satisfaction. Documentary analysis of their IPCRF was done to identify their level of job performance. Interviews were conducted to substantiate the data. Data were treated using weighted mean, t-test and ANOVA.

RESULTS

Based from the IPCRF of the teachers, the performance of the teachers is very satisfactory. As to the level of job satisfaction, the teachers are highly satisfied with job security and are satisfied with the interpersonal relationships with colleagues, potential for professional growth and interpersonal relationships with students. Interviews revealed they feel very secured with their employment status as regular permanent in the Department of Education. They were also satisfied with the opportunity to pursue post graduate studies and with the seminars and trainings provided to them for free. On the other hand, teachers were not satisfied with the security and safety of the working place and are slightly satisfied on the supervision by school head, transparency, and canteen services. Moreover, teachers are also slightly satisfied with the availability of privileges, benefits and deductions, teacher's teaching evaluation, teaching-learning materials, facilities, school/division policies and sense of accountability.

DISCUSSIONS

The results revealed that even the teachers are not satisfied and slightly satisfied in some areas but they are still performing very satisfactorily. No significant difference established between the level of satisfaction and the respondents identified profile. A plan of action was proposed.