Job Satisfaction of the Teachers

of Malibcong District

A Basic Research Proposal Submitted to the Department of

Education Cordillera Administrative Region
Schools Division of Abra
School Year 2022-2023

Submitted by:

Maureen Eva T. Barbosa

Principal I
Mataragan National Agricultural School
Schools Division Office of Abra

November 2022
 Table of Contents

Page

Title Page i

Table of Contents ii

INTRODUCTION AND RATIONALE 1

LITERATURE REVIEW 5

RESEARCH QUESTIONS 11

SCOPE AND LIMITATION 12

RESEARCH METHODOLOGY

a. Research Design 12

b. Population and/or Sampling 12

c. Data Collection 13

d. Plan for Data Analysis 13

e. Ethical Issues 14

TIMETABLE/ GANTT CHART 16

COST ESTIMATES 17

PLANS FOR DISSEMINATION AND ADVOCACY 18

REFERENCES 19
APPENDICES

a. Letter to the School Heads of Participating Schools

20

b. Letter to the Teacher Respondent

21

c. Questionnaire

22

d. Validation Sheet

24
 1

INTRODUCTION AND RATIONALE

Job is one of the important elements of people’s lives. Their living style and their

social lives depend on their jobs. Therefore, it is necessary for every organization to

have satisfied workforce. Nowadays, private sector plays significant role in uplifting the

economy of Pakistan. They are not only providing good services but are also providing

job opportunities to a large group of people. Keeping in view the contribution of private

sector in the society and the significant role of job satisfaction to improve the

employees’ performance, the aim of the present study is to know the job satisfaction of

employees and its relationship with the performance level.

There is a general understanding that the overall productivity and success of an

organization depends on the effective and efficient performance of employees and that

better performance depends on the employees’ job satisfaction. For that purpose,

researchers have identified various aspects of job satisfaction, its relative importance,

and its relationship with performance and productivity.

Job satisfaction is defined as the level of contentment employees feel with their

job. This goes beyond their daily duties to cover satisfaction with team

members/managers, satisfaction with organizational policies, and the impact of their job

on employees’ personal lives. ob satisfaction, an unquantifiable metric, is defined as a

positive emotional response you experience when doing your job or when you are

present at work. Leading organizations are now trying to measure this feeling, with job

satisfaction surveys becoming a staple at most workplaces. It is important to remember

that job satisfaction varies from employee to employee. In the same workplace under

the same conditions, the factors that help one employee feel good about their job may

not apply to another employee.

Job satisfaction continues to be one of the most studied job attitudes in Industrial

and Organizational Psychology (Judge et al., 2017). Academics and practitioners alike

have recognized the worth of job satisfaction, given its usefulness in predicting vital

organizational effectiveness outcomes (Judge & Kammeyer-Mueller, 2012; Society for

Human Resource Management, 2015).

There are really two bases upon which to argue that job satisfaction is important.

Interestingly, both are different from the original reason for studying job satisfaction, that

is, the assumed ability of satisfaction to influence performance. The first, and

undoubtedly the most straightforward reason, rests on the fact that strong correlations

between absenteeism and satisfaction, as well as between turnover and satisfaction,

appear in the previous studies. Accordingly, job satisfaction would seem to be an

important focus of organizations which wish to reduce absenteeism and turnover.

While the role of teachers’ work for student outcomes is widely recognised, the

question whether teachers are content with their working environment is often

overlooked (Bascia & Rottmann, 2011; Liang & Akiba, 2017). Meanwhile, teacher job

satisfaction has many important and far-reaching implications. First, it contributes to

teacher well-being as satisfied teachers are less susceptible to stress and burnout

(Kyriacou & Sutcliffe, 1977; Skaalvik & Skaalvik, 2011). In addition, there is evidence

that students of teachers who are content with their job also feel better (Collie, Shapka,

& Perry, 2012; Spilt, Koomen, & Thijs, 2011). Furthermore, satisfied teachers offer

higher instructional quality and better learning support for their students (Klusmann,

Kunter, Trautwein, Lüdtke, & Baumert, 2008; Kunter et al., 2013). Finally, content
teachers demonstrate stronger job commitment and are less prone to leave the

profession (Blömeke, Houang, Hsieh, & Wang, 2017; Klassen & Chiu, 2011), which is

especially crucial in times when teacher turnover is high.

Increasing teacher turnover rates and a subsequent shortage of qualified

teachers is a growing concern internationally (European Commission, 2018; Ingersoll,

2017). Teacher turnover comprises interrelated notions of teacher migration and

attrition, where migration describes teachers moving to other schools, while attrition

pertains to teachers leaving the profession altogether (Ingersoll, 2001; Rinke, 2008).

However, regardless the type of turnover, there are always negative consequences for a

particular school from which a teacher is departing. Ronfeldt, Loeb, and Wyckoff (2013)

suggest a disruptive impact of turnover beyond compositional changes in teacher

quality, especially in lower-performing schools. Besides affecting student learning and

motivation, teacher turnover negatively affects faculty collegiality and trust and leads to

a loss of institutional knowledge, which is critical for supporting student learning. In the

end, overall school performance is affected (Ingersoll, 2001; Ingersoll & Smith, 2004).

Job satisfaction affects students’ performance; and educational improvement is not

possible without improving these two factors. It leads towards school improvement,

quality education, and student satisfaction, which is the ultimate goal of any

organization. Besides, this variable significantly affects leadership behavior, work

performance, and styles. It is critical in one’s work. Adaptability, job motivation, and job

success may influence each other. Satisfaction, health security creditability, and

meeting basic requirements can be achieved when performance is better.

The district of Malibcong is situated far from the capital town of Bangued. The

schools are situated in Barangays where accessibility is a common problem. During

rainy season, teachers find difficulty in reaching the schools. It is noted that teachers in

the schools are not locals in the area, thus making them take the risk of traveling from
their homes to their stations. This situation deprives the teachers to seek for

professional growth and most of them are not motivated to implement innovations, best

practices and even pursue their studies. Since they lack motivation in doing so, job

satisfaction at this point is in question. It is also noted from the consolidation of the

teachers’ Individual Professional Development Plan for School Year 2022-2023, that

there are 43 teachers both from Secondary and Elementary has identified Stress

Tolerance in relation to Work Culture, Supervision, Job Performance and Performance

Evaluation, as one of the potential areas to develop under the Core Behavioral

Competencies for Teachers.

This study mainly focuses on how satisfied the teachers of Malibcong District on

their job. It will measure the relationship of their job satisfaction and their personal

profile and working condition. The results will be a basis on the underlying reasons of

why these teachers are more focused in seeking transfer to a nearer school from their

station rather than establish professional growth that foster job satisfaction.
 5

LITERATURE REVIEW

International research evidence suggests that a diminishing prestige of the

teaching profession together with dissatisfying working environment is the prevailing

reason for teacher turnover, with salaries being only a minor source of dissatisfaction

(Borman & Dowling, 2008; Ingersoll & Smith, 2004; TemaNord, 2010). Moreover,

inadequate working conditions of a school undermine the status of the profession and

make it difficult to recruit new teachers (Ingersoll, 2001). Yet, even recruiting more

teachers may not solve the turnover problem as long as large numbers of the new

teachers will be leaving schools, discontent with their professional status and working

environment (Ingersoll, 2017; Sutcher, Darling-Hammond, & Carver-Thomas, 2016). In

addition, as brought forward by Ronfeldt et al. (2013) the recruiting, hiring, and training

of new teachers requires significant financial costs. These costs drain resources that

might otherwise be spent on ameliorating schools’ working environment, which is a

crucial step towards retaining qualified teachers (Borman & Dowling, 2008). Therefore,

policy measures to tackle the teacher crisis are increasingly shifting towards teacher

retention efforts (Ingersoll, 2017; Sibieta, 2018; Sutcher et al., 2016; Worth & De

Lazzari, 2017). Such efforts are especially crucial for teachers of mathematics and

sciences, which are at a higher risk of attrition compared to other groups of teachers

(Ingersoll & May, 2012; Sibieta, 2018).

In Southern Tulare County, California, the teachers at each school have

moderately high to high levels of job satisfaction. Teacher job satisfaction has a direct

impact on teacher retention, instructional performance, positive school climate, and

increased student achievement. Another study was conducted from six government
secondary schools in the district of Penampang, Sabah, Malaysia. The teachers found

to be reasonably satisfied with their job, with the responsibility factor as the most

significant contributor to job satisfaction. Based on the years of service in their current

school, a statically significant difference in the level of job satisfaction among the

teachers was noted. Secondary schools in Sabah have a positive and open climate, with

the professional teachers’ behavior factor as the most significant contributor. The results

indicate the necessity to provide a positive organizational environment.

Turkish elementary science teachers experience a high level of personal

accomplishment and job satisfaction. As class size and weekly course hour increase,

elementary science teachers tend to experience more emotional exhaustion but less job

satisfaction. Professional community, collaboration, and teacher control are predictive of

satisfaction, and these also have interactive influences. The association between

teacher collaboration and job satisfaction, as well as that between control over

classroom policy and job satisfaction, is most pronounced in schools with weaker

professional communities.

In the Philippines, a study in the Lyceum of the Philippines University, Batangas

City, the job satisfaction of the teaching and non-teaching staff was conducted. Results

revealed that LPU-Batangas had a high level of job satisfaction in terms of

maintenance/hygiene factors and satisfiers/motivation factors. There was a significant

relationship between hygiene and motivation factors based on the level of job

satisfaction of teaching and non-teaching staff.

Another study in the Philippines revealed that teachers who are satisfied with

their teaching assignments or jobs were predominantly female, equipped with a Masters’

degree, and with an average teaching experience of nine years. The employees
expressed strong agreement with university practices such as setting clear goals,

encouraging innovation for organizational effectiveness and continuous improvement

through a quality management system. However, educational attainment and

experience are the most important factors for predicting success as an administrator in

higher education. Job enrichment has to include not only the knowledge, experience,

and skills of administrators but the context and working conditions of employees.

High-performance work systems, directly and indirectly influence teachers’ in-role

performance and extra-role behavior through the mediation of the quality of working life.

Quality of working life is an essential conduit of the relationships between high-

performance work systems and employee’s work behaviors. Structural relationships

among learning-organization culture, self-efficacy, work engagement, and job

performance in Korean workforce institutions were conducted. Teachers’ self-efficacy

positively affected their work engagement and job performance, and the relationship

between work engagement and job performance was statistically significant. Also

identified were the mediating roles of self-efficacy and work engagement on the

relationships between the learning-organization culture of workforce-education schools

and the teachers’ job performance.

There was a difference in the teachers’ teaching performance between those

teachers teaching in different schools and those teachers teaching in the same school.

The basis for promotion and professional development was only the students’ tests

scores, without considering the increased teaching loads that they have. Teachers’

autonomy and performance have to be also considered to improve the quality of

teaching. However, independence and work-life balance were related significantly to the

teachers’ job performance, but workload did not contribute to the job performance

among school teachers.

 Many professions are considered delicate and challenging. Some teachers were

afraid that they did not have the skills necessary for teaching children. Creating a

healthy learning environment is of paramount concern to most teachers, and

appropriate development of that environment is a challenge faced during student-

teaching. Thus, managing a classroom is a must skill introduced in as early as practice

teaching.

Job satisfaction is a significant influence on whether teachers are willing to

encourage others to join the profession. Job demands were the most significant

predictor in the model, while extrinsic motivations were the only negative predictor in

each model. Teachers were less willing to encourage their family members, including

their children, while being more willing to promote either students or student teachers, to

join the profession. Spirituality and general job satisfaction were moderately and

positively correlated. Spirituality is related to job satisfaction for selected teachers.

However, it is not related to the general job satisfaction scale. Job satisfaction is

strongly associated with psychological aspects. Those who are satisfied with the job are

also emotionally adaptive and satisfactorily enjoyed. Teachers from six universities in

Shenyang, China had a moderate level of job satisfaction. Demographic and working

characteristics were associated factors for job satisfaction. Perceived organizational

support showed the most active association with job satisfaction.

Teacher’s satisfaction is crucial for better teaching performance. Results showed

that excellent teachers had low satisfaction in terms of “personal growth” and

“supervision”. Structural relationships among innovative school climate, knowledge

sharing, work engagement, and knowledge creation activities among high school

teachers in Korea were examined. The results indicated that a creative school climate
positively influences teachers’ knowledge sharing and work engagement; and affects

the outcome variable, teachers’ knowledge creation practices.

The strong and significant relationship among the work-life balance and work-

family conflict, family-work conflict, work environment, and feelings about work was

found. Feeling about work is the most influencing factor of work-life balance. Attitudes

about work, conducive work environment, reduced work-family conflict, and reduced

family-work conflict resulted in stable work-life balance and ultimately on job satisfaction

for the employees. Teachers generally having a negative attitude towards pay-for-

performance were seen. Teachers felt that morale and teacher collaboration would be

affected negatively as well as increasing stress levels. Having pay-for-performance

based on individual student achievement or standardized tests was also seen as a

negative result.

In their review of the school working environment, Bascia and Rottmann (2011)

reinstate the importance of working conditions in schools not only for teacher

motivation, effectiveness and job satisfaction but also for student opportunities to learn.

Previous research has recognized some of the most crucial factors, which ensure

quality of teachers’ work: adequate resources, feasible workload, collegial cooperation,

opportunities for professional development, leadership support and decision-making

opportunities, to name just a few.

In the international context, Sims (2017, 2018) analyzed teacher data in 35

countries worldwide from Teaching and Learning International Survey (TALIS) 2013 –

an international study of school learning environments and working conditions. It was

found that student discipline and teacher cooperation were positively related to teacher

job satisfaction in all countries.

Johnson, Kraft, and Papay (2012) investigated the effects of school working

conditions on teacher job satisfaction and career intentions in the US context. The study

10

revealed that among the employed categories of teacher working conditions, the ones of

social nature were the most important. Thus, the effects of collegial support, principal’s

leadership, and school culture of trust and respect were almost double the effect of

school material resources.

 11

RESEARCH QUESTIONS

As a school leader, it is necessary to look into the influences and the level of job

satisfaction of teachers. Hence the researcher would like to determine the influences

and level of job satisfaction of teachers of Malibcong district. Specifically, the study will

answer the following questions:

1. What is the level of job satisfaction of the teachers of Malibcong District in terms

of;

a. Compensation to Employees

b. Opportunity for Advancement

c. Benefits

d. Work Environment

e. Training

f. Performance Evaluation

g. Supervision

h. Work Culture

i. Job Security

j. Flexibility in Job Performance

2. What is the profile of the teachers of Malibcong District in terms of age, gender,

number of years in service and distance of home to school?

3. What is the level of working conditions of teachers in terms of collegial support,

school head’s leadership and school culture?

 4. What is the most common influences that affect the level of job satisfaction of the

teachers of Malibcong?

5. Is there a significant relationship of the level of job satisfaction of teachers in

terms of age, gender, number of years in service and distance of home to

school?

12

6. Is there a significant relationship of the working conditions of teachers in terms of

collegial support, school head’s leadership and school culture on the level of

their job satisfaction?

SCOPE AND LIMITATION

The scope of this study is limited in determining the level of job satisfaction and

the relationship of the teachers’ profile and working conditions on the job satisfaction of

the teachers of the public schools of Malibcong District.

RESEARCH METHODOLOGY

Research Design

This study will use the descriptive-correlational method of investigation.

The descriptive design will identify the teacher’s profile in terms of age, gender,

number of years in service and distance of home to school. It will also be used in

determining the level of working conditions of the teachers in terms of collegial

support, school head’s leadership and school culture. The correlational method

will be used to explain the interrelationship of the teachers’ profile and working

conditions on the level of the job satisfaction of the teachers of Malibcong

District.
Population and/or Sampling

The respondents of this study are the 13 secondary school teachers of

Mataragan National Agricultural School and the 42 elementary school teachers at

the public schools of Malibcong District. The number of teachers in each

elementary school are as follows, 7 teachers of Mataagan Elementary School, 2

teachers of Dulao Primary School, 3 teachers of Bayabas Elementary School, 6

teachers of Liwang Elementary School, 3 teachers of Taripan Elementary

School, 2 teachers of Binasaran Elementary School, 9 teachers of Malibcong

Central

13

School, 2 teachers of Gacab Primary School, 6 teachers of Bangilo Elementary

School and 2 Teachers of Lat-ey Primary School.

Data Collection

The data gathering instrument to be used in this study is a self-made

questionnaire by the researcher that will measure the level of job satisfaction of

teachers in terms of Compensation to Employees, Opportunity for Advancement,

Benefits, Work Environment, Training, Performance Evaluation, Supervision,

Work Culture, Job Security and Flexibility in Job Performance. The questionnaire

will be validated by the Schools Division Research Committee to ensure its

validity. The Questionnaire will consist of three parts. Part 1 will contain the

teacher’s profile in terms of age, sex, number of years in service and distance

from home to school, Part 2 will be on the teacher’s working conditions and Part

3 will contain the level of job satisfaction of teachers in terms of Compensation to

Employees, Opportunity for Advancement, Benefits, Work Environment, Training,

Performance Evaluation, Supervision, Work Culture, Job Security and Flexibility

in Job Performance.
 The researcher will personally do the actual data gathering by floating the

questionnaire in the entire district. The data to be gathered will be tallied,

organized, treated statistically, interpreted, and analyzed.

Plan for Data Analysis

The following statistical tools will be used to analyze the data to be

gathered. For problems number 1,2,3 and 4, frequency count, percentages and

rank-order will be used.

To interpret the level of working conditions in terms of collegial support,

the following scale will be used.

14

4 – Outstanding

3 – Very Satisfactory

2 – Satisfactory

1 - Poor

To determine the level of job satisfaction of the teachers of Malibcong

District in terms of Compensation to Employees, Opportunity for Advancement,

Benefits, Work Environment, Training, Performance Evaluation, Supervision,

Work Culture, Job Security and Flexibility in Job Performance, the following scale

will be followed.

4– Very Satisfied

3– Satisfied

2 – Quite Satisfied

1 – Not Satisfied

To identify the most common influences of job satisfaction, the teacher

respondents will be asked to select the determinant factor that they think
influences their job satisfaction. Their responses will be tallied and the five

determinant factor with the most number will be considered as the most common

influences of the teachers’ job satisfaction.

To determine the relationship of the teachers’ profile in terms of age, sex,

number of years in service and distance of home to school, and the working

conditions in terms of collegial support, school head’s leadership and work

culture, the multiple regression will be used.

Ethical Issues

The following are the ethical considerations to be observed by the

researcher to ensure the integrity of the research process. First, consent of the

participants and respondents will be obtained before involving them in the study.

15

Second, the respondents will not be subjected to coercion in any way. Third, the

privacy of the respondents will be ensured by not collecting their personal

information and the result of the study will just serve its purpose of strengthening

the job satisfaction of teachers and elevating awareness of the teachers about

the importance of job satisfaction and lastly, the analysis of data will be filtered

through the researcher’s particular theoretical position and biases.

 16

TIME TABLE/ GANTT CHART

Milestones and January February March April May

Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk
Activities
3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2
Milestone 1: Planning
and Design
Seek the approval of the
Schools Division
Superintendent to
conduct the study
Validation of the Self-
Made Questionnaire
Seek the permission of
the respondents and their
school heads.
Arrange the schedule of
floating the questionnaire.
Milestone 2:
Data Collection
Floating of Questionnaire
at the Banao Area
Floating of Questionnaire
at the Gubang Area
Floating of Questionnaire
at the Mabaca Area
Milestone 3:
Data Analysis
Data Recording and
Tallying
Analysis, interpretation,
annotation of the
collected responses
Milestone 4:
Completing the
Research Paper
Formulation of
conclusions and
recommendations
Validation of research
output
Submission of final report
and/or final manuscript
Communication of
Research findings to the
respondents during the
District Year-end
Program

17

COST ESTIMATES

A. Supplies and Materials

Estimated
Activity Item Unit Quantity Total
Cost
Preparation of A4 bond paper Ream 5 250.00 1,250.00
Research A4 folder Pc 10 12.00 120.00
Proposal, and Epson 003 Black bottle 3 350.00 1,050.00
other documents Epson 003 Magenta bottle 1 400.00 400.00
Epson 003 Blue bottle 1 400.00 400.00
Epson 003 Yellow bottle 1 400.00 400.00
Staple Wire #35 Box 1 40.00 40.00
Long Plastic Envelope pc 12 20 240.00
B. Domestic Travel Expenses
Submission of Mataragan National
Research Proposal Agricultural School to Division
Fare 1 1,800.00 1800.00
Office – Bangued
(back and forth)
Coaching/TA for Mataragan National
the finalization of Agricultural School to Division
Fare 1 1800.00 1800.00
the research paper Office – Bangued
(back and forth)
Submission of Mataragan National
second Agricultural School to Division
Fare 1 1800.00 1800.00
deliverables Office – Bangued
(back and forth)
Data Collection 1 Mataragan National
(floating of Agricultural School to Banao
Fare 1 900.00 900.00
questionnaire at Are
Banao Area) (back and forth)
Data Collection 2 Mataragan National Fare 1 900.00 900.00
(floating of Agricultural School to Mabaca
questionnaire at Area
 Mabaca Area) (back and forth)
Data Collection 3 Mataragan National
(floating of Agricultural School to Gubang
Fare 1 900.00 900.00
questionnaire at Area
Gubang Area) (back and forth)
C. Food and other incurred expenses during conduct of research
Submission of first Meal
3 120.00 360.00
deliverables Allowance
Submission of Meal
second Allowance 3 120.00 360.00
deliverables
Submission of last Meal
3 120.00 360.00
deliverables Allowance
Meal
Data Gathering 55 50.00 2750.00
Allowance
D. Reproduction, Printing, and Binding Cost
Photocopy of the Reproduction and Binding copy
3 300.00 900.00
Questionnaires Cost
E. Communication Expenses
During Cellphone Load prepaid 4 150.00 600.00
implementation
and preparation of
research papers Internet Load prepaid 6 900.00 900.00
and other
documents
Total Amount: 18,230.00

18

PLANS FOR DISSEMINATION AND ADVOCACY

Dissemination and utilization will be implemented after the research submission and

approval of the Schools Division Research Committee. The researcher will then submit a

copy of the research to the Division LRMS, School Library, to the School Heads of

participating schools and the office of the School BEIS and School LRMS. This will enable

the teachers of Malibcong District to have access to the study and utilize it as referral for

further study or as a reference for research enthusiasts. The research findings will also be

presented during the Mid-Year Review and Evaluation Program or during the District Inset to

participating schools for afront discussions and analysis. Further, study will also be done to

analyze the relationship or effect of job satisfaction to the performance of teachers.

 19

REFERENCES

Judge & Kammeyer-Mueller, 2012; Society for Human Resource Management, p. 18-26
Paul E. Spector, Job Satisfaction, 1997: Application, Assessment, Causes, and
Consequences, p. 78-94

Rosalie Osbourne, 2015, Job Satisfaction: Determinants, Workplace Implications and

Impacts on Psychological Well-Being, p. 53-68

Genelyn R. Baluyos et. Al., 2019, Teachers’ Job Satisfaction and Performance, SDO
Misamis, Misamis Oriental

Wasaf Inayat and Muhammad Jahanzeb Khan (August 05, 2021), A Study of Job
Satisfaction and Its Effect on the Performance of Employees Working in Private
Sector Organizations, Peshawar
Website: https://www.hindawi.com/journals/edri/2021/1751495/

Ana Toropova et.al., (January 2020), Teacher Job Satisfaction: The Importance of School
Working Conditions and Teacher Characteristics
Website: https://www.tandfonline.com/doi/full/10.1080/00131911.2019.1705247

Edward E. Lawler and Lyman W. Porter, The Effect of Performance on Job Satisfaction
 Website:https://d1wqtxts1xzle7.cloudfront.net/51028701/j.1468-
232x.1967.tb01060.x20161223-16396-9sakju-with-cover-page-v2.

Chiradeep Basumallik (March 11, 2021), What is Job Satisfaction?

Website: https://www.spiceworks.com/hr/engagement-retention/articles/what-is-job-
satisfaction/

20

APPENDICES

a. Letter to the School Heads of Participating Schools

_____________________________________________________________

Republic of the Philippines

Department of Education
Cordillera Administrative Region
SCHOOLS DIVISION OFFICE OF ABRA
Malibcong District
Mataragan National Agricultural School

_____________________
_______________________
_______________________
_______________________

Madam:
Greetings of Peace, Prosperity, and Good Health.

I am currently working on a research study titled “Job Satisfaction of the Teachers of

Malibcong District”. This study is to be submitted to the Schools Division Research
Committee for proper assessment and validation.

In this regard, I humbly seek permission to float the questionnaire to your teachers who are
the respondents of this study in your respective school and cluster schools to collect the data
needed.

Rest assured that whatever information gathered from them will be treated with the highest
degree of confidentiality and would be used only for research purposes.

I hope for your positive response regarding this request.

Thank you very much.

Respectfully Yours,

MAUREEN EVA T. BARBOSA

Principal I
Researcher

21

b. Letter to the Teacher Respondent

Republic of the Philippines

Department of Education
Cordillera Administrative Region
SCHOOLS DIVISION OFFICE OF ABRA
Malibcong District
Mataragan National Agricultural School

_________________________
_________________________
_________________________
_________________________

Sir/Madam:

Greetings of Peace, Prosperity, and Good Health.

I am currently working on a research study titled “Job Satisfaction of the Teachers of
Malibcong District”. This study is to be submitted to the Schools Division Research
Committee for proper assessment and validation. This study is useful for you to further
lighten your awareness of your job satisfaction and its importance on your performance as a
public school teacher.

I would like to ask your cooperation by answering the questionnaire honestly and completely.
Any information that you will provide is highly appreciated and will be treated with the highest
degree of confidentiality and would be used only for research purposes.

I hope for your positive response regarding this request.

Thank you very much.

Respectfully Yours

MAUREEN EVA T. BARBOSA

Principal I
Researcher

22
c. Questionnaire

JOB SATISFACTION QUESTIONNAIRE

Name: _________________________________
(optional)

I. Personal Profile
Please put a check corresponding to your response.
A. Age
_______ below 25 years old
_______26 yrs. old– 35 yrs. old
_______36 yrs .old – 45 yrs. old
_______46 yrs. old– 55 yrs. old
_______56 yrs. old – 65 yrs. Old
B. Sex
_______Male
_______Female
C. Number of Years in Service
_______ 5 yrs. and below
_______6 yrs. – 10 yrs.
_______11 yrs. – 15 yrs.
_______16 yrs. – 20 yrs.
_______21 yrs. – 25. yrs.
_______26 yrs. and above
D. Distance of Home to School
 _______ 10 kms. and below (very close proximity)
_______ 11 kms. – 25 kms. (close proximity)
_______ 26 kms. – 35 kms. (far proximity)
_______ 36 kms. – 45 kms. (very far proximity)
_______46 kms. And above (extreme far proximity)

II. Working Conditions

Please put a check on the corresponding column of your response.
Working Conditons Outstanding Very Satisfactory Poor
Satisfactor
y
1. Collegial Support
2. School Head’s Leadership
3. School Culture

III. On Job Satisfaction

Please put a check on the box of your corresponding answer about the level of your
job satisfaction in terms of the following determinant factors. Be guided by the
following scale.
4– Very Satisfied
3– Satisfied
2 – Quite Satisfied
1 – Not Satisfied

23
DETERMINANT FACTORS 1 2 3 4
Compensation to Employees
Opportunity for Advancement
Benefits
Work Environment
Training
Performance Evaluation
Supervision
Work Culture
Job Security
Flexibility in Job Performance

On Influences of Job Satisfaction

Among the determinant factors, which do you consider the most influence of job
satisfaction? Mark five (5) only using a check.

DETERMINANT FACTORS
Compensation to Employees
Opportunity for Advancement
Benefits
Work Environment
Training
Performance Evaluation
Supervision
Work Culture
 Job Security
Flexibility in Job Performance

Thank you for your response.

24

d. Validation Sheet for the Questionnaire

Rubrics for Validation of Job Satisfaction Questionnaire

Please put a check on the appropriate box that corresponds to your answer. Please
be guided by the scale below.
5 – Excellent
4- Very Satisfactory
3 – Satisfactory
2 - Fair
1 – Poor

Condition 1 2 3 4 5
Relevance
The items are relevant in determining the level of job
satisfaction of teachers.
Organization
The direction and items are well organized.
Applicability
The items/employed to be evaluated are realistic
and are applicable on the context of the
respondents.
Clarity
The questionnaire in evaluating the level of job
satisfaction and influences of job satisfaction of
 teachers is clear and precise.

Comments and suggestions: __________________________________________

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Evaluator:

Name/Signature: ____________________________

Position: __________________________________

Date: _____________________________________