Performance Management System as Assessed by School Officials and Teachers, and Teacher's Job Satisfaction in the Division of Imus City Towards Higher Level of Teacher's Job Satisfaction

Abstract

INTRODUCTION

This study answered five queries on the Performance Management System (PMS) of Department of Education ImusCity as perceived by the principal and teacher; how significant is the difference between the principal and teacher perceptions on PMS; the level of job satisfaction of teachers; the extent of relationships between the perceptions of the PMS and the job satisfaction of the teachers and based on the findings, what policies may be proposed to enhance the PMS of the schools.

METHODS

Descriptive correlational survey method and inferential measures were used in the treatment of the data including mean, ranking, SD, t-Test and Pearson-with the use of Performance Management System and Job satisfaction questionnaire. A total of 102 elementary school teachers and 28 principals participated in this study by purposive method.

RESULTS

The overall WM in PMS for principal's level showed more Very High Extent while for teachers showed all High Extent. As the alternative hypothesis there is a significant difference between principals' and teachers' perception of the PMS. Teachers have satisfied level of job satisfaction. All seven components of PMS were correlated with job satisfaction thus saying there is a significant relationship between PMS and job satisfaction of teachers. Three policies were proposed—Division Heads need to visit schools to talk to teachers on how to improve once a month; the Division performance needs to include teacher feedback and evaluation as part performance assessment and the Division needs to have consultation from outside organizational experts to provide objective feedback on specific areas for improvement.

DISCUSSIONS

The principal needs to provide clarity on his or her delivery of policies, programs and directions to ensure that the SATISFIED level of job satisfaction of teachers would increase both the division office and principals need to provide sufficient motivating factors. Since the division office has a strong influence both on the morale and working atmosphere of teachers in its jurisdiction it needs personnel in each school to practice humanistic counselling techniques in dealing with teachers so that teachers' relational need for job satisfaction are well established and consistently provided for teachers' benefit.