Correlation of Job Satisfaction and Job Performance of Teachers in Manila

Correlation of Job Satisfaction and Job
Performance of Selected Teachers in a

Public High School in Manila
Submitted by:
Balagso, Ma. Tricia Nhela S.
Camantigue, Kyle Andrea M.
Evangelista, Thez Gereva G.
Miano, Janzyn Gae DC.
Ramajo, Alysis Chris Neil R.
Santiago, Thea Marie C.
BS PSYCHOLOGY 3-1
Submitted to:
Dr. Ma. Dolores Patag
Table of Contents
Page
ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Chapter I: Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Scope and Limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Chapter II: Review of Related Literature. . . . . . . . . . . . . . . . . . . . . . . 56
Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Chapter III: Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
66
Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
66
Research Locale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Sample and Sampling Technique . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Instrumentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Data Gathering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Statistical Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
70
Chapter IV: Results and Discussion. . . . . . . . . . . . . . . . . . . . . . . . . .
72
Chapter V: Conclusions and Recommendations . . . . . . . . . . . . . . .
94
Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
94
Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
99
Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Statement of Consent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Tarpaulin Layout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
104
Raw Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
105
Curriculum Vitae . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
106
List of Tables and Figures

FIGURE/TABLE
NO.
TITLE
PAG
E
Figure 2.1
Correlation of Job Satisfaction and Job Performance
64
Table 3.1
Correlation Interpretation Guide
71
Table 4.1
Job Satisfaction Level Per Category
72
Table 4.2
Mean of the Items in every aspect of Job Satisfaction
75
Table 4.3
Overall Numerical Ratings of the Performance of the

teachers in 2014
76
Figure 4.1
Pay Satisfaction and Job Performance
77
Table 4.4
Pay Satisfaction and Performance
78
Figure 4.2
Satisfaction on Promotion and Job Performance
79
Table 4.5
Satisfaction on Promotion and Job Performance
79
Figure 4.3
Supervision Satisfaction and Performance Ratings
80
Table 4.6
Satisfaction on Supervision and Job Performance
81
Figure 4.4
Satisfaction on Fringe Benefits and Performance

Ratings
82
Table 4.7
Satisfaction on Fringe Benefits and Job Performance
82
Figure 4.5
Table 4.8
Figure 4.6
Table 4.9
Satisfaction on Contingent Rewards and Job

Performance
Satisfaction on Contingent Rewards and Job
Performance
Satisfaction on Operating Conditions and Job
Performance
Satisfaction on Operating Conditions and Job
Performance
83
83
85
85
Figure 4.7
Satisfaction with Co-workers and Job Performance
86
Table 4.10
Satisfaction with Co-workers and Job Performance
87
Figure 4.8
Table 4.11
Satisfaction with the Nature of Work and Job

Performance
Satisfaction with the Nature of Work and Job
Performance
88
89
Figure 4.9
Satisfaction on Communication and Job Performance
90
Table 4.12
Satisfaction on Communication and Job Performance
90
Figure 4.10
Overall Job Satisfaction and Job Performance
92
Table 4.13
Overall Job Satisfaction and Job Performance
92
Job Satisfaction and Job Performance
47
ABSTRACT
The main purpose of this study is to know the effect of job satisfaction with
job performance of teachers. The researchers divided job satisfaction into nine
aspects namely: pay, promotion, supervision, fringe benefits, contingent rewards,
operating conditions, co-workers, nature of work, and communication. There are
thirty-five (35) total number of respondents which are teachers II and III from
Manila High School. The researchers used the Job Satisfaction Survey by
Spector (2011) and the Performance Appraisal System for Teachers (PAST) to
measure the said variables. To find the correlation of the variables, Pearson
Correlation Coefficient r was used. The research design used by the researchers
is Descriptive research design, specifically survey. The study also used
Correlational Research strategy. The computed r for the significant relationship
between the two variables is 0.18 which is a negligible correlation. Therefore, the
hypothesis that there is no significant relationship between job satisfaction, either
low or high, and job performance of the teachers under public high schools with
regular curriculum is accepted.
CHAPTER I
INTRODUCTION
One of the most respected professions in the world is being a teacher.
Teachers, as the core facilitators of learning, mold the society's individuals in
hope for them to be successful. They are part of the development of the
characteristic of a person. For learning to take place, the competencies of the
49
teachers should be taken into consideration. A teacher's performance can

provide a key factor in steering an individual's success that may also relate to the
society's improvement. The quality of their performance is associated with many
factors. Some of the factors that can affect or influence the teachers
performance are subject mastery, attitude, teaching methods, benefits or rewards
received, and importantly, job satisfaction (Usop et al, 2013).
Theoretically, if a person is not satisfied with his or her work, there is a
tendency for him or her to be not committed and productive in work. Workers
feelings and attitude to what they do affects their performances and more
importantly, the organizations performance. One component under study for an
organizations efficiency is job satisfaction. Most companies believe that a
satisfied employee is a productive worker. According to a meta-analysis,
employees that are satisfied with their job are more likely to attend work, perform
well and engage in a helpful behavior and tend to be committed to the
organization (Aamodt, 2012).
Job Satisfaction can have many facets, namely; pay, promotion,
opportunities, etc. It is also defined in different ways. Some employees might
perceive his work as enjoyable because he likes what he do which depends on
his preference, this is called the Individual difference theory. This states that the
inconsistency of employees perception to job satisfaction is due to their
individual differences and personal tendencies to enjoy one thing and not enjoy
another (Aamodt, 2012). Though job satisfactions definition is versatile, the most
used and widely accepted definition of it is by Locke, in which he defines it as a
50
pleasurable emotional state resulting from the appraisal of ones job; an affective
reaction to ones job; and an attitude towards ones job (Kumpari and Pandey,
2011). This definition encompasses the individuals affect or feeling, behavior and
cognition towards his job. In addition, this definition simply suggests that an
individuals feelings, beliefs and behavior affect his attitude toward his job.
Throughout the history, job satisfaction and its relationship to job
performance has been studied comprehensively by experts. In some studies, it
states that the correlation between the two is illusory. On the other hand, some
recent studies states that the two tend to have a high relationship in complex jobs
than jobs that are less complex. Therefore, job satisfaction can be a predictive
factor for the performance of employees with professional jobs (Saari and Judge,
2004) such as teaching.
There was a hearsay that a high schools National Achievement Test
(NAT) ranking is due to the performance of the teachers on their job. Initially, the
researchers were aiming to find the trend of the two variables, but further
consideration resulted to disconnecting actual teachers performance with NAT.
This lead the researchers to focus on the Performance Appraisal System for
Teachers (PAST) in relation to their Job Satisfaction Survey results. In which the
teachers actual performance, measured by PAST approved by the Division of
City Schools and are rated by their immediate supervisor. This provides a reliable
source of performance rating data. High school teachers were preferred over
college professors due to availability of their time. Manila High School, the only
51
public high school within Intramuros, is geographically near the researchers

location which made it a highly suggested respondent for data gathering.
Job satisfaction anchors from pay, promotion, supervision, fringe benefits,
contingent rewards, operating conditions, coworkers, nature of work and
communication which public high schools offer differently from private schools.
This research chose to operate in a public setting since it reportedly entices
teachers to prefer public schools despite the major difference in facilities.
The relationship between the teachers' satisfaction and performance may
serve as a stepping stone in identifying factors that may facilitate in improving the
system of the public high schools in the Philippine setting.
STATEMENT OF THE PROBLEM

The main purpose of this study is to know the effect of job satisfaction with
job performance of teachers and to answer the following specific questions:
1. What is the level of satisfaction of the respondents in Manila High School
(MHS) in terms of:
a. Pay
b. Promotion
c. Supervision
d. Fringe benefits
e. Contingent Rewards
f. Operating Conditions
g. Coworkers
h. Nature of Work
i. Communication
2. What is the rating of the respondents in terms of job evaluation in MHS?
3. Is there a significant relationship between job satisfaction and job
performance of teachers from the participating public high school?
52
HYPOTHESIS
The research hypothesis raised in this study was tested at 0.05 level of
significance:
Null Hypothesis (Ho): Job satisfaction of teachers, either low or high, has
no significant effect on the job performance of teachers under public high
school with regular curriculum. In a case of which:
1. Low job satisfaction of teachers yield low performance.
2. High job satisfaction of teachers yields high performance.
Alternative Hypothesis (Ha): Job satisfaction of teachers, either low or
high, has a significant effect on the job performance of teachers under
public high school with regular curriculum.
SIGNIFICANCE OF THE STUDY

This study mainly aims to identify the relationship between job satisfaction
and job performance to assist and provide another area of consideration in
improving the performance of teachers. The findings of this study can provide an
insight to the following:
The school administrators of the public high school could employ different
strategies that could improve the level of satisfaction of the teachers in aim of
increasing the teachers performance and eventually the schools overall
performance as well.
53
The school might be able to find flaws regarding their policies towards the
different factors such as pay, promotion, supervision, fringe benefits, contingent
rewards, operating conditions, coworkers, nature of work and communication.
The authorities responsible for making the school policies may use the
data as bases for policy - making and program planning for secondary education
schools which will promote work performance and job satisfaction of teachers
towards better education. They may also take time in reviewing and/or revising
the rules and regulations in schools so that the teachers satisfaction could be
improved and therefore, could also improve their performance.
The teachers would be aware of the factors that affect their job
performance. They would also be able to find out their strengths and
weaknesses, like in the areas in which they are satisfied and not satisfied. They
would be able to enhance and maintain their strengths and to diminish their
weaknesses with the help of their co-workers and supervisor.
The Human Resource Management could benefit from this by having an
idea on which factors they should focus on in improving the satisfaction of the
teachers.
The future researchers could use the data gathered to support further
studies.
SCOPE AND LIMITATION
54
This study focused on the probability of a relationship of job satisfaction

and job performance in the Philippine setting. The results of the validated JSS
(Job Satisfaction Survey) and the Performance Appraisal System for Teachers
(PAST) of a public high school were used as a representation of the relationship
between the two aforementioned variables.
The participants supposedly shall come from two selected public high
schools of Manila, since they are following the same protocol mandated under
the same public officials. Due to certain circumstances, the researchers were not
able to get the necessary data of the other public school. With this, the
participants of the study will only be coming from one public high school which is
Manila High School.
The data gathered in this study is only used as a representation of the
correlation of job satisfaction and job performance in public high schools of
Manila, Philippines. Further study is still needed to provide specific information
about the intricacies of job satisfaction and its effect on job performance among
the public high school teachers. Also, the participants were teacher II and III only
for teacher I are the respondents in pilot testing for the instrument used (Job
Satisfaction Survey). Master teachers were not included because of the
unavailability of schedule.
DEFINITION OF TERMS
Job Performance Overall expected value of how well a teacher execute the
given work related activities over a period of time
55
Job Satisfaction A pleasurable emotional state resulting from the appraisal of

ones job; an affective reaction to ones job; and an attitude towards ones job
(Kumpari and Pandey, 2011)
Pay The amount of money or compensation the teacher receives for work
performed
Promotion Opportunities of the teachers to be raised into a higher position
Supervision Administering of the teacher
Fringe benefits Additional benefits that the teacher receives
Contingent Rewards The appreciation, recognition, and rewards the teacher
receives in return for her good work
Operating Conditions Rules and practices that the teacher follows
Coworkers The people with whom the teacher works with
Nature of Work The tasks assigned and done by the teacher
Communication The process by which information is exchanged between the
teachers within the organizations
56
CHAPTER II
REVIEW OF RELATED LITERATURES
This chapter presents a review of related literatures and studies as well as
subject matters relevant to job performance and job satisfaction. The following
related literatures gave necessary data for contrast or complement of this
research. A number of literatures have shown support to the null hypothesis of
this research while a few of the shown significance of the said variables.
JOB SATISFACTION
Many organizations are concerned in increasing an employees job
satisfaction in an attempt to predict some important behaviors shown in work
such as performance, absenteeism, turnover, etc. Several studies have shown
that job satisfaction is influenced by demographic values like gender and age, or
tenure or level of education, and the level of income (Al-Zoubi, 2012).
Dr. Al-zoubi concluded that salary influences job satisfaction if other job
characteristics are positive or rather satisfactory. For that reason, increasing the
salary of a worker may not influence his or her satisfaction in work unless other
job characteristics are also improved or enriched. In addition, he cited one study
which stated that an employees salary is a secondary variable that is
dependent and its impact may be limited when the work quality is
unsatisfactory. This means that salary has only a minimal influence on job
satisfaction. In addition, when an employees position in a company is
considered, there is a strong link with job satisfaction. Therefore, a workers
position in an organization tends to make a worker feel proud with their
57
professional achievements. For instance, one related study found that professors
in universities with high salary income have low job satisfaction compared with
other jobs because they think that those who work in the industry earn more than
them. In other words, salary is not the only factor that can increase job
satisfaction level in the organization. If a company aims a long term satisfaction
in employees, other job characteristic must also be improve.
One study conducted in the University of Punjab showed that the
university teachers job satisfaction is significantly related with their pay
satisfaction. For university teachers, economic reward is one of the factors that
influence their satisfaction towards their job and eventually affects their
performance quality. Furthermore, the work culture or workplace milieu also has
an important influence on improving the satisfaction and performance of the
teachers (Nasir et. al, 2012). This study also showed that several demographic
profile of an individual like age, gender, and position plays an important role
in evaluating an individuals satisfaction. On a related study regarding job
satisfaction and demographic variables, it was mentioned that there was either a
positive or negative correlation between an employees job satisfaction and some
demographic variables such as sex, age, and educational attainment
(Tabatabaei, 2013).
At this point of time, educators, aside from having the duty of giving
eminence education, are now faced up to various regulatory requirements which
causes them to perform several responsibilities due to the implementation of K12. Their satisfaction is as important as their job performances are. Over the
58
years, several studies have struggled to determine the factors that affect job
satisfaction. Some consider pay as the main factor for job satisfaction while
others found factors such as promotion, recognition of work and employees
loyalty. A study conducted in the banking industry of Bahalwapur identified
different factors affecting job satisfaction of the employees and examined how
these factors impact the employees satisfaction. This study found that
organizational policy and strategy, nature of work, communication, job stress and
employee personality has a significant relationship with employees job
satisfaction. Moreover, the study concludes that effective communication
between co-workers and supervisors is significantly associated with employees
job satisfaction (Saleem, et.al, 2013).
Teachers can perform efficiently their function as knowledge providers if
they are constantly updated with the issues and trends concerning their field of
specialization. Information like this can be attained through appropriate learning
and development programs an organization must provide. Bay, An, and Laguador
(2014) conducted a study in an Asian university to test the relationship between
organizational satisfaction and work engagement of the teachers. Their study has
showed that the faculty members were satisfied with the opportunities that the
university provides and with the amount of responsibility they received which is
based on their capabilities. Furthermore, this research has found that recognition
from the superiors can boost an employees interest and motivation to execute
an outstanding performance. Their satisfaction with the said factor would lead to
59
various positive attitudes in the work place such as having harmonious

relationship with co-workers.
Dedication in work also makes an employee proud and finds meaning and
purpose with their job. According to recently discussed study, it is already part of
the characteristics of the faculty members towards teaching profession. They
commit themselves to share their utmost knowledge through their unwavering
effort in transforming the attitude and behaviors of the learners for their benefit
and also, for the university. Moreover, relationship between organizational
satisfaction and work engagement among the employees of the university is
highly significant. This finding implies that the higher the organizational
satisfaction of the employees, there is a possibility of obtaining higher work
engagement level (Bay, et. al, 2014).
JOB PERFORMANCE
Buchanan as mentioned by Usop, Kadtong and Usop (2013) defined
individual performance with three factors: motivation, ability and work
environment. For instance, if an employee lacks ability, the supervisor could give
proper training to improve it. Same goes with the lack of work environment, the
supervisor could provide materials and information needed to promote higher
performance. Improving motivation would be challenging for the supervisor
because individual behavior is a complex phenomenon. Therefore, motivation
also plays an important role because of its intangible nature and its effect on the
performance of an individual.
60
Competencies of an individual with its complex construct could have many

different antecedents. Fernandez (2012) has found that teachers from Pasay
City, Dasmarias in Cavite, Rio Tuba in Palawan has very high competencies. In
relation to their socio-demographic profile (gender and educational background),
it was revealed that there is no significant relationship with the teachers
competencies. In contrast, teachers competence is significantly related to
teaching experience, salary and performance rating. Moreover, the learners
performance shows no significant relationship with the teachers competence.
In a related study of Ramos cited by Diaz (2013), it stated that one factor
that predicts teaching performance is the Licensure Examination (LET) for
teachers. In the Philippine educational setting, Licensure Examination for
Teachers or LET, authorized by the Philippine government in 1996, is part of
guaranteeing a good quality of teaching performance. Generally, graduates of
teacher education courses who passed the LET are technically and
academically acknowledged as professional. Furthermore, a study conducted in
Philippine Normal University, opposes Ramos claims. The results of the research
showed that LET score does not predicts teaching performance (Diaz, 2013). In
other words, teachers who scored high in LET does not automatically mean that
they will have high teaching performance. Although there is a weak relationship
with LET score and teaching performance, this does not mean that the claim
should be discarded.
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RELATIONSHIP OF JOB SATISFACTION AND JOB PERFORMANCE

Usop, Kadtong and Usop (2013) cited Factors study wherein he
described three major theoretical perspectives of the relationship of the two
variables. His hypotheses are: (1) satisfaction leads to performance; (2) other
variables moderates the relationship of job satisfaction and job performance; and
(3) performance leads to satisfaction.
Job satisfaction and job performance has a circular relationship which
indicates that if the job satisfaction is high therefore job performance is also high
and vice versa. Productivity has many underlying facets that can cause the
correlation between job satisfaction to be existent but also can be negligible.
According to the study of Pedro (2005), results has shown that there is a
significant moderate correlation especially in the internal employee rating and job
satisfaction. This means that even if the employees are satisfied or dissatisfied
with their jobs, they will still carry on performing their duties and responsibilities. A
more complete understanding of the significance of the relationship of job
satisfaction and job performance requires a deeper investigation in which other
factors were considered. Usop, Kadtong and Usop (2013) attempted to find the
relationship of the work performance and job satisfaction of public elementary
teachers in Cotabato City, Philippines and also focused on the respondents
demographic profile such age, educational attainment, etc. Typically, the teachers
who are satisfied with the work given to them displays high level of performance
and lower levels of stress and anxiety. Furthermore, their study concluded that
the teachers tend to develop and maintain high level of performance as long as
62
they are satisfied with their job. Their demographic profile also has a significant
relationship with their performance. Age, highest educational attainment and
length of service have an effect on job satisfaction.
Teachers were often considered as a specific sample of employees, who
have different operating conditions and experience higher levels of work related
stress in comparison with typical organizations employees (De Nobile &
McCormick, 2005; Klassen et al., 2010a). Unlike typical organizations
employees, teachers have many various responsibilities. They are expected to
educate students, insure their safety and healthy atmosphere, communicate and
collaborate with parents, other teachers, specialists and administrators, develop
their own skills and knowledge, administer documents, organize school trips and
complete a number of other tasks provided by the government and school
administration. Many times, teachers meet problematic students of various ages
or difficult and imperative parents. Those interactions require communication,
problem solving, and conflict managing skills. Challenges in teachers work that
require emotional and intellectual resources may sometimes lead to burnout,
depression or other physical and psychological health related issues (Chang,
2011). It is obvious that teachers differ from typical employees in various ways.
Therefore, instruments that usually measure such job satisfaction dimensions as
appreciation, communication, coworkers, fringe benefits, job conditions, nature of
work, organization itself, organizations policies and procedures, pay, personal
growth, promotion opportunities, recognition, security, supervision may not
always match with teachers job satisfaction aspects (Spector, 2011).
63
In understanding the inner modalities of teachers in performing their

teaching roles, the theory on self-efficacy, as postulated by Albert Bandura in his
Social Cognitive Theory may be best used to predict teachers performance.
Bandura (Chang et al., 2011) defines self-efficacy as a personal belief to
accomplish tasks. In his theory, people who have higher self-efficacy are believed
to perform better in their tasks primarily because they see the difficulties of the
tasks as challenges to overcome and not as deterrent hindrances in their lives.
Nonetheless, on the second level, the findings of the study highlight the
predictive value of self-efficacy in the job performance of teachers. The results of
the hierarchical regression model which included self-efficacy as a predictor had
a significant effect on the performance of faculty members. Similar to the study of
Chang et al. (2011), self-efficacious teachers perceive they have more mastery of
their subject matters, believe they have more command towards the instructional
methodologies and resources they use for class, and can better identity the
requirements of their students which make them perform better. Likewise,
students with highly efficacious teachers are more motivated and responsive in
class (Erdem & Demirel, 2007; Hynes, 2011) and learn better (Olayiwola, 2005;
Hynes, 2011). This finding suggests that self-efficacy and not commitment is
what predicts the performance for faculty members.
In other words, an employee who performs well in an organization will
receive absolute rewards which can lead to his satisfaction while the employee
who elicits poor performance might receive few rewards. This employee who
performs poorly will be less fulfilled causing negative attitude towards work that
64
can disturb the ordinary operations and might handle client clumsily. They might
also practice poor safety practices and get accountable for accidents. The reason
for this is that the worker is not focused or the attention is away on the task at
hand.
CONCEPTUAL FRAMEWORK
One key force affecting the organization is people. An organization cannot

function properly without competent employees. One may have a high
satisfaction but we may not be sure if that person may also have a high
performance or vice versa. This conceptual framework presents the correlation of
job satisfaction and job performance of teachers. It shows how each small
component such as pay, fringe benefits, operating conditions, supervision, coworkers, communication, contingent rewards, promotion and nature of work is
being merged into one big concept which is job satisfaction. Same goes for job
65
performance which has PAST, Performance Appraisal System for Teachers, as its
aspect. It being a system means that it is a group of related parts that work
together to build up or function as one variable which is in this case, job
performance. The funnel relationship chart is not only best used when showing
how parts merged into one huge concept but also with filtering components that
are not really useful or that important (Microsoft Word, 2010). The left-right arrow
in Fig.1 shows that the relationship between job satisfaction and job performance
may affect one another.
66
CHAPTER III
METHODOLOGY
This chapter intends to present the following: research design, samples of
the study, instrumentation, data gathering procedure and statistical analysis.
RESEARCH DESIGN
This study used a descriptive research design, specifically survey.
Descriptive strategy can be defined as a technique wherein the used variables
were observed as "they exist naturally" (Gravetter&Forzano, 2014). In survey
research design, questionnaires were used to acquire information about a
particular group. The aim of survey research design is to obtain a more accurate
representation of the characteristics of the participants. This study also used
correlational research strategy, in which variables are measured to identify or
describe relationship that may exist between the variables (Gravetter & Forzano,
2014). In this strategy, the researchers do not explain the relationship of the
variables and does not involve manipulation of variables. In short, it simply
describes the relationship between the variables.
SAMPLE AND SAMPLING TECHNIQUE
In selecting the participants, the researchers used non-probability
purposive sampling, and specifically convenience sampling. In non-probability
sampling, a small part of the population is selected in which a definite
characteristic of the population are purposely left out from the selection process
for various reasons (Altares et. al, 2014). Purposive sampling, as used by the
67
researchers, is useful when looking for specific characteristics of participants. In

this study, thirty-five (35) participants were from Manila High School, which are
from teacher II and III.
INSTRUMENTATION
In measuring the variables of the study, the Job Satisfaction Survey was
used for job satisfaction and the Performance Appraisal System for Teachers
(PAST) was obtained for measuring their job performance.
The researchers used Job Satisfaction Survey (JSS) by Paul E. Spector to
measure the job satisfaction of teachers. It is composed of nine dimensions that
measure overall job satisfaction. The questionnaire has 4 items for each subscale with a total of 36 items; the participants would be choosing from six
choices, their answer would be from "strongly-disagree" to "strongly-agree"
(Spector, 2011). The instrument was obtained for free upon the author's note.
Before using the JSS, the researchers conducted a pilot testing with the teacher I
of Manila High School as their participants. There were nine respondents for the
said survey. Pilot testing is done to test the applicability of the said instrument in
the Philippine industrial setting. In terms of the reliability and validity of the
instrument, the following shows the internal consistency reliabilities (coefficient
alpha) of each facet which is based on a sample of 2,870: Pay has .75 ,
Promotion: .73 , Supervision: .82 , Fringe Benefits: .73 , Contingent Rewards:
.76 , Operating Procedures: .62 , Coworkers: .60 , Nature of Work: .78 ,
Communication: .71 , with a total of .91 .
68
The following 6-point agree-disagree responses choices were used to

score the instrument:
1
2
3
4
5
6
Disagree very much

Disagree moderately
Disagree slightly
Agree slightly
Agree moderately
Agree very much
The JSS are both worded positively and negatively in numbers. The
numbers which are positively worded are the following: 1, 3, 5, 7, 9, 11, 13, 15,
17, 20, 22, 25, 27, 28, 30, 33, and 35, while the negatively worded items are as
follows: 2, 4, 6, 8, 10, 12, 14, 16, 18, 19, 21, 23, 24, 26, 29, 31, 32, 34, and 36.
In scoring the test, all numbers that are positively worded stays the
scoring of 1-6 in numerical score. While, negatively worded numbers gets the
reverse scoring. After getting the scores per item, per facet and the overall they
were then added to compute for their mean. The added scores or the mean were
then rated to which range they entered. The following is the equivalent verbal
interpretation of the computed score: Dissatisfactory (1-3 mean score),
Ambivalent (3.01-3.99 mean score), and Satisfactory (4-6 mean score.)
Performance appraisal which represents an employee's competency on
performing according to standards reflected by current or past performance
evaluation (Dessler, 2010). The teacher evaluation reports specifically their
Performance Appraisal System for Teachers for school year 2013-2014 (PAST)
were rated by their supervisor and was approved by the Division of City of
Schools. The copy of PAST of MHS were obtained from the said school. Before
69
obtaining the teachers evaluations and distributing the Job Satisfaction Survey
(JSS) in the participating school, the researchers sent a permission letter for
access in the data approved by the Division of City Schools Office. The letter
indicated that the data to be handed will be treated with utmost confidentiality
and shall not be leaked outside the intended purpose of this study. In rating the
teachers performance (obtained from the school) the following scale is followed:
Outstanding (O) ranges from 9.500 to 10.000, Very Satisfactory (VS) ranges from
7.700 to 9.499, Satisfactory (S) ranges from 6.000 to 7.699, Unsatisfactory (US)
ranges from 3.600 to 5.999 and Poor (P) ranges from 3.599 and below.
DATA GATHERING PROCEDURE
In the method of data collection, the researchers used the
questionnaire method or survey. For this method is convenient to use and let the
participants to answer honestly because of their anonymity (Reyes &Saren,
2008), and to address the confidentiality of the information provided by the
schools, the name of the respondents were not included. The researchers
followed the due process in getting the approval for visiting, conducting and data
gathering. The Division Superintendent of City Schools of Manila officially gave
the researchers an approval to conduct the research in the participating schools.
The Principal of each school were sought for their assistance and permission to
provide the necessary data like the performance rating and consent to
disseminate the job satisfaction questionnaire.
70
The data gathered were tallied, encoded and processed to test the
relationship of the two variables which were further explained in result and
discussion.
STATISTICAL ANALYSIS
In this study, the researchers used Pearsons r to test the correlation of job
satisfaction to the job performance of teacher since it is used to measure the
relationship of two variables. It also measures the strength of relationship, if they
are perfectly correlated, highly correlated, moderately correlated, low in
correlation, or negligibly correlated, that can be positive or negative and lastly if
there is no correlation. The formula for Pearsons r is:
Before obtaining the results in Pearsons r, the researchers computed first

the mean per item, mean per facets and the overall mean. The mean per item or
number were calculated to specifically know the situations in which the
participants have low or high satisfaction. This is also true in getting the mean
per facets, so the researchers would easily know what aspect of satisfaction in
which the participants have dissatisfaction, ambivalence and satisfaction. In
finding the overall mean, it will let the researchers correlate it to the job
71
performance of the teachers. In describing the relationship of the two variables,

the following scale is followed:
CHAPTER IV
RESULTS AND DISCUSSION
This chapter deals with the presentation, analysis and interpretation of the
study on the correlation of job satisfaction and job performance of teachers of
public schools. The problems presented in Chapter 1 serves as the guide for the
presentation, analysis and interpretation of data. The following data gathered and
analysed have provided support for the null hypothesis and the findings of
previous researches cited in the review of the related literature.
RESULTS
1 Overall Job Satisfaction Level
73
Based on Table 4.1, the total average of the weighted mean of the
teachers satisfaction is 4.05. According to Spector (2011), a score of 4.05 is
equivalent to Satisfactory. This means that the teachers of the public school are
satisfied with their job. Furthermore, some aspect of their satisfaction is
ambivalent, or uncertain, such as Pay, Promotion, and Contingent Rewards. This
means that the teachers satisfaction is uncertain. On the other hand, the
teachers are dissatisfied with the Fringe Benefits and Operating Conditions. In
contrast to this, the Coworkers, Nature of Work and Communication are the
aspects where the teachers are satisfied with.
Abraham Maslow cited by Aamodt (2012) believes that for someone to be
motivated and satisfied with their job, certain needs should be met. He
formulated the famous theory of hierarchy of needs wherein one must satisfy
lower level basic needs before progressing on to meet higher level growth needs
which is why he placed it in a pyramid form. Basic Biological Needs, the first and
important level in the pyramid, are the survival needs that include food, drink, etc.
In this case, an individual is satisfied with his or her job as long as he or she
74
receives benefits such as salary that could fulfill his or her biological needs. The
second need is the Safety needs that an employee will seek to satisfy after they
have sought a job that had already satisfied their biological needs. For instance,
if an organization can provide its employees security and safety (physical and
psychological safety), then their safety needs are satisfied. The third level of the
hierarchy of needs is the Social needs which conceal the idea of belonging in a
group and making friendships. An employee will remain motivated and satisfied
with or her job as long as his social needs is met. The fourth need to be satisfied
is Esteem wherein they seek for recognition and success. Lastly, after satisfying
all the lower level of needs, here enters self-actualization (Aamodt, 2012). In the
hierarchy of needs of Maslow, an individual can skip one level. Therefore, an
individual can satisfy his or her esteem needs before satisfying other needs
below it such as his need for belongingness.
In relation to the findings of this study, it is concluded that the teachers
were satisfied with their work because their needs were met. Although the
satisfaction of the teachers with the salary they receive is uncertain, their
biological needs are still met. Furthermore, results have shown that the teachers
are satisfied with communication, supervision and with their co-workers which
could mean that their Social needs are met. The aspect of Contingent Rewards is
dissatisfied; this could mean that the Esteem Needs of the teachers are not fully
met.
1.1 Items in the aspects of Job Satisfaction
75
Table 4.2 below reveals that the respondents are satisfied with their work
having a 4.017 mean result. These nine aspects of job satisfaction may be
grouped into Maslows hierarchy of needs. Aspects that lie under safety and
security needs are Pay, Fringe benefits, Contingent rewards and Operating
conditions. Social needs cover Supervision, Coworkers, and Communication.
Nature of work and Promotion fall into Esteem needs. Major verbal interpretation
results show that Communication, Nature of work, Co-workers, and Supervision
are satisfactory. Contingent Rewards, Promotion and Pay are dominantly
ambivalent while Operating Condition and Fringe Benefits received mostly
dissatisfactory outcome. Statement number nine under Fringe Benefits received
the least satisfactory remark while the statement number seven under CoWorkers received the highest satisfactory remark.
76
2 Job Performance Ratings of the teachers
77
78
Table 4.3 shows that the performance of the teachers of the selected
public school is Very Satisfactory. This means that the teachers performed well
with their job in the year 2014.
1. Correlation of Job Satisfaction and Job Performance of teachers
1.1. Pay Satisfaction and Job Performance
In Figure 4.1, the vertical axis represents the level of the satisfaction on
pay while the horizontal axis is the job performance of the teachers. The figure
shows that the correlations of the satisfaction on pay and job performance are
diverse. It could be seen that some teachers has low satisfaction with pay but
has a high job performance rating while some has a high satisfaction with pay
and has high job performance but the overall result has an ambivalent nature.
79
In the table 4.4, Pearsons Correlation Coefficient r was used to determine

the significant relationship between the aspect Pay and Job Performance rating
of the teachers. As gleaned in Table 3.1, the correlation is negligible positive. This
means that there is a very small correlation between the two variables. This does
not mean that there is no correlation, it still exists but it is just low. Moreover, this
interpretation indicates that the satisfaction of the teachers with Pay has a very
little effect with their performance though there is a study conducted by
Fernandez (2012) that is contrast with this. Thus, if the teacher is not satisfied
with the salary he or she receives; his or her performance would not be very
much affected.
Pay or financial incentives can be used as a motivation for employees to
perform better however it can have an adverse effect if the incentive system is
designed poorly according to Aamodt (2012). Thus, even if financial rewards
often result in higher level of performance it still does not provide a well predictor
for performance as it may depend on the design of the incentive system.
1.2. Promotion and Job Performance
4.2,
80
In
the figure
the
horizontal
axis
represents the job performance ratings of the teachers and the vertical axis
represents the satisfaction on promotion, on the other hand. It could be seen
that most of the respondents satisfaction with promotion is almost gathered at
one spot. The line which almost forms a straight line suggests a very minor
correlation. Though there seems to be a lot of values located at the top, the
overall result is to
In the Table 4.5, the correlation of the satisfaction on promotion and job
performance of teachers was tested using the Pearsons r. The computed
Pearsons r is 0.05 in which it is considered as low coefficient because in
Pearson Correlation Coefficient, an r of .8 and above is considered a high
coefficient, an r around .5 is moderate and an r of .3 and below is considered as
low coefficient. This means that there is a negligible positive correlation with the
81
two variables. Therefore, satisfaction on the promotion of the teacher has a very
little effect on their work performance.
The results of this study exhibits the theory developed by McClelland cited
in Aamodts (2012) book that the individual differences on the level of the need
for achievement and power can affect their level of performance. Employees with
high need for achievement meet their need when they are promoted and thus
perform well. However, the need for achievement varies for every individual,
hence making promotion an undependable predictor for job performance.
1.3. Supervision and Job Performance
The Figure 4.3 shows that the correlation of the teachers satisfaction on
the supervision they receive and the job performance varies. There are some
with high performance rating but is not satisfied with supervision and there are
some with high performance rating and has high satisfaction with supervision. It
could also be seen that the level of satisfaction of the teachers are mostly above
82
10 which means that they are satisfied with supervision. The trend line is slightly
slanted in which it indicates that there is a very little correlation.
Based on what is shown on table 4.6 below, the computed Pearson
Correlation Coefficient r of the two variables is 0.17 and has a Correlation of
Determination of 1.7%. A correlation of 0.17 suggests that there is a negligible
positive correlation because in Pearson Correlation Coefficient, an r between
.01 and .30 is negligible positive/negative correlation.
Hence, the respondents satisfaction on supervision they receive has a minor

effect on their work performance. However, even if the correlation is small, it is
positive, therefore it is interpreted that when the workers enjoy working with their
supervisors, they become satisfied with their job as explained by Aamodt (2012).
1.4. Fringe Benefits and Job Performance
As what is illustrated in Figure 4.4 below, the correlation of the variables is
diversely distributed. This indicates that some values has high performance
ratings and has high satisfaction in terms of fringe benefits and some has high
performance ratings but has low satisfaction in terms of fringe benefits. The
figure also shows that the line is almost slanted downward to the right which
83
indicates slight negative correlation. In negative correlation, the variables

changes in opposite direction.
Table 4.7 shows that the computed Pearsons r of the correlation of the
satisfaction on fringe benefits and job performance is -0.05 with a correlation of
determination of 5%. This suggests that there is a negligible negative correlation
thus, if the fringe benefits increase, the job performance decreases or vice versa;
with only little changes.
Fringe benefits are the non-salary benefits the teachers receives. For
example are health insurance, retirement plans, holiday/summer off, leaves of
absence etc. Since the results suggested negative correlation, this means that if
84
theres a change with fringe benefits, the performance of the teachers would
have a minimal decrease. The teachers were still able to perform well and
competently even with their dissatisfaction with the fringe benefits they receive.
1.5. Satisfaction on Contingent Rewards and Job Performance
Figure 4.5 illustrates the scatter plot of the correlation of the satisfaction of
teachers on contingent rewards and their job performance. The trend line is
somewhat slanted upward to the right which indicates that the direction of
correlation is positive. In addition, the distribution of the data is distributed mostly
at the top and some with high job performance rating have low satisfaction with
contingent rewards.
85
According to table 4.8 above, the correlation between the two variables is
0.08 in which it is equivalent to negligible positive correlation, or in other words, if
one variable increases, there is only a minor increase in the other variable or vice
versa. Thus, if there is an increase with the satisfaction of the teachers with
Contingent Rewards such as recognition for excellent performance, there would
only be a very minor change, or rather increase, with their performance in work.
Contingent reward is defined as the appreciation, recognition, and rewards
the teacher receives in return for his or her good work. According to B.F.
Skinners idea of operant conditioning, a behavior is maintained or strengthened
if there is a positive reinforcement. A positive reinforcement involves the addition
of a reinforcing stimulus after a desired behavior which will more likely make this
behavior to occur again in the future. In work, if an employee has done his job
efficiently and receives a reward after doing it, there is a possibility that the
employee will do their future works efficiently. In application to the findings of this
study, the teachers have high performance ratings because they receive positive
reinforcement from their supervisor or co-teachers. They were encouraged to
perform well with their jobs. Furthermore, since their satisfaction is uncertain it is
concluded that some of the respondents usually receives recognition or rewards
while others does not. Moreover, contingent rewards is not only limited to
recognitions, it must also be effective, enjoyable and must also fit the interests of
the teachers.
86
1.6. Satisfaction on Operating Conditions and Job Performance
Figure 4.6 shows the scatter plot of the correlation of the teachers
satisfaction with the operating conditions and their job performance. The trend
line is somewhat slanted downward to the right which indicates that the direction
of the correlation is negative. In negative correlation, the variables changes in
opposite direction. For instance, if the satisfaction with their operating conditions
improves, there would be a very minor decrease with their job performance.
Furthermore, most of the points on the plot are distributed near the middle which
means that data variation is low.
Table 4.9 shows that the computed Pearsons r is -0.21 which means that
the strength of the correlation is negligible negative because according to the
Pearsons Correlation interpretation, an r between 0.01 and 0.30 is negligible
87
positive/negative correlation. The variation of the two variables is 21%.

Therefore, if there is a change with the teachers satisfaction operating conditions
(practices, regulations, etc), there could also be a slight change with their
performance. The Job characteristic theory of Hackman and Oldhams which
theorizes that an individual with enriched jobs that allow his or her various skills
such as decision-making to be used tend to be satisfied (Aamodt, 2012) is,
however, in contrast to the outcome of this study. Furthermore, this theory also
affects other work attitudes such as performance, motivation, turnover, etc. For
instance, if an employee has control over his work or provides feedback about
performance, his satisfaction and performance would improve.
According to the results, despite the dissatisfaction of the teachers with
operating conditions they still performed efficiently in work. The teachers
response to the work load given to them is dissatisfied. Having too many works
enables the teachers to perform well and efficiently in their job. Another example
is having rules and procedures that make their job difficult empower the teachers
to be challenged with their work and therefore perform well.
1.7. Satisfaction with Co-workers and Job Performance
In
is illustrated
88
Figure 4.7, it
that
the
variations of the variables are closely packed to a one spot. It can also be seen
that the trend line is somewhat slanted upwards, which means that there is a
slight positive correlation wherein there is a change with one variable if the other
variable changes and vice versa.

In table 4.10 below, it shows that the computed Pearsons r of the said
variables is 0.05 with a correlation of determination of 5%. This means that there
is a low variation with the correlation of the teachers satisfaction with co-workers
and their job performance. In addition, the computed Pearsons r 0.05 is
equivalent to negligible positive correlation, or slight positive correlation. This
does not mean that there is no correlation, it still exists but is just low. Therefore,
if there is an improvement with the teachers satisfaction with co-workers, there is
likelihood that there would be a slight change with their work performance.
89
Work relation is an important factor in job satisfaction. According to

Aamodt (2012), Bishop and Scott found that high satisfaction with employee
relations results to higher productivity, lower turnover and greater willingness to
help. In relation to the results to this study, the teachers were able to perform well
because they are satisfied with their co-workers. Since the respondents are
teachers of the secondary level, they have co-teachers who understand their
work well with whom they can talk to. Having someone who makes the work
bearable and manageable enables an employee to work and perform well.
Furthermore, social learning theory in an organization states that employees
model their levels of satisfaction and motivation from other employees (Aamodt,
2012). This theory is coherent to the results of this study. Teachers work hand in
hand in educating the youth which means they are constantly exposed to each
other and may have influenced ones satisfaction with work.
1.8. Satisfaction with the nature of work and Job Performance
The figure 4.8 illustrates the scatter plot of the correlation of the teachers
satisfaction with the nature of the work and their work performance. The trend
90
line shows a somewhat slanted line which means that the direction of the
correlation is positive. Moreover, the distribution of the variables in the plot is
fairly collected in one part; this indicates low variations in the data.
Table 4.11 shows that the computed Pearsons r of the two variables is
0.09 with a correlation of determination of 9%. According to the Pearsons
Correlation interpretation, an r between 0.01 and 0.30 is negligible
positive/negative correlation; this means that the correlation of the said variables
is negligible positive correlation. For instance, if a teachers satisfaction with his
or her nature of work improved, there would be minimal positive changes with his
or her job performance.
The nature of work can have a substantial effect on the satisfaction and
the level of performance of the workers. In definition, nature of work is literally the
work itself given and done by the teachers. It is given that an individual who
chooses a career of his interests tends to be motivated and do well in work
(Aamodt, 2012). In application to this study, the teachers performed competently
with their work because they are deliberately interested and satisfied with what
91
they do, regardless of the other factors such as pay, promotional opportunities,
etc.
1.9. Satisfaction on Communication and Job Performance
As what is illustrated in Figure 4.9, the correlation of the variables is

diversely distributed. This indicates that some values has high performance
ratings and has high satisfaction in terms of fringe benefits and some has high
performance ratings but has low satisfaction in terms of fringe benefits. The
figure also shows that the line is slanted to the right which indicates that the
direction of the correlation is positive. This means that if the teachers satisfaction
on communication increased, there is a possibility that their job performance
would also increase.
92
Based on the Table 4.12, the computed r of the relationship of the

teachers satisfaction on communication and their job performance is 0.29. This
is equivalent to low positive correlation because an r between 0.01 and 0.30 is
negligible
positive/negative
correlations.
Moreover,
the
correlation
of
determination is 29%, this means that the data is somewhat distributed closely to
each other. Thus, if there is an improvement with the satisfaction on
communication, there is a possibility to have an improvement with their work
performance since the direction of the correlation is positive.
Communication is not just important, it is absolutely necessary in any work
setting where people need to work as groups.Employees interact with one
another in ways that will get the job done as quickly and effectively as possible.
In the educators world, accomplishment of almost any useful task requires inputs
from different individuals. Molding a student is manageable but molding a group
of students takes a lot of effort. To make this possible, teachers must work
together in educating the youth; therefore, makes communication essential in
their work place. In this study, the teachers were satisfied with the
communication within the organization. The results showed that the respondents
were able to communicate, either with co-workers or supervisor, effectively.
93
Goals and work assignments were relayed to them clearly, thus assisting them to
execute their jobs proficiently.
1.10.
Overall Job Satisfaction and Performance
In figure 4.10, the correlation of the teachers job satisfaction and their job
performance is presented in a scatter plot. The trend line in the plot is slanted
upward which means that the direction of the correlation is positive. A positive
correlation means that if the X variable increases, the Y variable would also
increase and vice versa. In addition, the points in the plot are closely packed
which suggests low in variance.
94
In Table 4.13, the Pearsons r was also used to determine the significant
relationship between job satisfaction level and the job performance of the
teachers. The computed r for the significant relationship between the two
variables is 0.18 which is a negligible correlation. Therefore, the hypothesis that
there is no significant relationship between job satisfaction, either low or high,
and job performance of the teachers under public high schools with regular
curriculum is accepted. This indicates that the efficiency or the performance of
the teachers is not affected by their satisfaction with their work, in terms of pay,
promotion, supervision, fringe benefits, contingent rewards, operating conditions,
co-workers, nature of work, and communication, though some facets has little
correlation.
In order to run an organization most efficiently, employees must feel a
sense of satisfaction within their jobs. The findings of this study is consistent with
the study conducted by Pedro (2005) which states that if the employees are
either satisfied or dissatisfied with their jobs, they will still carry on performing
their duties and responsibilities. Whether they are satisfied or not with their jobs,
they still work efficiently and can have a high performance rating.
As a whole, the result of the findings shows that the Job Satisfaction Level
of the teachers is not significantly related to their Job Performance. The aspects
95
under the Job Satisfaction of the teachers have a minimal correlation with their
job performance. Despite these findings, the teachers still performs efficiently in
work.
94
CHAPTER V
CONCLUSION AND RECOMMENDATION
This chapter consists of the conclusion and recommendation of the study
presented by the researchers. These conclusions are well based from the data
presented from the analyses and are presented as answers according to the
problems indicated at the introduction of this research. The following statements
can serve as basis for further discussion of researches to be made.
Conclusion
Based on the findings of the study, the following conclusions were made:
1. Among the facets under job satisfaction, the teachers were greatly
satisfied with coworkers and dissatisfied with operating conditions.
2. The respondents have high overall job satisfaction, as well as job
performance but despite this they have a coefficient of
determination of 2% and a result of 0.42 statically significant.
3. The average job performance rating of the teachers are very
satisfactory.
4. The null hypothesis of the study which is "Job satisfaction of
teachers, either low or high, has no significant effect on the job
performance of teachers under public high schools with regular
curriculum." was accepted.
5. There is little correlation between job satisfaction and job
performance.
6. Having high job satisfaction does not mean always high job
performance and vice versa.
7. Despite the results, the teachers still does their job accordingly.
95
Results showed that there was no significant correlation between the two
variables but communication had a positive relationship with job performance.
Recommendation
This research recommends a reconsideration of the Divisions Office on
the rate of pay and process of promotion to improve the level of satisfaction of
the teachers since their satisfaction with these aspects is ambivalent.
Furthermore, the school administration should also find time to reevaluate and
reconstruct their way of recognition and appreciation so the satisfaction of the
teachers improves. For instance, school administration should regularly inform
the teachers of a job well done; this would help the teachers feel satisfied with
their hard work.
As for the teachers job performance, though it is already high, the school
administration is recommended to closely monitor the amount of work given per
time and that they should encourage supervisors to openly communicate
teaching methods and plans from and to the teachers to gather inputs with a
hope that may help the teachers improve their own work.
Since the results of the study showed negligible correlation between the
two variables, this does not mean that the relationship does not exist; it is only
weak. Further research from a greater number of respondents from different
public high schools is also recommended to further assess the general
population and to have higher external validity.
96
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APPENDICES
APPENDIX A: Instrument
APPENDIX B: Statement of Consent
APPENDIX C: Raw Data
APPENDIX D: Tarpaulin Layout
98
99
APPENDIX A
JOB SATISFACTION SURVEY

Paul E. Spector
Department of Psychology
University of South Florida
PLEASE CIRCLE THE ONE NUMBER FOR EACH

QUESTION THAT COMES CLOSEST TO REFLECTING
YOUR OPINION
ABOUT IT.
Disagree very much
Copyright Paul E. Spector 1994, All rights reserved.
I feel I am being paid a fair amount for the work I do.
There is really too little chance for promotion on my job.
My supervisor is quite competent in doing his/her job.
I am not satisfied with the benefits I receive.
When I do a good job, I receive the recognition for it that I

should receive.
Many of our rules and procedures make doing a good job

difficult.
I like the people I work with.
I sometimes feel my job is meaningless.
Communications seem good within this organization.
10
Raises are too few and far between.
11
Those who do well on the job stand a fair chance of being

promoted.
12
My supervisor is unfair to me.
13
The benefits we receive are as good as most other

organizations offer.
14
I do not feel that the work I do is appreciated.
15
My efforts to do a good job are seldom blocked by red tape.
6
6
6
6
6
6
6
6
6
6
6
6
100
6
I find I have to work harder at my job because of the
incompetence of people I work with.
17
I like doing the things I do at work.
18
The goals of this organization are not clear to me.
PLEASE CIRCLE THE ONE

NUMBER FOR EACH
QUESTION THAT COMES
CLOSEST TO REFLECTING
YOUR OPINION
19
I feel unappreciated by the organization when I think about

what they pay me.
20
People get ahead as fast here as they do in other places.
21
My supervisor shows too little interest in the feelings of

subordinates.
22
The benefit package we have is equitable.
23
There are few rewards for those who work here.
24
I have too much to do at work.
25
I enjoy my coworkers.
26
I often feel that I do not know what is going on with the

organization.
27
I feel a sense of pride in doing my job.
28
I feel satisfied with my chances for salary increases.
29
There are benefits we do not have which we should have.
30
I like my supervisor.
31
I have too much paperwork.
32
I don't feel my efforts are rewarded the way they should

be.
33
I am satisfied with my chances for promotion.
34
There is too much bickering and fighting at work.
35
My job is enjoyable.
6
6
6
Disagree very mcuh
16
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
101
6
36
Work assignments are not fully explained.
1
6
APPENDIX B
102
(Continuation...)
103
104
APPENDIX C
105
APPENDIX C
106
Ma. Tricia Nhela S. Balagso

Fidel Street, Gagalangin, Tondo,
Manila
09175351537
tricianhela@gmail.com
Educational Background:
2012- present
Pamantasan ng Lungsod ng Maynila, Intramuros, Manila

Bachelor of Science in Psychology
2009-2012
St. Joseph School, Tondo, Manila

Seconday Education
2008-2009
La Camelle School, Camella Homes, Bacoor, Cavite

Secondary Education
2003-2008
Sir Ellis Kadoorie (Sookunpo), Hospital Road, Hong

Primary Education
2002-2003
Espiritu Santo Parochial School, Sta. Cruz, Manila

Primary Educations
Personal Information:
Date of Birth: October 16, 1995
Marital Status: Single
Nationality: Filipino
Religion: Roman Catholic
107
Kyle Andrea M. Camantigue

2084- A Batangas Line Street, Paco,
Manila, 1007
09161753187
kyleandrea_13@yahoo.com
2012- present

2002-2012
Saint Anthony School, Manila Philippines

Primary and Secondary Education
Date of Birth: December 13, 1994
Height: 145 cm
Weight: 45 kg
Religion: Catholic
108
Thez Gereva G. Evangelista

Dolmar II Goldenhills,
Deparo,Caloocan,City
09177586594
gerevaevangelista@gmail.com
2012-present

2008-2012
Esteban Abada High School, Sampaloc, Manila

Secondary Education
2005-2008
Deparo Elementary School, Deparo, Caloocan

Primary Education
Date of Birth: October 2, 1995
Religion: Roman Catholic
109
110
Janzyn Gae D. Miano

1692 Alvarez St. Sta. Cruz, Manila
09161819766
janzyngae@gmail.com
2012-present

2009-2012
2008-2009
Ramon Magsasay High School, Cubao, Quezon City

Victorino Mapa High School, Mendiola, Manila
Secondary Education
2005-2008
Ramon Magsaysay Elementary School, Quezon City, Manila
2002-2005
Francisco Balagtas Elementary School, Santa Cruz, Manila

Primary Education
Alysis Chris Neil R. Ramajo

681 Gastambide Street Sampaloc,
Manila
09158100830
alysis1824@gmail.com
2011-present

2007-2011
2005-2007
Ramon Magsaysay High School, Espaa, Manila

Juan Luna Elementary School
Secondary Education
2001-2005
Project 6 ElementarySchool
Primary Education
111
Thea Marie C. Santiago

1945 B. Tomas Mapua St., Sta. Cruz,
Manila
09151272184
559-10-91
theasanti07@gmail.com
2012- present

2008-2012
UST Education High School, Espaa, Manila

Seconday Education
2002-2008
Andres Bonifacio Elementary School, Sta. Cruz, Manila

Primary Education
Date of Birth: August 7, 1996
Height: 411
Weight: 117 lbs
Religion: Catholic
112
113

Correlation of Job Satisfaction and Job Performance of Teachers in Manila

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Correlation of Job Satisfaction and Job

Performance of Selected Teachers in a

Chapter IV: Results and Discussion. . . . . . . . . . . . . . . . . . . . . . . . . .

Chapter V: Conclusions and Recommendations . . . . . . . . . . . . . . .

List of Tables and Figures

Correlation of Job Satisfaction and Job Performance

Correlation Interpretation Guide

Job Satisfaction Level Per Category

Mean of the Items in every aspect of Job Satisfaction

Overall Numerical Ratings of the Performance of the

Pay Satisfaction and Job Performance

Pay Satisfaction and Performance

Satisfaction on Promotion and Job Performance

Satisfaction on Promotion and Job Performance

Supervision Satisfaction and Performance Ratings

Satisfaction on Supervision and Job Performance

Satisfaction on Fringe Benefits and Performance

Satisfaction on Fringe Benefits and Job Performance

Satisfaction on Contingent Rewards and Job

Satisfaction with Co-workers and Job Performance

Satisfaction with Co-workers and Job Performance

Satisfaction with the Nature of Work and Job

Satisfaction on Communication and Job Performance

Satisfaction on Communication and Job Performance

Overall Job Satisfaction and Job Performance

Overall Job Satisfaction and Job Performance

Job Satisfaction and Job Performance

Job Satisfaction and Job Performance

teachers should be taken into consideration. A teacher's performance can

Job Satisfaction and Job Performance

Job Satisfaction and Job Performance

public high school within Intramuros, is geographically near the researchers

STATEMENT OF THE PROBLEM

Job Satisfaction and Job Performance

SIGNIFICANCE OF THE STUDY

Job Satisfaction and Job Performance

SCOPE AND LIMITATION

Job Satisfaction and Job Performance

This study focused on the probability of a relationship of job satisfaction

Job Satisfaction and Job Performance

Job Satisfaction A pleasurable emotional state resulting from the appraisal of

Job Satisfaction and Job Performance

Job Satisfaction and Job Performance

Job Satisfaction and Job Performance

Job Satisfaction and Job Performance

various positive attitudes in the work place such as having harmonious

Job Satisfaction and Job Performance

Competencies of an individual with its complex construct could have many

Job Satisfaction and Job Performance

RELATIONSHIP OF JOB SATISFACTION AND JOB PERFORMANCE

Job Satisfaction and Job Performance

Job Satisfaction and Job Performance

In understanding the inner modalities of teachers in performing their

Job Satisfaction and Job Performance

One key force affecting the organization is people. An organization cannot

Job Satisfaction and Job Performance

Job Satisfaction and Job Performance

Job Satisfaction and Job Performance

researchers, is useful when looking for specific characteristics of participants. In

Job Satisfaction and Job Performance

The following 6-point agree-disagree responses choices were used to

Disagree very much

Job Satisfaction and Job Performance

Job Satisfaction and Job Performance