Job Satisfaction and Organizational Commitment of Junior High School Teachers in General Emilio Aguinaldo National High School: A Baseline Study

Abstract

INTRODUCTION

With the increasing roles and responsibilities of teachers in General Emilio Aguinaldo National High School (GEANHS), it is not uncommon to find them expressing their complaints among themselves. Based on unrecorded conversations and observations, their grievances include heavy workload with no reasonable pay, working without adequate resources, unsatisfactory financial benefits, and poorly equipped school canteen. The purpose of this study was to assess the job satisfaction and organizational commitment of junior high school teachers.

METHODS

A mixed approach and a sequential explanatory design were employed. Hence, it examined internal and external factors of teachers' job satisfaction as well as, the levels of teachers' commitments. A total of 160 individuals have participated in the study. Among them are 40 grade 7 teachers, 43 grade 8 teachers, 39 grade 9 teachers and 38 are grade 10 teachers. Questionnaires and interview were the main instruments of data collection.

RESULTS

The analysis of the quantitative data was carried out by using frequency and percent, mean and ranking and Pearson product correlation coefficient a) The overall mean rating of 4.11 revealed that the respondents described as "agree" their job satisfaction. ) b The result of correlation analysis between job satisfaction and organizational commitment, the computed r = 0.398, being positive, indicates a direct relationship between the correlations. This means that teachers with a low level of job satisfaction tend to have a low level of organizational commitment while those with a high level of job satisfaction tend to have a high level of organizational commitment. As to the result of the mean and ranking analysis, it revealed that the external factors have more influence than internal factor on teachers' job satisfaction.

DISCUSSIONS

The management should undertake necessary measures for the optimal provisions for intrinsic and extrinsic rewards to make their core workforce highly satisfied and committed to reaping the benefits of improved work behavior. Educational experts and supervisors should offer training, seminars, and workshop to teachers. This would help to develop teamwork and good relationship between teachers' and supervisor in the job. The school administrators should strive to create opportunities in which teachers can get fair and comparable financial benefits with other institutions.