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The relationship between job satisfaction and teaching performance among master teachers in the Division of City Schools, Manila / |
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Concepcion L. Vasquez. |
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Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2001.;A thesis presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Master of Arts in School Principalship. |
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ABSTRACT: This study was conducted to find the relationship between job satisfaction and teaching performance among master teachers in districts V and VI elementary schools in Manila. Specifically, this study sought to answer the following questions. 1. What is the demographic profile of the master teachers as to: a. age b. gender c. civil status d. educational attainment e. teaching experience 2. What is the job satisfaction level of the master respondents in terms of: a. maintenance factors b. motivation factors 3. What is the teaching performance level of the master teacher respondents when grouped according to: a. Pupil Development b. Staff Development c. Curriculum Development d. Research Development 4. Is there a significant relationship that exists between respondent's demographic profile and each of the following variables: a. Teaching performance b. Job satisfaction 5. Is there a significant relationship that exists between job satisfaction and the teaching performance of master teacher respondents? The study was conducted in 12 selected public elementary schools in District V and VI in the Division of City Schools, Manila for the school year 2000-2001. Schools involved in the study were; M. Roxas de Ayala, Silahis ng Katarungan, Celedonio Salvador, Justo Lukban, Rafael Palma, F. Ma. Guerrero, Fernando Amorsolo, Bagong Barangay, Bacood, Pio del Pilar, Sta. Ana and Padre Zamora. A questionnaire checklist of the Likert type was used by the researcher to gather necessary information. Part I elicits information on the personal indices of the respondents such as age, sex, civil status, educational attainment, teaching experience, subjects taught and position. Part II consists of Master Teacher's duties and responsibilities as enumerated in the Revised STEP-Past SY 1999-2000. Part III deals with the perceived level of job satisfaction of the master teacher respondents, The following statistical techniques and formulas were employed: Percentage: This was used as descriptive statistics to denote proportion contributed by a past in a whole. Ranking. It was used to describe the positional importance of item or objects discussed. Weighted Mean. Since the responses were given weight based on the 5-point Likert Scale. Chi-Square. This was used determine how the respondents differ in their perception of how teaching performance and job satisfaction when grouped according to age, gender, civil status, educational attainment, and teaching experience. Summary of Findings: Based on the results of the study, the findings were as follows: 1. a. 47 or 46.80% of the respondents belonged to ages 51-55 b. 98 or 96.08% were female c. 69 or 67.65% were married d. 92 or 90.20% revealed that the respondents have acquired the academic requirement in M.A to qualify for their position e. 80 or 78.43% of the respondents have been teaching in the public elementary school for 30 and above years in service 2. As to a. Maintenance factors Sense of belonging with the group received the highest rating with a mean of 4.436. Provision for fringe benefits the sick leave, service credits; scholarship, etc. Received the lowest mean of 3.392. b. Motivation factors Respect of peers and colleagues received the highest mean of 4.353. Involvement in the decision making of the school got a weighted mean of 4.010. 3. The teaching performance level of the master teachers teacher respondents when grouped according to: Pupil Development 4.151 Staff Development 4.207 Curriculum Development 4.03 Research Development 4.051 Grand Weighted mean 4.110 4. On the significant relationship that respondent's demographic profile and of teaching performance and job satisfaction: a. teaching performance Chi Square Interpretation Age 3.673 Not Significant Gender 7.419 Significant Civil Status 9.509 Significant Educational attainment 4.055 Not Significant Teaching Experience 5.722 Not Significant b. Job Satisfaction Chi Square Interpretation Age 3.677 Not Significant Gender 4.687 Not Significant Civil Status 4.797 Not Significant Education attainment 13.705 Significant Teaching Experience 8.239 Not Significant 5. On the relationship between job satisfaction and teaching performance of master teacher respondents. There is no significant relationship between level of master teachers performance and level of job satisfaction since the computed value of X2 is equal to 7.362 which is lower than the tabular value of x2 which is 9.488. CONCLUSION In the light of the foregoing findings, the following conclusions are drawn: 1. The demographic profile of master teacher respondents revealed that majority of them belonged to ages 51 - 55. Thus their sense of belongingness ranked no. 1 because they have worked and stayed long in the school, witnessing their co-teachers developed their own closeness in interpersonal relationship with one another have been established. 2. The teaching performance level of master teachers in terms of maintenance and motivation factors have earned them the respect of their colleagues which ranked number 1 in the survey. Thus, feeling of fulfillment inspire the master teachers to dedicate themselves in their work. They consider themselves as partners in molding the youths. 3. Master teachers consider staff development as an area for teachers training and enhancement of their leadership potentials. 4. Gender and civil status has significant relationship to teaching performance. However we can not conclude that only married teachers can teach effectively, because our teachers undergo training's and attend conferences for teaching and seminars for upgrading their teaching competencies. 5. There is no significant relationship between the level of teaching performance and job satisfaction among master teachers are already seasoned teachers and trained in the area of responsibilities, they may devote themselves in their work but not necessarily happy because the salary does not compensate their heavy responsibilities like supervising problem teachers. RECOMMENDATIONS In view of the findings and conclusions of this study, the following recommendations are offered: 1. Is is strongly recommended that school principals should take steps to promulgate and consistently implement policies, program for master teachers gearing towards excellent job performance. If the school principals observed that master teachers can effectively lead teachers and supervise them to teach effectively, an endorsement should be given. 2. Equal opportunities should be extended to master teachers should they qualify for administrative position. 3. Master teachers should be given added workshop activities in order to enhance their creative talents and leadership styles. In this way, they can use their knowledge and skills for the improvement of instruction and to assist the teachers. 4. Enhancing further the knowledge, skills, abilities, and competencies, master teachers in the areas of curriculum and pupil development through seminar workshops for quality education among students. 5. Master teachers should be given intensive training on research. 6. In the light of these findings, the following topics are suggested for further investigation: 6.1 A comparative study of the performance of master teachers I and II in another locale. 6.2 A comparative study of the pupil achievement of master teachers and regular classroom teachers. |
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| Physical description |
|
| Qualifying information |
|
| Record control number |
|
| 780 ## - PRECEDING ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| 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 |