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Calamba, Anilla Adolfo. |
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Factors affecting teachers' job satisfaction as perceived by themselves in the Division of City Schools City of Caloocan / |
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Anilla Adolfo Calamba. |
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Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 1983.;A thesis presented to the Graduate School of arts and Sciences and Education, in partial fulfillment of the requirements for the degree in Master of Arts in Education Major in Educational Administration. |
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ABSTRACT: Statement of the Problem Main Problem The main problem of this study was to determine the extent of the presence of the major conditions which affect teachers' job satisfaction as perceived by themselves in the Division of City Schools, City of Caloocan. It further aimed to determine the extent of teachers' job satisfaction in areas of: (1) management practice, (2) school working conditions, (3) communication system, and (4) motivation factors. Sub-Problems 1. What major conditions affect teachers' job satisfaction as perceived by themselves? 2. What is the extent of the presence of identified factors in the school organizations in the areas of: (a) management practice, (b) school working conditions, (c) communication system, and (d) motivation factors? 3. What is the extent of the teachers' job satisfaction in each of the areas indicated? 4. Do relationships exist between the extent of the presence of the factors and the extent of the teachers' job satisfaction in the areas indicated? Methodology Procedure. The descriptive analytic-correlational survey method was employed in the study with the questionnaire as the main instrument for data-gathering. To cross validate data gathered, interview and observation techniques were used. A total of 382 public elementary school teachers in the Division of City Schools, City of Caloocan were chosen from among its 8 supervisory school districts using multi stage sampling. Treatment of Data. Major conditions affect teachers' job satisfaction were identified through analysis of the frequencies of responses using the values in a Likert Scale. The extent of the presence of the identified factors and the extent of job satisfaction in the areas indicated were determined through computation of weighted frequencies using four-point scale. Factors which affected teachers most and which affected them least were identified through the rank order of the weighted mean. Likewise, the same procedure was used in identifying which factors were always felt and which were not as perceived by the respondents in their school organizations. The relationships between the extent of presence of factors and the extent of job satisfactions were determined through Spearman's coefficient of correlation. The significance of the relationships were tested using t-test for correlation. The test for null hypothesis was set at .01 level of significance. Findings 1. The major conditions affecting teachers' job satisfaction were classified as (1) management practice, (2) school working conditions, (3) communication system, and (4) motivation factors. 2. Of the four major conditions identified, management practice was found to be always present in the school system with motivation factors least felt. Of the factors listed under the four conditions, sound relationships with co-workers and superiors, and the feelings of importance and recognition were found to be always present. Provisions for promotion and advancement was seldom felt by the respondents. 3. Of the 25 factors identified, fair teaching hours and the well-planned information dissemination program were found to give the teachers very much satisfaction. The respondents, however, felt less satisfied in the provision for promotion and advancement. 4. Teachers' job satisfaction in areas of management practice and school working conditions were significantly related to the presence of these conditions in the school organizations. The null hypothesis of no relationships was rejected as warranted by the obtained t-values of the coefficient of correlations of these conditions. Communication system and motivation factors were not significantly related. The obtained t-values of the coefficient of correlations of the factors warranted the acceptance of the null hypothesis. Conclusions 1. The teachers perceived that their job satisfaction are affected by factors relating to four major conditions as: (1) management practice, (2) school working conditions, (3) communication system, and (4) motivation factors. The relation of these conditions, however, depends upon the needs of teachers in the organization. Hence, school administrators need to be sensitive to these major conditions to be able to build teachers' morale for excellence in performance and for effective accomplishment of school goals and objectives. 2. It appears from the perceptions of teachers that motivation factors are least felt in the school organization followed by communication system and school working conditions. Management practice is always present as perceived by them. Apparently, there is a need for school administrators to acquire skills in creating motivation factors in addition to skills in management process in order to balance these conditions in the school atmosphere. There also seems to be a need for making provisions for promotion and advancement functional to further boost teachers' morale. 3. Teachers' job satisfaction are affected much by management practice descending towards school working conditions, communication system and motivation factors. This tends to indicate the necessity to create an atmosphere in the school organizations which is conducive and permissive to the human aspect of the system, specifically on the non-financial needs of the teachers. Provisions for promotion and advancement and the rest of the identified factors affecting job satisfaction are apparently given lesser attention. 4. The presence of factors and extent of job satisfaction were significantly related in the areas of management practice and school working conditions. The same however is not true on the areas of motivation and communication system. This tends to indicate that while efforts may have been exerted to maximize the presence of factors to provide job satisfaction to teachers on the areas of management practice and working conditions awareness and attention seems to be inadequate in providing factors related to motivation and communication that would meet satisfactorily the needs of teaches on these areas. Recommendation: 1. An attitude or opinion survey on teachers' morale should be conducted regularly in the division level for the purpose of identifying teachers' needs and concerns.This could be in a form of continuing assessment on teachers' needs and job dissatisfaction. The results should become part of the basis for the divisions/ regional level policy and decisions-making on matters of teachers' concerns. 2. School administrators should take cognizance of the ideal school atmosphere conducive to the human aspect of the organization. They should be sensitive to teachers' needs and concerns to enable them to help teachers become more efficient and therefore enhance excellence in their teaching performance. 3. Decentralization of power to the level of school administration would make the administrators more committed to their accountabilities over their responsibility in structuring school programs and activities towards accomplishment of school goals. Furthermore, it would give school administrators leeway to make provision for job enrichment that would fit the school condition and meet teachers' higher motivation needs, especially in teaches' promotion and advancement. 4. School administrators should be skillful in maximizing presence of factors identified as affecting and significantly related to teachers' job satisfaction in order to motivate them to effect better school performance. 5. Similar studies with more depth than this study be conducted to determine further relationships of job satisfaction with teachers' performance. |
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| -- |
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| Main entry heading |
|
| Related parts |
|
| Title |
|
| Record control number |
|
| 785 ## - SUCCEEDING ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| Main entry heading |
|
| International Standard Serial Number |
|
| 787 ## - OTHER RELATIONSHIP ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Relationship information |
|
| Title |
|
| Record control number |
|
| 800 ## - SERIES ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
|
| -- |
|
| Dates associated with a name |
|
| Language of a work |
|
| Date of a work |
|
| Title of a work |
0 |
| Fuller form of name |
|
| Volume/sequential designation |
|
| 810 ## - SERIES ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
|
| -- |
|
| Subordinate unit |
|
| Date of a work |
|
| Title of a work |
|
| -- |
|
| Volume/sequential designation |
|
| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| International Standard Serial Number |
|
| -- |
|
| Uniform title |
|
| Name of part/section of a work |
|
| Number of part/section of a work |
|
| Language of a work |
0 |
| Volume/sequential designation |
|
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Institution code [OBSOLETE] |
|
| -- |
lcc |
| Item type |
Book |