9/30/23, 7:22 AM Teachers’ Job Satisfaction and Work Performance
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Open Journal of Social Sciences (journalarticles.aspx?journalid=2430) > Vol.7 No.8, August 2019 (home.aspx?issueid=12768#94433)
Teachers’ Job Satisfaction and Work Performance
Genelyn R. Baluyos (articles.aspx?searchcode=Genelyn+R.++Baluyos&searchfield=authors&page=1)1, Helen L. Rivera (articles.aspx?
searchcode=Helen+L.++Rivera&searchfield=authors&page=1)2, Esther L. Baluyos (articles.aspx?
searchcode=Esther+L.++Baluyos&searchfield=authors&page=1)1
1Misamis University, Ozamiz City, Philippines (articles.aspx?
searchcode=Misamis+University%2c+Ozamiz+City%2c+Philippines&searchfield=affs&page=1).
2DepEd, Division of Misamis Occidental, Philippines (articles.aspx?
searchcode=DepEd%2c+Division+of+Misamis+Occidental%2c+Philippines&searchfield=affs&page=1).
DOI: 10.4236/jss.2019.78015 (https://doi.org/10.4236/jss.2019.78015) PDF (//www.scirp.org/pdf/JSS_2019081914394588.pdf) HTML
(//www.scirp.org/journal/paperinformation.aspx?paperid=94433) XML (//www.scirp.org/xml/94433.xml) 13,445 Downloads
70,469 Views Citations (papercitationdetails.aspx?paperid=94433&JournalID=2430)
Abstract
Job satisfaction is a requirement for the work performance of the teacher. This study determined the relationship of teachers’ job satisfaction and their
work performance in the Division of Misamis Occidental during the school year 2018-2019. One hundred and four (104) school heads and three hundred
and thirteen (313) teachers responded to the study. The researcher used the descriptive-correlational research design; and the Teacher Job Satisfaction
Survey Questionnaire (TJSQ) and Individual Performance Commitment Review Form (IPCRF) as instruments. Mean, standard deviation, and Multiple
Regression Analysis were the statistical tools used. Findings revealed that the teachers were highly satisfied with their job, and their work performance
was very satisfactory. The satisfaction of teachers on school About
heads’ SCIRP (http://www.scirp.org/AboutUs/Index.aspx)
supervision and job security inversely affect the teachers’ work performance.
Schools have to be provided with the faculty lounge so teachers can talk freely on their well-being. Human Resource Department officers have to include
SCIRP News (http://www.scirp.org/news/Index.aspx)
in their teacher retention strategies the teachers’ welfare packages. Future researchers have to look into other factors that might predict the teachers’
work performance.
Submit your Manuscript (//papersubmission.scirp.org/login.jsp?
Keywords
sub=true&utm_campaign=submit&utm_source=www.scirp.org&utm_medium=bottom_submit_www)
Job Satisfaction (articles.aspx?searchcode=Job+Satisfaction&searchfield=keyword&page=1&skid=0), Performance (articles.aspx?
Sign up (http://papersubmission.scirp.org/users/showAddUser?
searchcode=+Performance&searchfield=keyword&page=1&skid=0), Security (articles.aspx?
utm_campaign=signup&utm_source=www.scirp.org&utm_medium=bottom_signup_www)
searchcode=+Security&searchfield=keyword&page=1&skid=0), Supervision (articles.aspx?
searchcode=+Supervision&searchfield=keyword&page=1&skid=0), Welfare (articles.aspx?
searchcode=+Welfare&searchfield=keyword&page=1&skid=0), Well-Being (articles.aspx?searchcode=+Well-
Being&searchfield=keyword&page=1&skid=0)
Share and Cite:
(/#facebook) (/#twitter) (/#linkedin) (/#sina_weibo)
(https://www.addtoany.com/share#url=https%3A%2F%2Fwww.scirp.org%2Fjournal%2Fpaperinformation.aspx%3Fpaperid%3D94433&title=Teachers%E2
Baluyos, G. , Rivera, H. and Baluyos, E. (2019) Teachers’ Job Satisfaction and Work Performance. Open Journal of Social Sciences, 7, 206-221. doi:
10.4236/jss.2019.78015 (https://doi.org/10.4236/jss.2019.78015).
1. Introduction
Job satisfaction plays an essential role in the overall commitment and productivity of the school organization. The teachers’ job satisfaction significantly
influenced their commitment to the organization. Teachers who are satisfied with the job are also committed to work in the organization. The more the
employers are satisfied in the job; the better is their participation and commitment to the organization [1] . The happy or satisfied feeling of the
teachers towards the organization affects the overall process in carrying their job, thus, contributes to the school success as a whole [2] .
https://www.scirp.org/journal/paperinformation.aspx?paperid=94433 1/21
,9/30/23, 7:22 AM Teachers’ Job Satisfaction and Work Performance
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 [3] . 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 [4] .
Job satisfaction had a positive effect on life satisfaction [5] . Motivation had a significant positive correlation with a willingness to stay with a job, while
extrinsic motivation, integrative motivation, and demotivation had a significant negative relationship with a desire to stay with the job. The results of
synchronous multi-variate regression indicated that six components of self-determined job motivations had multiple significant correlations with job
satisfaction and willingness to remain with job among female elementary school teachers [6] .
Male teachers are less satisfied than female teachers [7] . However, female teachers appeared to experience more personal accomplishment and job
satisfaction than male teachers. Similarly, in Delhi, job satisfaction significantly differed between male and female but no difference between institutions
[8] . Teachers who graduated from arts and sciences were found to have a higher level of personal accomplishment, and job satisfaction than teachers
who graduated from education [9] .
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 [10] . 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 [11] .
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 [12] .
About SCIRP (http://www.scirp.org/AboutUs/Index.aspx)
Job satisfaction is a significant influence on whether teachers are willing to encourage others to join the profession. Job demands were the most
SCIRP News (http://www.scirp.org/news/Index.aspx)
significant predictor in the model, while extrinsic motivations were the only negative predictor in each model [13] . Teachers were less willing to
encourage their
Submit your family members,
Manuscript including their children, while being more willing to promote either students or student teachers, to join the
(//papersubmission.scirp.org/login.jsp?
profession. Spirituality and general job satisfaction were moderately and positively correlated. Spirituality is related to job satisfaction for selected
sub=true&utm_campaign=submit&utm_source=www.scirp.org&utm_medium=bottom_submit_www)
teachers. However, it is not related to the general job satisfaction scale [14] . Job satisfaction is strongly associated with psychological aspects. Those
Signare
who up satisfied
(http://papersubmission.scirp.org/users/showAddUser?
with the job are also emotionally adaptive and satisfactorily enjoyed [4] . Teachers from six universities in Shenyang, China had a
utm_campaign=signup&utm_source=www.scirp.org&utm_medium=bottom_signup_www)
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 [15] .
The grade level taught revealed a moderate difference in job satisfaction perceptions. The most satisfied teachers are teaching from high school, while
the least satisfied are coming from middle school level. As the years of teaching experience increases, the level of job satisfaction decreases [16] .
The innovative role of a teacher as facilitator in the classroom is different from the part of the controller and organizer of all activities that s/he plays in
a traditional class. Facilitation involves lowering the teacher’s authority by endowing more powers to learners for more initiative and responsibility. In
the conventional teacher-fronted classroom, the learner is always under the firm control of the teacher who decides what to do, while in a learner-
centered classroom, the teacher instead, a facilitator is expected to let go of some of his or her power. Learner-centeredness allows the learner higher
authority to do most of the activities of the lesson [17] .
The quality of the performance of the licensed teachers in planning the lesson was low. The license or certificate that they have does not guarantee an
increase in the teachers’ teaching performance, especially in lesson planning [18] . In Central Java province, the variables competence, motivation, and
innovativeness had a positive and significant impact on performance variables. The most dominant factor affecting the performance and innovation of
mathematics teachers is competence [19] . The teachers’ performance improved through attitude modification, work motivation, and favorable
organizational culture in schools [20] .
https://www.scirp.org/journal/paperinformation.aspx?paperid=94433 2/21
, 9/30/23, 7:22 AM Teachers’ Job Satisfaction and Work Performance
Teacher’s satisfaction is crucial for better teaching performance. Results showed that excellent teachers had low satisfaction in terms of “personal
growth” and “supervision” [21] . 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 [22] .
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 [23] .
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 [24] .
In public primary schools of Calabar, a study revealed that head teachers’ decision-making strategy and leadership style have a significant influence on
teachers’ task performance in the sampled schools. Also, head teachers’ communication skills significantly relate to teachers’ task performance in the
area. Proper managerial behavior to boost teachers’ morale towards high task performance has to be adopted [25] . [26] found that differences and
relationships exist between teachers and principals in terms of how much they believe specific leadership practices influence school performance.
Principals tend to see challenging teachers’ past beliefs about their work and assumptions about students as a more influential leadership practice
concerning school performance. While both teachers and principals feel that providing individual support is essential, only principals believe that building
vision is necessary.
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 [27] .
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
About SCIRP (http://www.scirp.org/AboutUs/Index.aspx)
[28] . However, educational attainment and experience are the most important factors for predicting success as an administrator in higher education
[29] . Job enrichment has to include not only the knowledge, experience,
SCIRP Newsand (http://www.scirp.org/news/Index.aspx)
skills of administrators but the context and working conditions of
employees.
Submit your Manuscript (//papersubmission.scirp.org/login.jsp?
High-performance work systems, directly and indirectly influence teachers’ in-role performance and extra-role behavior through the mediation of the
sub=true&utm_campaign=submit&utm_source=www.scirp.org&utm_medium=bottom_submit_www)
quality of working life. Quality of working life is an essential conduit of the relationships between high-performance work systems and employee’s work
Sign up (http://papersubmission.scirp.org/users/showAddUser?
behaviors [30] . Structural relationships among learning-organization culture, self-efficacy, work engagement, and job performance in Korean workforce
utm_campaign=signup&utm_source=www.scirp.org&utm_medium=bottom_signup_www)
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 [31] .
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 [32] . 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 [33] .
Many professions are considered delicate and challenging. Some teachers were afraid that they did not have the skills necessary for teaching children
[34] . 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 [35] . Thus, managing a classroom is a must skill introduced in as early as practice teaching.
A study that assessed the relationship between teacher retention and job security in private secondary schools in Ogun state, Nigeria revealed that
retention strategies and job security were related significantly in private secondary schools [36] . The empathetic concern of the selected principals had
contributed positively to the work performance of teachers. Rewards and punishment did not impact to the improved performance of teachers. Teachers
https://www.scirp.org/journal/paperinformation.aspx?paperid=94433 3/21
(//www.scirp.org)
(/journal/openaccess.aspx)
Home (../index.aspx) > Journals (index.aspx) > Article
Search Title, Keywords, Author, etc.
Open Journal of Social Sciences (journalarticles.aspx?journalid=2430) > Vol.7 No.8, August 2019 (home.aspx?issueid=12768#94433)
Teachers’ Job Satisfaction and Work Performance
Genelyn R. Baluyos (articles.aspx?searchcode=Genelyn+R.++Baluyos&searchfield=authors&page=1)1, Helen L. Rivera (articles.aspx?
searchcode=Helen+L.++Rivera&searchfield=authors&page=1)2, Esther L. Baluyos (articles.aspx?
searchcode=Esther+L.++Baluyos&searchfield=authors&page=1)1
1Misamis University, Ozamiz City, Philippines (articles.aspx?
searchcode=Misamis+University%2c+Ozamiz+City%2c+Philippines&searchfield=affs&page=1).
2DepEd, Division of Misamis Occidental, Philippines (articles.aspx?
searchcode=DepEd%2c+Division+of+Misamis+Occidental%2c+Philippines&searchfield=affs&page=1).
DOI: 10.4236/jss.2019.78015 (https://doi.org/10.4236/jss.2019.78015) PDF (//www.scirp.org/pdf/JSS_2019081914394588.pdf) HTML
(//www.scirp.org/journal/paperinformation.aspx?paperid=94433) XML (//www.scirp.org/xml/94433.xml) 13,445 Downloads
70,469 Views Citations (papercitationdetails.aspx?paperid=94433&JournalID=2430)
Abstract
Job satisfaction is a requirement for the work performance of the teacher. This study determined the relationship of teachers’ job satisfaction and their
work performance in the Division of Misamis Occidental during the school year 2018-2019. One hundred and four (104) school heads and three hundred
and thirteen (313) teachers responded to the study. The researcher used the descriptive-correlational research design; and the Teacher Job Satisfaction
Survey Questionnaire (TJSQ) and Individual Performance Commitment Review Form (IPCRF) as instruments. Mean, standard deviation, and Multiple
Regression Analysis were the statistical tools used. Findings revealed that the teachers were highly satisfied with their job, and their work performance
was very satisfactory. The satisfaction of teachers on school About
heads’ SCIRP (http://www.scirp.org/AboutUs/Index.aspx)
supervision and job security inversely affect the teachers’ work performance.
Schools have to be provided with the faculty lounge so teachers can talk freely on their well-being. Human Resource Department officers have to include
SCIRP News (http://www.scirp.org/news/Index.aspx)
in their teacher retention strategies the teachers’ welfare packages. Future researchers have to look into other factors that might predict the teachers’
work performance.
Submit your Manuscript (//papersubmission.scirp.org/login.jsp?
Keywords
sub=true&utm_campaign=submit&utm_source=www.scirp.org&utm_medium=bottom_submit_www)
Job Satisfaction (articles.aspx?searchcode=Job+Satisfaction&searchfield=keyword&page=1&skid=0), Performance (articles.aspx?
Sign up (http://papersubmission.scirp.org/users/showAddUser?
searchcode=+Performance&searchfield=keyword&page=1&skid=0), Security (articles.aspx?
utm_campaign=signup&utm_source=www.scirp.org&utm_medium=bottom_signup_www)
searchcode=+Security&searchfield=keyword&page=1&skid=0), Supervision (articles.aspx?
searchcode=+Supervision&searchfield=keyword&page=1&skid=0), Welfare (articles.aspx?
searchcode=+Welfare&searchfield=keyword&page=1&skid=0), Well-Being (articles.aspx?searchcode=+Well-
Being&searchfield=keyword&page=1&skid=0)
Share and Cite:
(/#facebook) (/#twitter) (/#linkedin) (/#sina_weibo)
(https://www.addtoany.com/share#url=https%3A%2F%2Fwww.scirp.org%2Fjournal%2Fpaperinformation.aspx%3Fpaperid%3D94433&title=Teachers%E2
Baluyos, G. , Rivera, H. and Baluyos, E. (2019) Teachers’ Job Satisfaction and Work Performance. Open Journal of Social Sciences, 7, 206-221. doi:
10.4236/jss.2019.78015 (https://doi.org/10.4236/jss.2019.78015).
1. Introduction
Job satisfaction plays an essential role in the overall commitment and productivity of the school organization. The teachers’ job satisfaction significantly
influenced their commitment to the organization. Teachers who are satisfied with the job are also committed to work in the organization. The more the
employers are satisfied in the job; the better is their participation and commitment to the organization [1] . The happy or satisfied feeling of the
teachers towards the organization affects the overall process in carrying their job, thus, contributes to the school success as a whole [2] .
https://www.scirp.org/journal/paperinformation.aspx?paperid=94433 1/21
,9/30/23, 7:22 AM Teachers’ Job Satisfaction and Work Performance
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 [3] . 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 [4] .
Job satisfaction had a positive effect on life satisfaction [5] . Motivation had a significant positive correlation with a willingness to stay with a job, while
extrinsic motivation, integrative motivation, and demotivation had a significant negative relationship with a desire to stay with the job. The results of
synchronous multi-variate regression indicated that six components of self-determined job motivations had multiple significant correlations with job
satisfaction and willingness to remain with job among female elementary school teachers [6] .
Male teachers are less satisfied than female teachers [7] . However, female teachers appeared to experience more personal accomplishment and job
satisfaction than male teachers. Similarly, in Delhi, job satisfaction significantly differed between male and female but no difference between institutions
[8] . Teachers who graduated from arts and sciences were found to have a higher level of personal accomplishment, and job satisfaction than teachers
who graduated from education [9] .
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 [10] . 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 [11] .
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 [12] .
About SCIRP (http://www.scirp.org/AboutUs/Index.aspx)
Job satisfaction is a significant influence on whether teachers are willing to encourage others to join the profession. Job demands were the most
SCIRP News (http://www.scirp.org/news/Index.aspx)
significant predictor in the model, while extrinsic motivations were the only negative predictor in each model [13] . Teachers were less willing to
encourage their
Submit your family members,
Manuscript including their children, while being more willing to promote either students or student teachers, to join the
(//papersubmission.scirp.org/login.jsp?
profession. Spirituality and general job satisfaction were moderately and positively correlated. Spirituality is related to job satisfaction for selected
sub=true&utm_campaign=submit&utm_source=www.scirp.org&utm_medium=bottom_submit_www)
teachers. However, it is not related to the general job satisfaction scale [14] . Job satisfaction is strongly associated with psychological aspects. Those
Signare
who up satisfied
(http://papersubmission.scirp.org/users/showAddUser?
with the job are also emotionally adaptive and satisfactorily enjoyed [4] . Teachers from six universities in Shenyang, China had a
utm_campaign=signup&utm_source=www.scirp.org&utm_medium=bottom_signup_www)
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 [15] .
The grade level taught revealed a moderate difference in job satisfaction perceptions. The most satisfied teachers are teaching from high school, while
the least satisfied are coming from middle school level. As the years of teaching experience increases, the level of job satisfaction decreases [16] .
The innovative role of a teacher as facilitator in the classroom is different from the part of the controller and organizer of all activities that s/he plays in
a traditional class. Facilitation involves lowering the teacher’s authority by endowing more powers to learners for more initiative and responsibility. In
the conventional teacher-fronted classroom, the learner is always under the firm control of the teacher who decides what to do, while in a learner-
centered classroom, the teacher instead, a facilitator is expected to let go of some of his or her power. Learner-centeredness allows the learner higher
authority to do most of the activities of the lesson [17] .
The quality of the performance of the licensed teachers in planning the lesson was low. The license or certificate that they have does not guarantee an
increase in the teachers’ teaching performance, especially in lesson planning [18] . In Central Java province, the variables competence, motivation, and
innovativeness had a positive and significant impact on performance variables. The most dominant factor affecting the performance and innovation of
mathematics teachers is competence [19] . The teachers’ performance improved through attitude modification, work motivation, and favorable
organizational culture in schools [20] .
https://www.scirp.org/journal/paperinformation.aspx?paperid=94433 2/21
, 9/30/23, 7:22 AM Teachers’ Job Satisfaction and Work Performance
Teacher’s satisfaction is crucial for better teaching performance. Results showed that excellent teachers had low satisfaction in terms of “personal
growth” and “supervision” [21] . 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 [22] .
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 [23] .
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 [24] .
In public primary schools of Calabar, a study revealed that head teachers’ decision-making strategy and leadership style have a significant influence on
teachers’ task performance in the sampled schools. Also, head teachers’ communication skills significantly relate to teachers’ task performance in the
area. Proper managerial behavior to boost teachers’ morale towards high task performance has to be adopted [25] . [26] found that differences and
relationships exist between teachers and principals in terms of how much they believe specific leadership practices influence school performance.
Principals tend to see challenging teachers’ past beliefs about their work and assumptions about students as a more influential leadership practice
concerning school performance. While both teachers and principals feel that providing individual support is essential, only principals believe that building
vision is necessary.
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 [27] .
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
About SCIRP (http://www.scirp.org/AboutUs/Index.aspx)
[28] . However, educational attainment and experience are the most important factors for predicting success as an administrator in higher education
[29] . Job enrichment has to include not only the knowledge, experience,
SCIRP Newsand (http://www.scirp.org/news/Index.aspx)
skills of administrators but the context and working conditions of
employees.
Submit your Manuscript (//papersubmission.scirp.org/login.jsp?
High-performance work systems, directly and indirectly influence teachers’ in-role performance and extra-role behavior through the mediation of the
sub=true&utm_campaign=submit&utm_source=www.scirp.org&utm_medium=bottom_submit_www)
quality of working life. Quality of working life is an essential conduit of the relationships between high-performance work systems and employee’s work
Sign up (http://papersubmission.scirp.org/users/showAddUser?
behaviors [30] . Structural relationships among learning-organization culture, self-efficacy, work engagement, and job performance in Korean workforce
utm_campaign=signup&utm_source=www.scirp.org&utm_medium=bottom_signup_www)
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 [31] .
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 [32] . 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 [33] .
Many professions are considered delicate and challenging. Some teachers were afraid that they did not have the skills necessary for teaching children
[34] . 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 [35] . Thus, managing a classroom is a must skill introduced in as early as practice teaching.
A study that assessed the relationship between teacher retention and job security in private secondary schools in Ogun state, Nigeria revealed that
retention strategies and job security were related significantly in private secondary schools [36] . The empathetic concern of the selected principals had
contributed positively to the work performance of teachers. Rewards and punishment did not impact to the improved performance of teachers. Teachers
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