Job satisfaction and work performance are crucially associated to an organization’s success. This study investigated the level of job satisfaction and teaching performance of 30 elementary school teachers in the Philippines. It also determined the relationships between job satisfaction, teaching performance, and the teachers’ socio-demographic profile. Data were collected through the validated research instruments which were divided into three parts: the personal profile of the teachers used to identify their sex, age, length of service, educational attainment, teaching position, and rank; teachers job satisfaction to measure supervision, colleagues, working conditions, pay, responsibility, work itself, advancement, security, and recognition; and teachers teaching performance used to measure teaching skills and strategies, classroom management, subject competence and professional growth, interpersonal relationship, and contribution to the total school development. Mean, frequency count, Pearson r, and Cramer V were the statistical tools used through Statistical Package of Social Sciences (SPSS). Findings revealed that teachers have high satisfaction with their job. Work itself and the career advancement were indicators that were most highly satisfied. However, teachers expressed dissatisfaction with supervision of the school. The supervisor that turns one teacher against another was the lowest indicator. It revealed that teachers are highly performing with their jobs especially in the aspect of interpersonal relationships. This study indicated that there were no significant relationships among teachers’ profile, job satisfaction, and teaching performance.
Job Satisfaction,Work Performance, Supervision, Teachers and Interpersonal relationship
This paper is presented in 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR)
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Cite this article:
Deslate, C.P. & Pallada, M.T. (2023). Examining the Link Between Job Satisfaction and Teaching Performance: A Correlational Analysis. Industry and Academic Research Review, 4 (1), 305-310.
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