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Chapter 1

PROBLEM AND ITS BACKGROUND

Introduction

“It must be remembered that it is the people, the human resources of an

organization that make it work” for they are the greatest assets of an

organization, hence the workplace should no longer be viewed as a group of

individuals who need to be closely supervised and managed, but rather, as a

collection of human resources to be valued as a distinctive source of competitive

advantage. (Sison, 2003).

Job satisfaction is one of the most widely discussed and enthusiastically

studied constructs in such related disciplines as industrial-organizational

psychology, organizational behavior, personnel and human resource

management and organizational management. It is a generalized affective

orientation to all aspects of the job. In simple terms, it is the extent to which one

feels good about the job. Job satisfaction is in regard to one’s feelings or state of

mind regarding to the nature of their work. The source of job satisfaction is not

only the job; it also creates from working environment, supervision style,

interpersonal relationship and organizational culture.

Job satisfaction is a sense of personal growth most often measured by the

extent of new challenges and learning situations experienced. (Jensen, 2000). It

describes how contented an individual is with his or her job. It is an effective

reaction to an individual’s work situation. It is probably the most familiar example

of attitudes at work as it reflects an employee’s attitude about his or her job

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(Dessler, 2001). Job satisfaction can be an important indicator about on how

employees feel about their jobs and a predictor of work behaviors such as

organizational citizenship.

Interest in the concepts of job satisfaction has grown in recent years

because of their efficacy on work commitment, and their basic importance to the

understanding of a worker’s behavior and the continuous effective operations of

organizations.

Stordeur et al. (2001) contend that job satisfaction is an immediate

antecedent of work commitment, and work commitment is an immediate

antecedent of intention to leave the workplace and turnover. They expound the

idea by saying that the higher the job satisfaction and work commitment, the

lower his intention to leave.

Job satisfaction is important to the company's overall success. The impact

of dissatisfied employees can range from high turnover and low productivity to a

poor customer service. While a company's philosophy, mission and values are

fundamental to success, human capital is an organization's most valuable asset.

The organization's human capital -- its employees -- must be fully engaged and

satisfied to keep the organization running.

Given these premises, the researcher wanted to look into the total

scenario in her workplace she wished to establish a baseline data on the level of

job satisfaction particularly in the PENRO Quirino where she is currently

employed.
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Background of the Study

The DENR traces its roots to the Inspeccion General de Montes, an office

established in the country by a Spanish Royal Decree. The organization's main

function involved forest administration, mineral resources conservation and land

protection.

The Department of Interior, which took over matters of natural resources,

was established in 1901. When Act No. 2666 was enacted on 18 November

1916, it was abolished and all its responsibilities were reassigned to the

Department of Agriculture and Natural Resources (DANR).

In 1932, DANR was renamed as the Department of Agriculture and

Commerce (DAC). The reorganization act that made way for this renaming also

provided for additional bureaus under the department. Other organizational

changes continued to take place until the end of WWII.

On 1 July 1945, the DANR was re-instituted through provisions of the first

Philippine Republic. When Presidential Decree No. 461 was issued in 1974, the

department was split up into two departments: the Department of Natural

Resource (DNR) and the Department of Agriculture (DA).

The Department of Energy, Environment and Natural Resources (DENNR)

took the powers and responsibilities of DNR and DA through Executive Order No.

131. Finally, on 10 June 1987, the DENNR was renamed as the Department of

Environment and Natural Resources (DENR) through Executive Order No. 192.
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The Laguna Lake Development Authority was absorbed by the DENR in

1993. This gave the DENR control over almost every issue concerning the use,

development and utilization of natural resources.

The Presidential Task Force on Water Resources Development and

Management (PTFWRDM), tasked to supervise projects involving management

of the Philippine's water resources, was created under Executive Order No. 374.

Through this, the DENR assumed responsibility of all projects involving both the

land and water resources in the country.

Ralph R. Bentley and Averno M. Rempel (2001) designed an instrument to

provide employees to express their opinions about their work as an employee

and various office programs in a particular office situation. It would be the basis

for administrators to identify the areas necessary to improve and keep

employees motivated. There are factors included.

The first factor is the work environment. It deals with the employees’

feelings about their superiors, his professional competency, and his interest in

their work, his ability to communicate, and his skill in human relations.

The second factor, workload deals with such matters as record-keeping,

clerical work, “red tape”. Community demands on employee time, extracurricular

load, and keeping up to date professionally.

The third factor, office facilities and services, have to do with the adequacy

of facilities, supplies and equipment, and the efficiency of the procedures for

obtaining materials and services.

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The fourth factor, professional growth, employees crave challenging and

meaningful work. They want to learn, grow and contribute to their companies.

This is why it is important for employers to help develop their employees’ skill

sets and allow them the autonomy to make decisions that affect their work. Not

only will it keep employees happy in their jobs and increase retention, but it also

builds a skilled team of people who have the ability to perform multiple job

functions.

The fifth factor, other benefits, employees with personal life and disability

insurance can enjoy additional protection including income replacement in the

event of serious illness or disability. Employees can feel a sense of pride in their

employer if they are satisfied with the coverage they receive.

Conceptual Framework

This study is anchored in the basic system framework Input, Process and

Output. The schematic paradigm of the study is presented in figure 1.

The input load includes the profile of respondents in terms of: age, gender,

civil status, educational qualification, and length of service.

The process includes assessing the level of job satisfaction of employees

as perceived by administrators and employees themselves in terms of: work

environment, employee workload, office facilities and services, professional

growth, and other benefits.

The output load proposes measures to enhance job satisfaction of

employees.
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Statement of the Problem

This study aimed to assess the job level satisfaction among employees of

Provincial Environment and Natural Resources Office, Andres Bonifacio, Diffun,

Quirino.

1. What is the profile of the respondents in terms of the following:

1.1. age

1.2. gender

1.3. civil status

1.4. educational qualification

1.5. length of service

2. What is the level of job satisfaction of the respondents in terms of:

2.1 work environment

2.2 workload

2.3 office facilities and services

2.4 professional growth

2.5 other benefits

3. What measures can be proposed to enhance the job satisfaction of

employees?

Significance of the study

For the administrators of PENRO Quirino, this study will hopefully give

the administrators adequate information and data on how to improve further the

satisfaction of employees in the office to make them even more competent and
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INPUT PROCESS OUTPUT

Profile of Assessing the Proposed

Respondents level of job measures to
satisfaction of enhance job
employees as satisfaction of
-age
perceived by employees
-gender administrators
and the
-civil status
employees
-educational themselves in
terms of:
qualification
-length of service -work
environment

Job Level -employee

workload
Satisfaction of
Employees -office facilities
and services

-professional
growth

-other benefits

FEEDBACK

Figure 1 Schematic Paradigm of the Study

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productive to their work and this study may lead administrators to deal with their

employees even better.

For the employees of PENRO Quirino, this study may help them to gain

insights on having an open communication with their administrators to have a

better relationship with them and to address problems that are being

encountered in the office that affects their job satisfaction.

For the future researchers, this work will serve as an inspiration and help

to them to continue their study in spite of many difficulties along their way. It will

also serve as an additional reference when making further researches along the

area of instructional effectiveness.

For MBM students, this research will help them to strengthen their

weaknesses in order for them to understand more a lesson explained by the

teacher.

As for the researcher herself, this study will better equip the researcher to

become better member if not a model in demonstrating the best performance in

the organization knowing the problems of the employees could suggest some

recommendations if ever necessary.

Scope and Delimitation

The study was principally conducted to assess the level of job satisfaction

of the Provincial Environment and Natural Resources Office (PENRO)

employees of Quirino. The study limited itself on the profile considered were: (a)

profile variables such as age, gender, civil status, educational attainment and
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length of service and (b) the job satisfaction aspects such as work environment,

workload, office facilities and services, professional growth and other benefits.

Definition of terms:

For the purpose of the study, the following terms were defined:

Job. It refers to a piece of work or something that has to be done.

Job satisfaction. It refers to the quality or a state or level of satisfaction,

which is a result of various interest and attitudes of a person toward his job. It is a

pleasurable or positive emotional reaction to a person’s job experience.

Performance. It refers to the act of performing a particular task given. In

the study, it is used to gauge how well a employee performs the task expected of

him.

Turnover. It refers to the rate at which employees leave the school where

they are working.

Motivation. It refers to the general desire or willingness of someone to do

something.

Workload. It refers to the amount of work to be done by someone or

something.

Professional Growth. It encompasses all types of facilitated learning

opportunities including credentials such as academic degrees to formal

coursework, conferences and informal learning opportunities situated in practice.

Work Environment. It is used to describe the surrounding conditions in

which an employee operates.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of related literature and studies conducted

in the Philippines and abroad, which provided the researcher with insights and

information relevant to present study.

Related Literature

Foreign Literature

Job satisfaction is a well-researched topic among employees in general;

the definition of job satisfaction has gained variations over time (Reisel et al.,

2010). However, many studies still refer back to Locke’s definition of job

satisfaction: an emotional state brought about by the evaluation or appraisal of

one’s job experiences (as cited in Reisel et al., 2010). Locke added that in order

to understand this work-related attitude, certain aspects of one’s job must be

considered. This includes work, pay, promotions, recognition, benefits, working

conditions, supervision, co-workers, company, and management (as cited in

Buitendach& De Witte, 2005). Later studies classified the aforementioned

aspects into intrinsic and extrinsic job satisfaction.

Job satisfaction is a complex and multifaceted concept, which can mean

different things to different people. Job satisfaction is usually linked with

motivation, but the nature of this relationship is not clear. Satisfaction is not the

same as motivation. "Job satisfaction is more an attitude, an internal state. It

could, for example, be associated with a personal feeling of achievement, either

quantitative or qualitative." In recent years attention to job satisfaction has

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become more closely associated with broader approaches to improved job

design and work organization, and the quality of working life movement

(Buchanan, 2006).

Job satisfaction has been defined as, the attitude of an employee toward

a job, sometimes expressed as a hedonic response of liking or disliking the work

itself, the rewards pay, promotions, recognition, or the context such as working

conditions, benefits (Corsini, cited by Tillman, 2008).

Job satisfaction describes the context an individual has with his or her job.

The happier the persons are within their job, the more satisfied they are

(Wikipedia, the free encyclopedia). Job satisfaction is not the same as motivation

or aptitude, although it is clearly linked.

Job satisfaction is critical to retaining and attracting well-qualified

principals and teachers in educational environment. Job satisfaction can define

as an employee's affective reaction to a job, based on a comparison between

actual outcomes and desired outcomes (Mosadeghrad&Yarmohammadian,

2006).

Ayeni and Popoola (2007) give a comprehensive definition of job

satisfaction as pleasurable or positive emotional state resulting from the

appraisal of one’s job or job experience. Job satisfaction is a result of employee’s

perception of ho w well their job provides those things that are viewed as

important.

Weiss (2002) has argued that job satisfaction is an attitude but points out

that researchers should clearly distinguish the objects of cognitive evaluation

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which are affect the emotion, beliefs and behaviors.

A negative relationship between job satisfaction and temporary work

arrangement has been established (Kaiser, 2002). Predictors that have been

identified vary from unsatisfying job content, lack of job security, low wages,

unfavorable working conditions, lack of training and opportunities, and high work

stress (Graaf-Zijl, 2012).

Job satisfaction predicts OCB. A number of independent studies have

established a relationship between satisfaction towards one’s job and extra role

behaviors (Mehboob& Bhutto, 2012). Job satisfaction has long been found to be

a robust and essential predictor of OCB (Organ & Ryan, 1995; Qamar, 2012).

However, the strength of the relationship varied. Contrary to the findings of most

studies, some claimed that job satisfaction is a weak predictor of OCB

(Mehboob& Bhutto, 2012). Albeit the variation, prior studies still agree on the

existence of the positive relationship between job satisfaction and OCB. Werner

explained that only those who are satisfied with their work would most likely

exhibit behaviors that will positively impact an organization’s functioning.

Previous studies on employee attitudes and behaviors have provided

empirical support on the significant impact of specific human resources (HR)

practices on job satisfaction and OCB. Results from extant literature on

permanent employees suggest that employees are more likely to exhibit higher

levels of job satisfaction and OCB when HR practices target job characteristics

(Slattery et al., 2010; Sultan, 2012), rewards and recognition (Jehanzeb,

Rasheed, Rasheed, &Aamir, 2012; Naqvi, Malik, & Mahmood, 2013), and
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training and development (Dysvik&Kuvaas, 2008; Husin, Chelladurai, & Musa,

2012; Rehman, Mansoor, Rafiq, & Rashid, 2011). Besides being found to be

related to and predictive of both job satisfaction and OCBs, these three

antecedents were chosen among many others because these are aspects in the

workplace that the HR management has control of and can be manipulated to get

favorable outcomes from employees.

Job characteristics. These are defined as attributes of a particular job that

have motivational functions on employees and thus, influence both employee

attitudes and work outcomes (Chiu & Chen, 2005; Krishnan et al., 2010).

Hackman and Oldham’s study is considered as one of the pioneer researches on

job characteristics, where the job characteristics model was developed. It

identified three psychological states, namely meaningfulness, responsibility, and

knowledge of results. Five core job characteristics specifically skill variety, task

identity, task significance, feedback, and autonomy (Hackman & Oldham) are

said to contribute to an employee’s experience of the aforementioned

psychological states. 

Majority of the researches (Slattery et al., 2010; Sultan, 2012) posit that all

of the five job characteristics are positively related to satisfaction in different

types of occupations. On the other hand, findings regarding the relationship of

job characteristics and OCBs were found inconsistent (Chiu & Chen, 2005;

Krishnan et al., 2010; Podsakoff et al., 2000).

Rewards and recognition. Rewards include financial compensation,

benefits, and promotions and incentives, which to some extent provide

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satisfaction to employees (Danish & Usman, 2010). Recognition, on the other

hand, describes how the organization evaluates the work of an employee and

how much appreciation is gained by the employee in return (Danish & Usman,

2010). Both rewards and recognition lead to higher levels of motivation and

research has shown that motivation influences satisfaction and performance

(Javed, Rafiq, Ahmed, & Khan, 2012).

Studies on the relationship between rewards and recognition and job

satisfaction have yielded inconsistent results in terms of the strength of the

relationship (Danish &Usman, 2010). In general, however, a positive and direct

relationship has been established in previous studies (Jehanzeb et al., 2012;

Naqvi et al., 2013).

Although OCBs are not formally recognized by an organization’s reward

system, Organ argued that employees still utilize indirect and informal beliefs

about future rewards whenever they decide to engage in certain OCBs (as cited

in Barbuto& Story, 2011). In addition, when organizations utilize reward

strategies such as pay for performance, which normally pay above market rates

(Pfeffer, 1998, as cited in Snape &Redman, 2010), employees’ feelings of being

supported and valued by the organization increases, which may lead them to

performing extra roles in the workplace (Snape & Redman, 2010).

Training and development. According to Landy (as cited in Schmidt,

2007), training is a set of planned activities made available by the organization to

its employees in order to improve job knowledge and skills and to align

employees’ attitudes and behaviors with the goals of the organization and the
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requirements of the job. Training is also seen as a systematic development of

employees’ knowledge, skills, and expertise to enable them to effectively perform

the assigned job or task (Patrick, 2000). According to Violino, in making career

options, one of the major factors considered by employees is their satisfaction

with the training and development opportunities provided by the organization (as

cited in Schmidt, 2007).

Previous studies have found that training and development is a significant

source of employee job satisfaction (Mukhtar, Sial, Imran, &Jilam, 2012; Schmidt,

2007). Furthermore, there has been a strong support for positive and direct

relationship between training and development and OCBs (Dysvik&Kuvaas,

2008; Husin et al., 2012; Rehman et al., 2011). Accordingly, training

opportunities may be taken as a form of organizational investment and therefore

may elicit employees’ feelings of obligation to reciprocate to the organization

(Dysvik&Kuvaas, 2008).

Work performance is a complex construct, taking into account the

changing nature of work and the organizations themselves. It speak of work

performance in terms of quantity and quality expected from each employee.

Thorndike cited by Labadia (2010) started the process of defining work

performance by articulating the ultimate criterion. This ultimate criterion is a

specification of everything that defines work success across the full domain of

specific job. He further explains that the ultimate criterion is conceptual in nature

and cannot be measured. Therefore, researchers and practitioners use the

ultimate criterion as a guide to choosing indicators of work performance, with the

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knowledge that they will never fully capture the entire performance domain.

Kesseler (2007) conceptualized the criteria in assessing work

performance by choosing between subjective and objective methods of

appraisal. Subjective methods refer to “soft” criteria such as peer, self, or

supervisory ratings.

Employment preparation must target improvement of work performance in

future employees, as well as the design and delivery of work supports (Brady

& Rosenberg, 2002a; Rogan, Banks, & Howard, 2000). In addition,

employment assessment systems need to target these two separate, but related

dimensions (Brady, Rosenberg, & amp; Frain, 2008).

Furthermore, education experts all over the country work tirelessly to

identify the salient points or domains needed in line with the vision of

transforming the Filipino Teacher into a globally competitive one. Thus, National

Competency-Based Teachers Standards (NCBTS) was born and Teacher Work

Performance Appraisal was based on it (Cebrian, 2009).

The Work Performance Appraisal System provides employees with

meaningful appraisals that encourage professional learning and growth. The

process is designed to employee development and identify opportunities for

additional support.

Teachers who are satisfied with their work typically display higher levels

of motivated behavior and performance as well as lower levels of stress, anxiety,

and burnout Brouwers and Tomic, 2000; Caprara, Barbaranelli, Borgogni, and

Steca, 2003; Caprara, Barbaranelli, Steca, and Malone, 2006; Greenglass and
 17

Burke, 2003). The satisfaction that teachers gain from their work may be

experienced individually, but teaching is not practiced in a social or cultural

vacuum (e.g., Huang & Van de Vliert, 2004; Yetim&Yetim, 2006).

Job satisfaction-perceptions of the fulfilment derived from day-to-day

activities-is associated with job commitment, and with higher levels of

performance at work (Judge, Thoresen, Bono, & Patton, 2001). In educational

contexts, Caprara et al. (2003) labeled job satisfaction a "decisive element" that

influences teachers' attitudes and performance, and he suggested that self-

efficacy and collective efficacy both contribute to teachers' job satisfaction.

However, teaching is often a stressful occupation, with demands from

administrators, colleagues, students, and parents compounded by work overload,

shifting policies, and a lack of recognition for accomplishments (Greenglass&

Burke, 2003). The outcomes of teachers' work-related stress are serious and

may include burnout, depression, poor performance, absenteeism, low levels of

job satisfaction, and eventually, the decision to leave the profession (Betoret,

2006; Jepson & Forrest, 2006).

Teacher stress is not inevitable in challenging conditions; teachers in

schools in which there is good communication among staff and a strong sense of

collegiality express lower levels of stress and higher levels of commitment and

job satisfaction (Kyriacou, 2001).

A growing body of research is illuminating the relation between teachers'

motivation and job-related factors, but understanding how teachers' motivation,

job satisfaction, and job stress are influenced by context and cultural values has
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been largely overlooked. Kirkman and Shapiro (2001) discovered that job

satisfaction and job commitment were higher for collectivists because of lower

resistance to teamwork and increased willingness to defer to managerial

decisions.

Job satisfaction is critical to retaining and attracting well-qualified

principals and teachers in educational environment. Job satisfaction can be

defined as an employee's affective reaction to a job, based on a comparison

between actual outcomes and desired outcomes

(Mosadeghrad&Yarmohammadian, 2006).

According to Davis (2010) when people join an organization, they bring

with them their certain drives and needs that affect their performance.

Sometimes these needs are immediately apparent but often they not only are

difficult to determine and satisfy but also vary from one person to another. He

even said that when people perform well, they are likely to develop more

satisfaction with their work. Better performance leads to higher economic,

sociological and equitable and improved satisfaction which develops because

employee feels they are receiving rewards in proportion to their performance. But

in cases where rewards are seen as unfair and inadequate, dissatisfaction leads

to either greater or lesser performance. This is supported by Robbins (2009)

when he said that needs govern man’s behavior to the point that they may

dominate actions, laws, or institutional expectation. This implies that the extent to

which an individual is aware of one of these basic needs, his behavior will be

influenced by the drive to satisfy that need.

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Carrel and Kuzmits (2012) mentioned that basic individual needs are often

in conflict with the demands of the organizations. While the demands of the

organization may request the individual to be dependent and passive, his nature

human needs to be independent and self-directed maybe are dominant than his

desire to fulfill institutional expectations. There are alternative ways for the

administrators to respond to individual human needs. First, he may take the

position that individual needs and individual treatment of employee have no place

in the educational bureaucracy. The bureaucratic organization is designed to

eliminate personal considerations. If this alternative is taken, the unlikely

consequence is generally low morale, high turnover rates and low level of

commitment to the organization. Second alternative, is to allow individual needs

to take precedence over achievement of organizational goals. A possible

outcome of this is a relatively happy faculty and employee with no assurance that

the job is being done and little concern as to whether it is done, such extremes

maybe highly undesirable. In the current age of accountability, this could not be

tolerated in the school organization. And the third alternative is for the

administrator not to assume that achievement or organizational goals and

satisfaction of individual needs are mutually exclusive, but rather mutual and

compatible. One needs not be gained at the expense of the other. By assuring

management of behavior or practices, the administrators will enable the

individual to integrate his own needs with the organizational goals.

When talking about needs, motivation comes in. Motivation is an

important factor to be considered as far as the employee’s satisfaction is

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concerned, for as Steers (2007) said, Motivation is the force that causes people

to behave in certain ways. It is the manager’s primary tasks in the organization

for his employees to perform at high levels. This means getting the employee to

work hard, to be at work regularly, and for them to make positive contributions to

the organizations missions. But the job performance depends on the ability and

environment as well as motivation, and the relationship can be stated as follows:

P = f ( M, A, and E )

Where P = Performance

M = motivation

A = ability

E = environment

To reach high levels of performance, an employee must want to do the job

(motivation), be able to do the job (ability), and have the right materials and

equipment to do the job (environment). A deficiency in any one of these areas

will hurt performance; therefore a manager should thus strive to ensure that all

three of these conditions are met.

In addition, Flippo (2014) stated that “tell me your basic view of what

people are, and I’ll tell you how you will manage”. A statement, which implies that

managers need to develop and utilize their important assets in their

organizations, its workers. Flippo mentioned ways on dealing with workers in an

organization and called it a basic “human model” used to mean general approach

in dealing with subordinates. These are: Abraham Maslow’s Hierarchy of needs,

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which is the most widely accepted model of human being that suggest the

following order of priority of fundamental needs.

The three sets of needs at the bottom of the hierarchy are called

deficiency needs, because they must be satisfied if the individual is to be

fundamentally comfortable. The top two sets of needs are termed growth needs,

because they focus on personal growth and development.

The most basic needs in the hierarchy are psychological. They include the

needs for food, sex, and air. Next in the hierarchy are the security needs; things

that offer safety and security, such as adequate housing and clothing and

freedom from worry and anxiety. Belongingness need, the third level in the

hierarchy, are primarily social and include, for example, the need for love and

affection and the need to be accepted by peers. The fourth level, esteem needs,

actually takes in two slightly different kinds of needs; the need for a positive self-

image and self-respect and the need to be respected by others. At the top of the

hierarchy is what Maslow termed the self-actualization needs. They involve

realizing our full potential and becoming all that we are able to be.

Maslow ranked the needs in his hierarchy according to their apparent

importance. He placed the most important ones-physiological needs-at the

bottom, or foundation, of the hierarchy. Until these needs are satisfied, the other

needs do not play a large role in motivation.

Once physiological needs have been satisfied, however, they cease o be

as important, and security needs emerge as the primary sources of motivation.

This escalation up the hierarchy continues until the self-actualization needs

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become the primary motivators. But whenever a previously satisfied lower-level

set of needs becomes deficient again, the individual returns to that level.

Another is Douglas McGregor’s “Theory Y”; he is responsible for

introducing the dual theme into management literature. After observing the actual

practices of many traditional managers, he proposed that they were operating on

asset of assumptions that he labeled “theory X”: (1) the average human being

has an inherent dislike or work and will avoid it if possible; (2) because of this

human characteristic of dislike of work. Most people must be coerced, controlled,

directed, and threatened with punishment to get them to put forth adequate effort;

and (3) the average human being prefers to be directed, wishes to avoid

responsibility, has relatively little ambition, and wants security above all.

In disagreement with the assumptions of theory X, McGregor feels that

modern management is grossly underestimating the interest and capacities of its

organization members. On the basis of psychological and social research results,

he submits an opposing theory called Theory Y as a more realistic assessment of

the capabilities of people, which are as follows:

a. The expenditure of physical and mental effort in work is as natural as

play or rest;

b. People will exercise self-direction and self-control in the service of

objectives to which they are committed;

c. Commitment to objectives is a function of the rewards associated with

achievement;
 23

d. The average human being learns, under proper conditions, not only to

accept but also to seek responsibility.

e. The capacity to exercise a relatively high degree of imagination,

ingenuity, and creativity in the solution of organization problems is

widely, not narrowly, distributed in the population;

f. Under conditions of modern industrial life, the intellectual potentialities

of the average human being are only partially utilized.

If one accepts the McGregor human model, such managerial practices as

the following would be seriously considered: (1) abandonment of time clocks, (2)

flexi time, (3) job enrichment, (4) Management by Objectives with subordinates

determining the objectives as well as appraising their own accomplishments, and

(5) participative and democratic decision-making concerning the general

organizational environment. All are based on the concepts of abilities being

widespread in the population and trust in each person to behave in a responsible

manner. Thus, the management must structure the organizational environment in

a manner that will further the release of his tremendous human potential.

Both McGregor and Chris Argyris (in his mature human being) contend

that industrial organizations are doing serious harm to human beings through

management based on assumptions of employee immaturity and irresponsibility.

Another developer of human model is Herzberg, his Motivator-hygiene

theory which proposes that human beings have two basic needs: the need to

avoid pain and survive and the need to grow, develop, and learn. As such, the

analysis of employee job satisfaction would result in the formation of two

 24

separate continuums rather than the traditional one of satisfaction/dissatisfaction.

The first continuum, ranging from dissatisfaction to no dissatisfaction, would be

affected by environmental factors, over which the employee has limited influence.

Typical of these “hygienic factors” are pay, interpersonal relations, supervision,

company policy and administration, working conditions, status and security.

Herzberg indicates that these factors do not serve to promote job satisfaction;

rather, their absence or deficiency can create dissatisfaction. Their presence can

only serve to eliminate dissatisfaction.

The second-class factors, referred to as “motivators”, makes up a

continuum leading from no job satisfaction to satisfaction. Under this are the work

itself, recognition, achievement, possibility of growth, and advancement. All of

these are concerned with the work itself, rather than its surrounding physical,

administrative, or social environment. If the worker is to be truly motivated, the

job itself is the major source of that motivation. All of the other hygienic factors

can serve only o clean up the environment and prevent dissatisfaction.

Motivation is not only the influence on a person’s job satisfaction and

performance level. Job Satisfaction has received much attention from both

researchers and managers, and they take a careful look at some of the effects of

satisfaction and dissatisfaction. However, it is recommended that a

comprehensive approach to organizational behavior suggest that managers

should consider ways in which the work environment can help produce job

commitment, organizational commitment and job satisfaction.

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Among the factors that affects job satisfaction are managers or

administrators as stated by Leveriza (2010) people must maintain satisfactorily

relationship within the organization. Everyone must accept the others and work

within the structure of his limitations, shaping himself to conform to the group

pattern, which is quite difficult to change. But more than anybody else in the

organizational hierarchy, the immediate principal should always be area of the

people he is working with and feels about their relationship. This is important is

he could promptly make the appropriate measures to improve the relationships

as the close partners, the principal and his staff should really understand well

their respective characters, personality and emotion under a particular situation.

Although Blake. Mouton and McGregor (as stated in Hellriegel and

Slocum, 2009) argued that there is one best style of leadership- a style that

maximizes productivity and satisfaction and growth and development in all

situations. Further researchers have supported clearly the contention that there is

on one best leadership style. Successful and effective leader are able to adapt

their styles to fit the requirements of the situation. One can be effective to some

extent and effective to another. However, it is felt that the situation and the

demands of the group better determine the most effective style of leadership for

a particular situation.

Hellriegel and Slocum (2009) futher added that the most effective school

administrators have been proven to be leader who knows how to work with

groups. The administrator-teacher relationships provide the subordinates the

encouragement and assistance to maximize their performance in terms of

 26

increase in production and commitment which may result into a very good output

for the students.

Baron and Greenberg (2010) also mentioned many of the conditions that

lead individuals to hold positive or negative views of their jobs have been

identified, one is the perceived quality of supervision. When employees perceive

their supervisors as fair and competent and believe that supervisors have their

best interests at heart, satisfaction tends to be high. In contrast, when employees

view their supervisors as unfair, incompetent, or as pursuing selfish motives,

satisfaction tends to be low.

Burack (2011) mentioned that work itself is another factor that contributes to

the employee’s job satisfaction.

Local Literature

Work performance is a complex construct, taking into account the

changing nature of work and the organizations themselves. It speak of work

performance in terms of quantity and quality expected from each employee.

Thorndike cited by Labadia (2010) started the process of defining work

performance by articulating the ultimate criterion. This ultimate criterion is a

specification of everything that defines work success across the full domain of

specific job. He further explains that the ultimate criterion is conceptual in nature

and cannot be measured. Therefore, researchers and practitioners use the

ultimate criterion as a guide to choosing indicators of work performance, with the

knowledge that they will never fully capture the entire performance domain.

Kesseler (2007) conceptualized the criteria in assessing work

 27

performance by choosing between subjective and objective methods of

appraisal. Subjective methods refer to “soft” criteria such as peer, self, or

supervisory ratings.

Employment preparation must target improvement of work performance in

future employees, as well as the design and delivery of work supports (Brady

& Rosenberg, 2002a; Rogan, Banks, & Howard, 2000). In addition,

employment assessment systems need to target these two separate, but related

dimensions (Brady, Rosenberg, & amp; Frain, 2008).

Furthermore, education experts all over the country work tirelessly to

identify the salient points or domains needed in line with the vision of

transforming the Filipino Teacher into a globally competitive one. Thus, National

Competency-Based Teachers Standards (NCBTS) was born and Teacher Work

Performance Appraisal was based on it (Cebrian, 2009).

The Teacher Work Performance Appraisal System provides teachers with

meaningful appraisals that encourage professional learning and growth. The

process is designed to foster teacher development and identify opportunities for

additional support.

Moreover, the Teacher Work Performance Appraisal framework is divided

in seven domains such as diversity of learners, curriculum content and

pedagogy, planning, assessing and reporting, learning environment, community

linkages, social regard for learning and personal growth and professional

development.

Job satisfaction is a complex and multifaceted concept, which can mean

 28

different things to different people. Job satisfaction is usually linked with

motivation, but the nature of this relationship is not clear. Satisfaction is not the

same as motivation. "Job satisfaction is more an attitude, an internal state. It

could, for example, be associated with a personal feeling of achievement, either

quantitative or qualitative." In recent years attention to job satisfaction has

become more closely associated with broader approaches to improved job

design and work organization, and the quality of working life movement

(Buchanan, 2006).

Job satisfaction has been defined as, the attitude of an employee toward

a job, sometimes expressed as a hedonic response of liking or disliking the work

itself, the rewards pay, promotions, recognition, or the context such as working

conditions, benefits (Corsini, cited by Tillman, 2008).

Job satisfaction describes the context an individual has with his or her job.

The happier the persons are within their job, the more satisfied they are

(Wikipedia, the free encyclopedia). Job satisfaction is not the same as motivation

or aptitude, although it is clearly linked.

Job satisfaction is critical to retaining and attracting well-qualified

principals and teachers in educational environment. Job satisfaction can define

as an employee's affective reaction to a job, based on a comparison between

actual outcomes and desired outcomes (Mosadeghrad&Yarmohammadian,

2006).

Ayeni and Popoola (2007) give a comprehensive definition of job

satisfaction as pleasurable or positive emotional state resulting from the

 29

appraisal of one’s job or job experience. Job satisfaction is a result of employee’s

perception of ho w well their job provides those things that are viewed as

important. Weiss (2002) has argued that job satisfaction is an attitude but points

out that researchers should clearly distinguish the objects of cognitive evaluation

which are affect the emotion, beliefs and behaviors.

As stated by Zulueta and de Lara (2012) Job Involvement, which is the

degree to which employees immerse themselves in their jobs, invest time and

energy in them, and view work as a central part of their lives is directly related to

job satisfaction. Holding meaningful jobs and performing them well are important

inputs to their self-worth and images. Job-involved workers are likely to believe in

their work ethics and to exhibit high growth needs, and to enjoy participation in

decision-making. Consequently, these workers are seldom tardy or absent and

are willing to work long hours and strive harder to achieve a higher productivity

level.

Robbins (2008) further added that Mentally Challenging Work is preferred

by employees for it gives them opportunities to use their skills and abilities and

offer a variety of tasks, freedom, and feedback on how well they are doing. But,

jobs that have too little challenge create boredom, but too much challenge

creates frustration and feelings of failure. Under conditions of moderate

challenge, most employees will experience pleasure and satisfaction.

Another factor that can affect an employee’s satisfaction and job

performance is his relationship inside the organization.

 30

Baron and Greenberg (2010) mentioned that jobs that permit pleasant

social interactions (friendly contact with others) usually yield higher levels of

satisfaction than jobs that leave little room for such contact.

Baron and Greenberg (2010) People get more out of work than merely

money or tangible achievements. For most employees, work also fills the need

for social interaction. Not surprisingly, therefore, having friendly and supportive

co-workers leads to increased job satisfaction. The behavior of one’s boos also is

a major determinant of satisfaction. Studies generally find that employee

satisfaction is increased when the immediate supervisor understands and

friendly, offers praise for good performance. Listens to employee’s opinions, and

shows a personal interest in them.

Another, on Robbins (2008) that the part of the satisfaction of being

employed is the social contact it brings so allows employees a reasonable

amount of time for socialization. This will help them develop a sense of

camaraderie and teamwork. At the same time, you should crack down any

rudeness, inappropriate behavior and offensive comments. An individual

continues to be disruptive, take charge of the situation, perhaps by dismissing

him or her from the practice.

Baron and Greenberg (2010)one of the most important factors determining

job satisfaction is the type of reward system an organization uses- how rewards

such as pay and promotions are distributed. Satisfaction is enhanced by reward

systems employees’ view as fair and reasonable, but reduced by systems they

consider unfair or reasonable. The importance of this factor is suggested by the

 31

findings of a study conducted by Berkowitz, Fraser, Treasure and Cochran.

These investigators phoned a random sample of several hundred employed

persons and conducted interviews in which these persons answered a number of

questions about their current jobs and satisfaction with their pay. Results

indicated that the single best predictor of such satisfaction was subject’s

perceptions that they were receiving the amount of compensation they deserved-

that they were being treated fairly.

Another, on Robbins (2008) Employees wants pay systems and promotion

policies that they perceive as being just, unambiguous, and in line with their

expectations. When pay is seen as fair based on job demands, individual skill

level, and community pay standards, satisfaction is likely to result. Of course, not

everyone seeks money. Many people willingly accept less money to work in a

preferred location or in a less demanding job or to have greater discretion in the

work they do and the hours they work. But the key in linking pay to satisfaction is

not the absolute amount one is paid; rather, it is the perception of fairness.

Similarly, employees seek fair promotion policies and practices. Promotions

provide opportunities for personal growth. More responsibilities and increased

social status. Individuals who perceive that promotion decisions are made fair

and just manner, therefore, are likely to experience satisfaction from their jobs.

Another, on Robbins (2008), the old adage “you get what you pay for”

tends true when it comes to staff members. Salary is not a motivator for

employees, but they do want to be paid fairly. If individuals believe they are not

compensated well, they will be unhappy working for you. Use their talents and
 32

are not set up for failure. Set clear, achievable goals and standards for each

position, and make sure employees know what those goals and standards are.

Individuals should also receive regular, timely feedback on how they are doing

and should feel they are being adequately challenged in their jobs. Be careful

however, not to overload individuals with challenges that are too difficult or

impossible as that can be paralyzing.

Turning to the impact of work settings, considerable evidence points to the

conclusion that several physical aspects of workspaces play an important role in

reported job satisfaction. Oldham and Fried have reported useful evidence on

such effects recently. These researchers investigated the impact of four aspects

of work settings on job satisfaction among full-time clerical employees at a large

university. The four variables they considered were: (1) social density- the

number of persons working in each office, (2) darkness – the level of illumination

in each of these works settings. (3) Number of enclosures – the number of walls

or partitions surrounding each person’s desk, and (4) interpersonal distance – the

distance between each desk. Results indicate that all four factors affected

participant’s job satisfaction. As expected job satisfaction was lower when social

density was high, illumination level was low, there were relatively few enclosures,

and interpersonal distance was small than when the opposite conditions

prevailed. Moreover, these four factors combined so that the lowest level of

satisfaction occurred when all four negative conditions were present

simultaneously.
 33

Other physical aspects of work settings too have been found to affect work

related attitudes. Among these are temperature, noise, and air quality. As you

might expect, job satisfaction is higher in the presence of comfortable

temperatures, when no0ise is relatively low, and when air quality is good, than

under conditions of excessive heat or cold, high levels of noise, and poor air

quality.

Robbins (2008) Individuals at all levels of the organization want to be

recognized for their achievements on the job. Their success doesn’t have to be

monumental before they deserve recognition, but your praise should be sincere.

So administrators must do something about it, like If you notice employees doing

something well, take the time to acknowledge their good work immediately.

Publicly thank them for handling a situation particularly well. Write them kind note

praise or give them a bonus, if appropriate. You may even want to establish a

formal recognition program such as “employee of the month”.

Employees also aim for AdvancementReward loyalty and performance

with advancement. If you do not have an open position to which to promote a

valuable employee, consider giving him or her a new title that reflects the level of

work he or she has achieved. When feasible, support employees by allowing

them to pursue further education, which will make them more valuable to your

practice and more fulfilled professionally.

As stated by Zulueta and de Lara (2012) there are long-term studies that

indicate that the general job satisfaction has been relatively high in some local

organizations. The results reveal that although worker expectations have both
 34

increased and changed in their focus over time, the quality of management

practices evidently improved. The results indicate that more than 75 percent of

those in the workforce usually reported that they are reasonably satisfied with

their jobs. Managers should not be complacent; however, for these statistics also

suggests that hundreds of workers (the 25 percent) are unhappy and probably

dissatisfied with some specific aspects of their jobs. It may be inferred that many

workers who are “satisfied” may have simply resigned themselves to their work

conditions, with the result that they are neither satisfied nor dissatisfied.

Moreover, it is observed that many result in attempts to improve organizational

effectiveness by laying off hundreds of workers.

The level of job satisfaction across groups is not constant, but it is related

to a number of variables. Analyses of these relationships allow mangers to

predict which groups are likely to exhibit the problem behaviors associated with

dissatisfaction. The Key variables revolve around age, occupational level and

organizational size.

As workers grow older, they initially tend to be slightly more satisfied with

their jobs. Apparently, they lower their expectations to more realistic levels and

adjust themselves better to their work situations. Later, their satisfaction may

suffer as promotions are less frequent and they face the realities of retirement. It

is also possible that people with higher-level occupations tend to be more

satisfied with their jobs. They are usually better paid: Have better working

conditions; and hold jobs that make fuller use of their abilities. There is also some

evidence to suggest that levels of job satisfaction are quite higher in smaller
 35

organizational units than those of larger organizations. Bigger organizations tend

to overwhelm people, disrupt supportive processes, and limit the amount of

personal closeness, friendship, and small-group teamwork that are important

factors of job satisfaction for many people.

Personal characteristics and job satisfaction according to Baron and

Green (2010) several personal characteristics have been found to affect job

satisfaction. For example, people high in self-esteem tend to report higher levels

of satisfaction with their jobs than persons low in self-esteem. Similarly, persons

who are high in the ability o withstand stress tend to report higher job satisfaction

than persons low in this ability. Also, individuals who believe they can influence

or control their own outcomes tend to report higher job satisfaction than those

who feel that such outcomes are outside their personal influence. Persons who

are high in status and seniority often report higher levels of satisfaction than

those who are low in status or seniority.

Finally, job satisfaction appears to be influenced, at least in some cases,

by general life satisfaction- satisfaction in all aspects of life, including work and

non-work settings. While findings in this relationship have not been entirely

consistent, several studies suggest that high levels of life satisfaction may spill

over into high levels of job satisfaction, and vice versa.

But Attitudes are also manifestations and good predictors of human

behavior. They usually provide clues to a worker’s behavioral intentions to act in

a certain way. Positive job attitudes can help, to a great extent, predict

constructive behavior. On the other hand, negative job attitudes help predict
 36

undesirable behavior. When workers are dissatisfied with their jobs, lack

involvement, and are low in their commitment to the ideas of the organization,

various consequences may eventually follow, especially if the feelings are strong

and persistent. Dissatisfied workers may resort to tardiness, absences, extended

break hours and slow downs. On the other hand, satisfied workers may normally

provide acts of customer service beyond the call of duty, have good work

records, and actively participate in development activities and pursue excellence

in all areas of their jobs. A large number of studies have addressed the outcomes

of satisfaction and dissatisfaction, and the fundamental nature of the result in the

areas of performance, tardiness and absences, turnover, and other human

behavior.

Many studies claim that two of the most widely researched aspects of

employee attitude and behavior in the recent years are job satisfaction and

organizational citizenship behavior (OCB) (Reisel, Probest, Chia, Maloles,

&Konig, 2010). This is due to the fact that job satisfaction and OCB have positive

impacts on the organization as a whole (Al-Sharafi&Rajiani, 2013). However

widely-researched these aspects are, these two still warrant research in the

context of contractual workers, most especially in the Philippines.

Job satisfaction. As a well-researched topic among employees in general,

the definition of job satisfaction has gained variations over time (Reisel et al.,

2010). However, many studies still refer back to Locke’s definition of job

satisfaction: an emotional state brought about by the evaluation or appraisal of

one’s job experiences (as cited in Reisel et al., 2010). Locke added that in order
 37

to understand this work-related attitude, certain aspects of one’s job must be

considered. This includes work, pay, promotions, recognition, benefits, working

conditions, supervision, co-workers, company, and management (as cited in

Buitendach& De Witte, 2005). Later studies classified the aforementioned

aspects into intrinsic and extrinsic job satisfaction.

A negative relationship between job satisfaction and temporary work

arrangement has been established (Kaiser, 2002). Predictors that have been

identified vary from unsatisfying job content, lack of job security, low wages,

unfavorable working conditions, lack of training and opportunities, and high work

stress (Graaf-Zijl, 2012). Therefore, contractual workers are prone to

experiencing both intrinsic and extrinsic job dissatisfaction. Although the focus of

the present study are contractual workers, it is noteworthy to mention findings

from past researches conducted in Western and Middle Eastern countries

comparing the levels of satisfaction between regular and contractual workers.

Those studies showed that job satisfaction is lesser among contractual workers

compared to regular workers (Graaf-Zijl, 2012; Wilkin, 2013).

Organizational citizenship behavior (OCB). Similar to job satisfaction, OCB

is another topic in the field of organizational behavior that has received

considerable attention from scholars as it is said to play an important role in the

organization’s effective functioning (Moorman & Harland, 2002; Podsakoff,

Mackenzie, Paine, &Bachrach, 2000). Organ (1988) defined OCB as

discretionary individual behaviors that are not formally recognized by the reward

system of an organization. Employees performing OCBs are considered to be

 38

going the extra mile. Because these are not part of their job description, failing to

do any OCB does not merit them any sanctions.

In sorting 30 different behaviors at work, Podsakoff et al. (2000)

determined seven general themes in OCBs: helping behaviors, sportsmanship,

organizational loyalty, organizational compliance, individual initiative, civic virtue,

and self-development. Another approach in classifying OCBs was suggested

through identifying the target of the particular OCB. In this approach, OCBs are

categorized as OCB-Organization (OCBO), which pertains to behaviors that

benefit the organization as a whole, or OCB-Individuals (OCBI), which directly

benefit particular individuals within the organization.

Job satisfaction predicts OCB. A number of independent studies have

established a relationship between satisfaction towards one’s job and extra role

behaviors (Mehboob& Bhutto, 2012). Job satisfaction has long been found to be

a robust and essential predictor of OCB (Organ & Ryan; Qamar, 2012). However,

the strength of the relationship varied. Contrary to the findings of most studies,

some claimed that job satisfaction is a weak predictor of OCB (Mehboob&

Bhutto, 2012). Albeit the variation, prior studies still agree on the existence of the

positive relationship between job satisfaction and OCB.

Previous studies on employee attitudes and behaviors have provided

empirical support on the significant impact of specific human resources (HR)

practices on job satisfaction and OCB. Results from extant literature on

permanent employees suggest that employees are more likely to exhibit higher

levels of job satisfaction and OCB when HR practices target job characteristics
 39

(Slattery et al., 2010; Sultan, 2012), rewards and recognition (Jehanzeb,

Rasheed, Rasheed, &Aamir, 2012; Naqvi, Malik, & Mahmood, 2013), and

training and development (Dysvik&Kuvaas, 2008; Husin, Chelladurai, & Musa,

2012; Rehman, Mansoor, Rafiq, & Rashid, 2011). Besides being found to be

related to and predictive of both job satisfaction and OCBs, these three

antecedents were chosen among many others because these are aspects in the

workplace that the HR management has control of and can be manipulated to get

favorable outcomes from employees.

Job characteristics. These are defined as attributes of a particular job that

have motivational functions on employees and thus, influence both employee

attitudes and work outcomes (Chiu & Chen, 2005; Krishnan et al., 2010).

Hackman and Oldham’s study is considered as one of the pioneer researches on

job characteristics, where the job characteristics model was developed. It

identified three psychological states, namely meaningfulness, responsibility, and

knowledge of results.

Majority of the researches (Slattery et al., 2010; Sultan, 2012) posit that all

of the five job characteristics are positively related to satisfaction in different

types of occupations. On the other hand, findings regarding the relationship of

job characteristics and OCBs were found inconsistent (Chiu & Chen, 2005;

Krishnan et al., 2010; Podsakoff et al., 2000).

Rewards and recognition. Rewards include financial compensation,

benefits, and promotions and incentives, which to some extent provide

satisfaction to employees (Danish & Usman, 2010). Recognition, on the other

 40

hand, describes how the organization evaluates the work of an employee and

how much appreciation is gained by the employee in return (Danish & Usman,

2010). Both rewards and recognition lead to higher levels of motivation and

research has shown that motivation influences satisfaction and performance

(Javed, Rafiq, Ahmed, & Khan, 2012).

Related Studies

Foreign Studies

Teachers who are satisfied with their work typically display higher levels

of motivated behavior and performance as well as lower levels of stress, anxiety,

and burnout Brouwers and Tomic, 2000; Caprara, Barbaranelli, Borgogni, and

Steca, 2003; Caprara, Barbaranelli, Steca, and Malone, 2006; Greenglass and

Burke, 2003). The satisfaction that teachers gain from their work may be

experienced individually, but teaching is not practiced in a social or cultural

vacuum (e.g., Huang & Van de Vliert, 2004; Yetim&Yetim, 2006).

Job satisfaction-perceptions of the fulfilment derived from day-to-day

activities-is associated with job commitment, and with higher levels of

performance at work (Judge, Thoresen, Bono, & Patton, 2001). In educational

contexts, Caprara et al. (2003) labeled job satisfaction a "decisive element" that

influences teachers' attitudes and performance, and he suggested that self-

efficacy and collective efficacy both contribute to teachers' job satisfaction.

However, teaching is often a stressful occupation, with demands from

administrators, colleagues, students, and parents compounded by work overload,

shifting policies, and a lack of recognition for accomplishments (Greenglass&

 41

Burke, 2003). The outcomes of teachers' work-related stress are serious and

may include burnout, depression, poor performance, absenteeism, low levels of

job satisfaction, and eventually, the decision to leave the profession (Betoret,

2006; Jepson & Forrest, 2006).

Teacher stress is not inevitable in challenging conditions; teachers in

schools in which there is good communication among staff and a strong sense of

collegiality express lower levels of stress and higher levels of commitment and

job satisfaction (Kyriacou, 2001).

A growing body of research is illuminating the relation between teachers'

motivation and job-related factors, but understanding how teachers' motivation,

job satisfaction, and job stress are influenced by context and cultural values has

been largely overlooked. Kirkman and Shapiro (2001) discovered that job

satisfaction and job commitment were higher for collectivists because of lower

resistance to teamwork and increased willingness to defer to managerial

decisions.

Job satisfaction is critical to retaining and attracting well-qualified

principals and teachers in educational environment. Job satisfaction can be

defined as an employee's affective reaction to a job, based on a comparison

between actual outcomes and desired outcomes

(Mosadeghrad&Yarmohammadian, 2006).

Job satisfaction varies between studies (Morice& Murray, 2003;

Protheroe, Lewis, & Paik, 2002). Job satisfaction is important in terms of teacher

retention, but is also related to teacher empowerment, school culture, quality

 42

work environment, and student achievement. Greater job satisfaction is also a

critical factor to consider in terms of recruitment of new teachers into the

profession. It is not surprising that researchers suggest school must give more

attention to increasing teacher job satisfaction to recruit and retain quality

personnel (Bogler, 2001). As importance of retaining quality teacher steadily

continues to increase, numerous studies have determined factors contributing to

teacher satisfaction and dissatisfaction (Colgan, 2004; Houchins, Shipper

&Cattret, 2004; Rlienhenz&Ingvarson, 2000).

Spector cited by Labadia (2010) presented three reasons to clarify the

importance of job satisfaction. First, organizations can be directed by

humanitarian values. Based on these values they will attempt to treat their

employees honourably and with respect. High level of job satisfaction could also

be a sign of emotional wellness or mental fitness. Second, organizations can

take on a utilitarian position in which employees’ behaviour would be expected to

influence organizational operations according to the employees’ degree of job

satisfaction/dissatisfaction. Third, job satisfaction can be an indicator of

organizational operations. Assessment of job satisfaction might identify various

levels of satisfaction among organizational departments and, therefore, be

helpful in pinning down areas in need of improvement. Spector believed that

each one of the reasons is validation enough of the significance of job

satisfaction and that the combination of the reasons provides an understanding

of the focus on job satisfaction.

According to Mison and Bernabe, (2004) there are personal

 43

characteristics that affects employee’s performance such as age, sex, marital

status, and tenure. The relationship between age and work performance may be

an issue of increasing importance during the next decade. There is a widespread

belief that work performance declines with increasing age. With age and

experience come a variety of benefits including, for many, enhanced self-esteem.

Reviewing a range of studies on the subject, Tim Khlai (2006) reports, “All

studies show positive shifts occurring in the middle years, particularly between

ages 40 and 50.” Coupled with that, teachers find themselves with

responsibilities and just as much, if not more, to do. One of the more consistent

findings has been that there is a positive relationship between job satisfaction

and age.

Studies on the relationship between rewards and recognition and job

satisfaction have yielded inconsistent results in terms of the strength of the

relationship (Danish & Usman, 2010). In general, however, a positive and direct

relationship has been established in previous studies (Jehanzeb et al., 2012;

Naqvi et al., 2013).

Although OCBs are not formally recognized by an organization’s reward

system, Organ argued that employees still utilize indirect and informal beliefs

about future rewards whenever they decide to engage in certain OCBs (as cited

in Barbuto& Story, 2011). In addition, when organizations utilize reward

strategies such as pay for performance, which normally pay above market rates

(Pfeffer, as cited in Snape & Redman, 2010), employees’ feelings of being

 44

supported and valued by the organization increases, which may lead them to

performing extra roles in the workplace (Snape & Redman, 2010).

Training and development. According to Landy (as cited in Schmidt,

2007), training is a set of planned activities made available by the organization to

its employees in order to improve job knowledge and skills and to align

employees’ attitudes and behaviors with the goals of the organization and the

requirements of the job. Training is also seen as a systematic development of

employees’ knowledge, skills, and expertise to enable them to effectively perform

the assigned job or task (Patrick, 2000). According to Violino, in making career

options, one of the major factors considered by employees is their satisfaction

with the training and development opportunities provided by the organization (as

cited in Schmidt, 2007).

Previous studies have found that training and development is a significant

source of employee job satisfaction (Mukhtar, Sial, Imran, &Jilam, 2012; Schmidt,

2007). Furthermore, there has been a strong support for positive and direct

relationship between training and development and OCBs (Dysvik&Kuvaas,

2008; Husin et al., 2012; Rehman et al., 2011). Accordingly, training

opportunities may be taken as a form of organizational investment and therefore

may elicit employees’ feelings of obligation to reciprocate to the organization

(Dysvik&Kuvaas, 2008).

According to Chruden and Sherman (2010). There are some variables

relating to work, and some authors have developed a contingency model to

depict the variables upon which work satisfaction may be contingent. One such
 45

model contains ten key job dimensions or variables that are considered to have

an effect upon the satisfaction to be derived from a job. These dimensions are:

1. Variety (tools, equipment, activities, and workplace)

2. Autonomy (interdependence and control in performing job)

3. Interaction (numbers and types of interrelationships)

4. Knowledge and skill (time required for proficiency)

5. Responsibility (closeness of supervision and cost of mistakes)

6. Task identity (how one’s contributions add to the total effort)

7. Feedback (being kept informed)

8. Pay (wages and fringes)

9. Working conditions (physical work environment)

10. Cycle time (time required to perform a unit of work)

Tom Terez as stated in Bell (2013), “Each of us has a set of factors that,

for us, is what we need to have a meaningful work experience. It’s much like the

set of keys we carry with us at all times “ But as a speaker, workshop leader,

workplace consultant, and author of “22 keys to creating a meaningful

Workplace” He suggested the following criteria to be the most important in

determining job satisfaction: a.) Acknowledgement b.) Balance c.)Challenge

d.)Dialogue e.)Direction f.)Equality g.)Fit h.)Flexibility i.)Informality j.)Invention

k.)Oneness l.)Ownership m.)Personal n.)Development o.)Purpose

p.)Relationship q.)Building Relevance r.)Respect s.)Self-Identity t.)Service

u.)Support v.)Validation and w.) Worth.

 46

Another author, Carole Kancier in her book “Dare to change your Job and

your Life” (as stated in Bell, 2013) she suggested that job satisfaction is linked to

satisfaction in other parts of life. She presented a list of introspective questions

designed to help one determine life satisfaction, a quality that directly impacts job

satisfaction:

Are you?

1. Usually happy?

2. Anticipating a bright future?

3. Rarely upset over trivial disappointments?

4. Rarely bored?

5. Usually in agreement with your partner?

6. Able to communicate with your partner?

7. Involved in a warm relationship with friends?

8. Happily involved in work?

9. Enjoying getting out of bed on workdays?

10. Able to attain your career goals in your current position?

11. Participating in enjoyable leisure activities?

12. Having enough time and money for leisure?

13. Able to accept criticisms?

14. Proud of your accomplishments?

15. Peaceful within?

16. Deriving meaning and purpose in life?

17. Healthy and energetic?

 47

18. Maintaining good exercise, nutrition, relaxation, and sleep habits?

19. Earning sufficient income for your needs?

20. Without financial concerns?

As to Worker’s performance, Zulueta and de Lara (2012) .The

Performance level of a worker is measured by the quality of output considering

time and cost. The satisfaction performance relationship is more complex than

the simple path of “satisfaction leads to performance”

It is inferred that a more accurate statement of the relationship is that high

performance contributes to high job satisfaction. This result leads to higher

economic and psychological rewards. If these rewards and other benefits are

seen as fair and equitable, then improved satisfaction develops because workers

feel that they are receiving rewards in promotion to their performance. On the

other hand, if rewards are seed as inadequate for the level of satisfaction leads

to either greater or lesser commitment and in effect, affects the productivity level.

Performance appraisal (Kreitner, 2012) is the process of evaluating

individual performance as a basis for making objective personal decision. He

suggested three general approaches to appraising job performance:

1. Trait-oriented appraisal or the “who” did the job approach;

2. Behavior oriented appraisal or the “how” the job was done approach;

3. Outcome-oriented appraisal or the “what” was accomplished approach.

Leveriza (2010) emphasized that formal evaluation system is important,

because feedback from performance evaluation allow employees to correct

behavior and also provide motivation input.

 48

Local Studies

Weiler cited by Labadia (2010) sought to determine the relationship of

demographic variables as age and length of service to job satisfaction, job

effectiveness and career satisfaction. Results showed that age was negatively

correlates with job satisfaction. Moreover, age was positively correlated with

career effectiveness.

There is no consistent evidence that women differ from men in job

satisfaction. There is no enough information available to down even the most

tentative conclusions with regards to the relationship between the sex of the

worker and job satisfaction.

According to Mison and Bernabe, (2004) there are few differences

between males and females that will affect their work performance. On absence

and turnover rates, some evidences show that females have higher turnover

rates while others found differences. On absences, women have higher rate of

absenteeism than men do.

Kim Khlai (2006) concluded that certain studies on sex and job

satisfaction noted that women’s job satisfaction is not lower than men’s, given

that women’s jobs are often inferior in terms of pay, autonomy, and promotional

opportunity. Using the data set on the work orientation from the 1997

International Social Survey Program, showed that in most countries, women

were actually less satisfied than men, whereas in Great Britain, and United

States, women had much higher job satisfaction levels than men among at least

21 countries. Thus it seems that the sex/job satisfaction paradox is not a

 49

worldwide but an Anglo-Saxon phenomenon.

Traditional culture is of substantial importance in predicting and affecting

job satisfaction in Kuwait (Metle, 2002). Kuwaiti women employees were

dissatisfied with their job in the Kuwaiti government sector because Kuwaiti

traditional culture negatively affects Kuwaiti women’s level of job satisfaction.

There have been few empirical studies of sex and job satisfaction in Korea.

Holdaway, Friesen and Williams cited by Labadia (2010) revealed that

overall job satisfaction of personnel was mostly related to achievement, career

orientation, recognition, interpersonal relations, and feelings of responsibility,

authority, and autonomy.

In the study on the relationship between communication satisfaction and

organizational commitment in three Guatemalan organizations, it was found out

that employees with more tenure status were significantly more committed to

their organization. Older workers seem report higher levels of job satisfaction

than younger ones. Tenure does not appear to hold the same consistency in its

relationship with job satisfaction. The psychological consequences of increasing

service in a given job are probably more dependent on the characteristics of the

work situation. Hence, in considering the variable of tenure, one must be careful

to attend to the specifics of job situation.

Teacher job satisfaction relates positively to participative decision-

making, higher autonomy at work, and ultimately leads to positive work

environment condition, Hughes (2006). “A happy worker is a productive worker”.

A s a result of the Hawthorne studies, managers generalized that if their

 50

employees were satisfied with their jobs, that satisfaction would be translated into

high productivity. Woods and Weasmer (2002) suggested that when teachers are

satisfied, the rate of attrition is reduced, collegiality is enhanced, and job

performance improves. Teachers who find their work environment supporting and

nurturing have self-perceptions of competence, worth, ownership, and

satisfaction with their school and find it difficult to leave a responsive workplace.

In the study of Factor (2001), he found out that there were three major

theoretical perspectives are postulated, viz, the hypotheses that: (a) satisfaction

leads to performance; (b) the relationship is moderated by a number of

variables; and (c) performance leads to satisfaction. Relevant research results

are found to be equivocal at best, thereby implying that the relationship

between satisfaction and performance is highly complex. Important areas of

concern for management arising out of the review include the psychological

effects of job content, the matching of jobs to individual needs, the

appropriateness of reward systems, and the use of performance appraisal and

salary evaluation. All are seen as being pertinent to the quality of organizational

functioning. It is therefore contended that a holistic contingency approach which

takes into account the needs of workers, the characteristics of their work

environment and the requirements of the organization be adopted.

Buchanan (2006) strives to describe the relation of job satisfaction and

performance, keeping in mind the value this relation has for organizations.

Individual performance is generally determined by three factors. Motivation, the

desire to do the job, ability, the capability to do the job, and the work
 51

environment, the tools, materials, and information needed to do the job. If an

employee lacks ability, the manager can provide training or replace the worker. If

there is an environmental problem, the manager can also usually make

adjustments to promote higher performance. But if motivation is the problem, the

manager's task is more challenging. Individual behavior is a complex

phenomenon, and the manager may not be able to figure out why the employee

is not motivated and how to change the behavior. Thus, also motivation plays a

vital role since it might influence negatively performance and because of its

intangible nature.

Mastura (2004) found out that the higher rating of employee is line with

the belief that accomplishing tasks and performing at higher level can be a

source of job satisfaction, with feeling of mastery and pride.

Employee satisfaction is supremely important in an organization because

it is what productivity depends on (Wagner & Gooding 1987; Wright

&Crapanzano 1997). If your employees are satisfied they would produce superior

quality performance in optimal time and lead to growing profits. Satisfied

employees are also more likely to be creative and innovative and come up with

breakthroughs that allow an institution to grow and change positively with time

and changing market conditions. The quality or effectiveness of teachers is

considered to be associated with his satisfaction towards his profession, his

satisfaction with his values. Thus, it is clear that an effective and competent

teacher will achieve the desired learning outcomes, provided he is satisfied in his

profession or job.
 52

Miguel (2014) in his study of relationship between organizational climate

and the two organizational behaviors: Job performance and Job satisfaction

among the respondents from the ministry of Educational Culture and Sports. The

significant findings are:

a. Organizational climate is positively related to job performance and job

satisfaction and that job satisfaction is more highly related to climate than

job performance.

b. Employees who perceived the climate as supportive had better

performance and higher level of satisfaction than those who perceived

climate to be less productive, implying that organizational climate can be a

potent source of influence on these two organizational behaviors.

c. Further analysis revealed that given a supportive climate, individual needs

and values have an enhancing effect on performance. Job Performance is

more significantly associated with higher needs (autonomy and self-

actualization) than lower order needs.

Manuel (2012) in his study of the factors affecting job performance of the

Municipal Employees of Putdol, Apayao found out that:

a. The age, civil status and year of service of the employees of Pudtol

Municipal Government are not related to their job performance.

b. Educational attainment and Status of appointment are related to job

performance that the higher the educational attainment is the higher the

performance rating.
 53

c. The permanent employee performs better than those uncertain of their

tenure.

d. The perception of the employees of the extent of the implementation of

administrative policies does not affect their job performance.

His study has relevance to the present one in the sense that they both

studied factors attributed to job satisfaction and job performance at work. They

differ in the sense that the previous did not use teachers as his respondents.

Baquiran (2009) in his study of Organizational Climate of the DPWH

Region 02, Cagayan Third Engineering District and its implication to Job

Performance. With the descriptive-correlation method, he found out that there is

a favorable employee interpersonal relationship among supervisory, technical

and clerical employees. Favorable employee motivation patter and employee

work environment are found to prevail among the employees.

The district office is found to be wanting in employee incentives and

awards, employee evaluation system and employee communication system.

Since these motivational factors are important for better job performance, the

office should endeavor to improve these factors as they are helped in the

attainment of the office goals.

As a whole it is found out that little or unfavorable organizational climate

prevailing in the office. Although employees were found to have very

satisfactorily performed their jobs, the effects were due to their own personal

motives, as little or no encouragement was made by the management. This

finding is confirmed by the fact that perception of employees on organizational

 54

climate does not affect their job performance. Moreover it was revealed that

employee’s perception of organizational climate was not affected by their

personal profile variables such as age, sex, civil status, civil service eligibility,

length of service and status of employment.

The study of Baquiran is similar to the present study because they both

focused on how to improve the job satisfaction and job performance of

employees.

Calara (2010) in her study, “Job Satisfaction among Public Elementary

School Teacher and its Relationship to Empowerment”. She found out that Job

Satisfaction is associated with output quality, discipline, initiative and other

aspects of success, the satisfaction obtained by teacher in the performance of

their varied role, their interaction with other teacher and superior are contributing

to their feelings of satisfaction.

Archimedes (2010) on his study on the Impact of employee Job

satisfaction on their Work performance Efficiency, on the employees of Orient

Freight Company. He concluded that:

a. The degree of job satisfaction has positive impact on work performance

efficiency;

b. Management must further improve in all the policies and practices of the

company;

c. Admin staff must increase communication with their supervisor and further

improve self-development.
 55

Lopez (2012) determined in his study the relationship of job satisfaction

with age, civil status, educational attainment and length of service variables

among workers in five star hotels. The overall findings of the study indicate that

age is the best predictor of security in job. The correlation coefficients are all

positive and indicate direct relationship. The higher the educational attainment,

the more the subject feel they can get ahead in the organization or in the

profession itself.

Maglaya (2013) in her study of Job satisfaction among Employees of Five

Selected Restaurant in MCC.Revealed that job satisfaction levels differed with

employee’s position and function. Productive staff members were found to be

most satisfied, followed by the auxiliary group, then the supervisor and lastly, the

productive staff. Educational attainment and training were found to be highly

correlated with the employee’s job satisfaction and social status was found to

have an effect on the employee’s attitudes towards his job. The investigation

revealed organizational variables as the most potent determinants of employee’s

job satisfaction.

Gatchalian (2011) In her study of determinants of job satisfaction among

food service employee of the U.P revealed that personal characteristics,

organizational factors and social variables on the attitudes and behavior of

employee of the U.P Food service Establishment gave the findings that personal

characteristics are the most potent determinants of job satisfactions among these

are the educational attainment, length of service and training are the most highly

correlated with overall job satisfaction.

 56

The above mentioned study is useful in the present students for it made

use of same profile variables to correlate with job performance, only that it the

previous made use of hotel personnel as the respondents.

Synthesis

The literature review and the different studies mentioned earlier laid the

groundwork of a workable questionnaire that could be used in determining the

level of job satisfaction of the respondents in this study. Methodology used by

studies mentioned are a bit different from the method that will be used in this

study but could help in better understanding and interpretation of the findings that

this study will be able to gather from its respondents.

 57

Chapter 3

METHODS AND PROCEDURE OF THE STUDY

This chapter presents and discusses the method of research design that

was used in the study, the respondents of the study, data gathering tools, data

gathering procedure and the statistical tools used in the study.

Methods of Research Used

This study made use of the descriptive research method using survey

questionnaire and unstructured interview as the primary instruments of the

research.

A descriptive study according to Ariola (2006), is a method of research

which involves description, recording, analysis, and interpretation of the present

nature among variables.

Locale of the Study

This study was conducted in Quirino particularly at Provincial Environment

and Natural Resources Office, Andres Bonifacio, Diffun, Quirino.

Diffun, the gateway to the province of Quirino, is one of the six (6)

municipalities of Quirino. Diffun was created as a legal and corporate entity on

July 2, 1950 during the incumbency of congressman Leon Cabarroguis and

Governor Marcelo Maddela of Nueva Vizcaya.It is formerly a sitio of Barrio San

Isidro, Santiago, Isabela since 1932. It has been the center of hunting ground

among the natives and the Ilocanos. It was a primeval forest with many scattered

rolling hills up and down.

 58

Respondents of the study

The study used a purposive sampling or those who are available during

the conduct of the study due to the limitation of time to finish the study. The study

used a sample of 42 employees and 13 administrators from PENRO Quirino.

Instruments

The questionnaire method of data gathering was used. The questionnaire

contains two aspects namely: (a) part I – Personal data which was designed to

gather respondents’ Profile; and (b) Part II- Questionnaire using a 5 point rating

scale to make the account on the perceptions of employees and administrators

on job satisfaction aspects. This instrument was patterned from the work of

Adoracion G. Maraggun of Tuguegarao City, Cagayan.

The researcher adopted 5 factors from the Questionnaire; these factors

consisted of (1) work environment, (2) workload, (3) office facilities and services,

(4) professional growth, and (5) other benefits.

The questionnaire was revised as suggested by the research consultants

and advisers. A test of reliability of the questionnaire on job satisfaction was no

longer employed, since the reliability of the instruments from it was adopted had

already been established.

Data Gathering Procedure

The researcher sought the permission of the PENR Officer, respectively

thru a letter and upon approval; the said letter was attached to each

questionnaire and personally administered by the researcher. Due to the

 59

proximity and accessibility of the researcher to the respondents, the researcher

personally retrieved the questionnaire.

The data and information gathered through the questionnaire both from

the employees and administrators were supplemented with unstructured

interviews conducted by the researcher herself.

Treatment of Data

In analyzing the data gathered through the questionnaire, the researcher

used the following statistical treatment:

a. Frequency count and percentage were used to describe or compare

magnitude, and as a form of numerical analysis but specifically to

compare the size of sample frame and frequencies of an item to the

questionnaire’ whole item, particularly on the profile of the respondents;

b. Mean was used to determine the perceptions of the respondents towards

the personnel and administrator level of job satisfaction along the different

aspects.

The mean is computed by using the following formula:

X = ΣN

Where: N = score

Σ = summation of all scores

 60

While Standard deviation was used to determine how close are the

perceptions the personnel and administrators to each other.

The SD is computed by using the following formula:

SD = ∑ (X – X) 2

Where: Σ = summation of all scores

X= raw score

X= mean

N= number of scores in the distribution

c. The item mean of each item in the questionnaire was interpreted

according to the following verbal description and value.

Weighted mean Meaning Equivalent value

1.49 – 1.00 Not Satisfied 1

1.50 – 2.49 Slightly Satisfied 2

2.50– 3.49 Moderately Satisfied 3

3.50 – 4.49 Satisfied 4

4.50 – 5.00 Very Satisfied 5

 61

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the tabulated data, its analysis and interpretation.

The tables are presented and sequenced in the same order by which the

Statement of the Problems appear in Chapter 1.

Part I- Respondent’s Profile

1.1 Age. Table 1 shows the profile of employees and administrators

according to age.

Table 1. Profile of Employees and Administrators according to Age

Administrators Employees
Age Bracket Frequenc Frequenc
Percent Percent
y y
20-29 years old 1 8.33 21 48.84
30-39 years old 1 8.33 14 32.56
40-49 years old 3 25.00 5 11.63
50-59 years old 6 50.00 2 4.65
60 years old and above 1 8.33 1 2.33
Total 12 100 43 100

As revealed in Table 1, Six (6) or 50% of the administrator-respondents

belong to age bracket 50-59 years old; 3 or 25% belong to age bracket 40-49

years old and 1 or 8.33% belong to age brackets 20-29, 30-39 and 60 years old.

On the other hand, significant number of the employee-respondents 21 or

48.84% belong to age bracket 20-29 years old; 14 or 32.56% belong to age

bracket of 30-39 years old; 5 or 11.63% belong to age bracket 40-49 years old; 2

or 4.65% belong to age bracket 50-59 years old and 1 or 2.33% belong to age

bracket 60 years old and above.

 62

The administrators of the PENRO Quirino belong to the late adulthood and

they are about to retire, while the employees are young and at the prime of their

career.

1.2 Gender. Table 2 shows the profile of employees and administrators

according to gender.

Table 2. Profile of Employees and Administrators according to Gender

Administrators Employees
Gender Frequenc Frequenc
Percent Percent
y y
Male 7 58.33 17 39.53
Female 5 41.67 26 60.47
Total 12 100 43 100

As revealed in Table 2, majority of the administrator-respondents 7 or

58.33% are male while 5 or 41.67% are female.

On the other hand, majority of the employee-respondents 26 or 60.47%

are female while 17 or 39.53% are male.

This implies that administrative positions are for male while clerical

positions are for female.

1.3 Civil Status. Table 3 shows the profile of employees and

administrators according to civil status.

Table 3. Profile of Employees and Administrators according to Civil Status

Administrators Employees
Civil Status Frequenc Frequenc
Percent Percent
y y
Single 1 8.33 18 41.86
Married 11 91.67 25 58.14
Total 12 100 43 100
 63

As revealed in Table 3, majority of the administrator-respondents 11 or

91.67% are married while 1 or 8.33% is single.

On the other hand, majority of the employee-respondents 25 or 58.14%

are married while 18 or 41.86% are single.

This implies that most of them are persistent and hardworking to provide

the basic needs for their own families.

1.4 Educational Qualification. Table 4 shows the profile of employees

and administrators according to educational qualification.

Table 4.Profile of Employees and Administrators according to Educational

Qualification
Administrators Employees
Educational
Frequenc Frequenc
Qualification Percent Percent
y y
High School Graduate 2 4.65
College Undergraduate 1 2.33
Bachelor's Degree 5 41.67 39 90.70
Master's Degree 7 58.33 1 2.33
Total 12 100 43 100

As revealed in Table 4, majority of the administrator-respondents 7 or

58.33% are Masteral Degree holder and 5 or 41.67% of the respondents are

Bachelor's Degree holder.

On the other hand, majority of the employee-respondents 39 or 90.70%

are Bachelor's Degree holder; 2 or 4.65% are High School Graduates and

College Undergraduate and 1 or 2.33% is Masteral Degree holder.

This implies that Master’s Degree is a requirement for administrative

positions.
 64

1.5. Length of Service. Table 5 shows the profile of employees and

administrators according to length of service.

Table 5.Profile of Employees and Administrators according to Length of Service

Administrators Employees
Length of Service Frequenc Frequenc
Percent Percent
y y
Less than a year 2 4.65
1-9 year(s) 1 8.33 33 76.74
10-19 years 2 16.67 5 11.63
20-29 years 4 33.33 2 4.65
30 years and above 5 41.67 1 2.33
Total 12 100 43 100

As revealed in Table 5, Five (5) or 41.67% of the administrator-

respondents belong to bracket 30 years and above; 4 or 33.33% belong to

bracket 20-29 years; 2 or 16.67% belong to bracket 10-19 years with and 1 or

8.33% belong to bracket 1-9 year(s).

On the other hand, majority of the employee-respondents 33 or 76.74%

belong to bracket 1-9 year(s); 5 or 11.63% belong to bracket 10-19 years; 2 or

4.65% belong to brackets 20-29 years and less than a year and 1 or 2.33%

belong to bracket 60 years and above.

This implies that seniority could be a factor that they are in the

administrative position.

Part II- Level of Job Satisfaction

2.1 Work Environment. Table 6 shows the level of job satisfaction in

terms of work environment.

 65

Table 6.The Level of Job Satisfaction in terms of Work Environment.

Administrator’ Employee’s Average

Work Environment s Weighted Weighted Weighted Interpretation
Mean Mean Mean
The administrators
make real efforts to
4.50 4.16 4.33 Satisfied
maintain close contact
with the employees
The administrators
show concern for the
4.38 3.88 4.13 Satisfied
problems of the
employees
The administrators
makes the employee's
4.50 3.89 4.19 Satisfied
work easier and
pleasant
The administrators
endeavor to promote a
sense of
4.50 4.02 4.26 Satisfied
belongingness among
the employees in the
office
The administrators
shows no impartiality
in their relations with 4.38 3.85 4.32 Satisfied
the employees in the
office
The employees are
not hesitant to discuss
4.25 3.80 4.02 Satisfied
problems with the
administrators
The administrators
makes employees feel
4.50 4.15 4.32 Satisfied
welcome to their
offices
The administrators
recognize the feelings,
4.38 3.89 4.13 Satisfied
attitudes and values of
each employees
The administrators
4.38 4.00 4.19 Satisfied
make employees feel
 66

comfortable during
conferences.
Total Weighted Mean 4.42 3.96 4.21 Satisfied

As shown in Table 6, the two groups of respondents agreed that the

employees of PENRO are satisfied in the aspect of work environment in terms of

the following: make real efforts to maintain close contact with the employees

(4.33), show no impartiality in their relation with the employees (4.32), make

employees feel welcome to their offices (4.32), endeavor to promote a sense of

belongingness among the employees (4.26), make the employee’s work easier

and pleasant (4.19), make employees feel comfortable during conferences

(4.19), show concern for the problems of the employees (4.13), recognize the

feelings, attitudes and values of each employees (4.13) and employees are not

hesitant to discuss problems (4.02). With a total weighted mean of 4.21, it implies

that both are satisfied in terms of work environment.

2.2 Workload. Table 7 shows the level of job satisfaction in terms of

workload.

Table 7.The Level of Job Satisfaction in terms of Workload.

Employee’s Average
Administrator’s
Work Load Weighted Weighted Interpretation
Weighted Mean
Mean Mean
Employees are
satisfied with the 4.38 3.85 4.11 Satisfied
work load
The number of
hours an
employee must 4.25 4.13 4.19 Satisfied
work is
reasonable
Employees
2.63 4.17 3.40 Satisfied
spend much of
 67

their time on
detailed reports.

Employees are
expected to do
an
unreasonable 2.63 4.05 3.34 Satisfied
amount of
record keeping
and clerical
The
administrators
provide a very
reasonable 4.13 4.11 4.12 Satisfied
working
program for
employees
There exists an
equal
distribution of
4.5 3.65 4.075 Satisfied
workloads
among
employees
Total Weighted
3.75 3.99 3.87 Satisfied
Mean

As shown in Table 7, the two groups of respondents agreed that the

employees of PENRO are satisfied in the aspect of work load in terms of the

following: numbers of hours an employee must work is reasonable (4.19),

provide a very reasonable working program for employees (4.12), with the

workload (4.11), equal distribution of workloads among employees (4.075),

spend much of their time on detailed reports (3.40) and expected to do

unreasonable amount of record keeping and clerical (3.34). With a total weighted

mean of 3.87, it implies that both are satisfied in terms of workload.

2.3 Office Facilities and Services. Table 8 shows the level of job

satisfaction in terms of office facilities and services.

 68

Table 8.The Level of Job Satisfaction in terms of Office Facilities and Services.

Office Employee’s Average

Administrator’s
Facilities and Weighted Weighted Interpretation
Weighted Mean
Services Mean Mean
Improvement of
office facilities
4.63 3.9 4.26 Satisfied
and services is
given priority
There are
sufficient
4.25 3.68 3.96 Satisfied
comfort rooms
in the office
Facilities and
services are
4.63 3.81 4.22 Satisfied
adequately
provided
The procedures
for the
procurement of
4.88 4.27 4.57 Satisfied
materials are
well defined and
efficient
Drinking
fountains are
4.38 3.67 4.02 Satisfied
adequately
provided
Audio-visual
aids and
projection
equipment is 4.13 3.85 3.99 Satisfied
provided in the
office as
needed
Total Weighted
4.48 3.86 4.17 Satisfied
Mean

As shown in Table 8, the two groups of respondents agreed that the

employees of PENRO are satisfied in the aspect of office facilities and services in

terms of the following: procedures for the procurement of materials are well
 69

defined and efficient (4.57), improvement of office facilities and services is given

priority (4.26), facilities and services are adequately provided (4.22), drinking

fountains are adequately provided (4.02), audio-visual aids and projection

equipment is provided in the office as needed (3.99) and there are sufficient

comfort rooms in the office (3.96). With a total weighted mean of 4.17, it implies

that both are satisfied in terms of office facilities and services.

2.4 Professional Growth. Table 9 shows the level of job satisfaction in

terms of professional growth.

Table 9.The Level of Job Satisfaction in terms of Professional Growth.

Employee’s Average
Professional Administrator’s
Weighted Weighted Interpretation
Growth Weighted Mean
Mean Mean
Keeping up
professionally is
Slightly
too much a 2.38 2.55 2.46
Satisfied
burden for the
employees
The
administrators
leadership
4.25 3.88 4.06 Satisfied
challenges
employees
growth
Employees are
well equipped
4.25 3.62 3.93 Satisfied
for their
profession
Employees
possess
freedom to learn 4.50 3.94 4.22 Satisfied
and grow at
their own rate
Total Weighted
3.85 3.50 3.67 Satisfied
Mean
 70

As shown in Table 9, the two groups of respondents agreed that the

employees of PENRO are satisfied in the aspect of professional growth in terms

of the following: employees possess freedom to learn and grow at their own rate

(4.22), leadership challenges and stimulates employee’s growth and employees

are well equipped for their profession (4.06) and employees are well equipped for

their profession (3.93). Meanwhile they are slightly satisfied in the aspect of

keeping up professionally is too much a burden for the employees (2.46). With a

total weighted mean of 3.67, it implies that both are satisfied in terms of

professional growth.

2.5 Other Benefits. Table 10 shows the level of job satisfaction in terms

of other benefits.

Table 10.The level of Job Satisfaction in terms of Other Benefits.

Employee’s Average
Administrator’s
Other Benefits Weighted Weighted Interpretation
Weighted Mean
Mean Mean
Provision of
loyalty pay to 3.5 2.92 3.21 Satisfied
employees
Salary Bonuses
are provided to 4.63 3.8 4.21 Satisfied
the employees
Total
Weighted 4.07 3.36 3.71 Satisfied
Mean

As shown in Table 10, the two groups of respondents agreed that the

employees of PENRO are satisfied in the aspect of other benefits in terms of the

following: salary bonuses to employees (4.21) and providing loyalty pay to

employees (3.21). With a total weighted mean of 3.71, it implies that both are

satisfied in terms of other benefits.

 71

2.6 Summary Table. Table 11 presents the summary table on the level of

job satisfaction among employees of Provincial Environment and Natural

Resources Office, Andres Bonifacio, Diffun, Quirino.

Table 11. Summary Table on the Level of Job Satisfaction among Employees of
Provincial Environment and Natural Resources Office, Andres Bonifacio, Diffun,
Quirino

Aspects of Job Satisfaction Weighted Mean Interpretation

Work Environment 4.21 Satisfied

Work Load 3.87 Satisfied
Office Facilities and Services 4.17 Satisfied
Professional Growth 3.67 Satisfied
Other Benefits 3.71 Satisfied
Total Weighted Mean 3.92 Satisfied

As presented in Table 11, the employees of PENRO are satisfied in terms

of the following aspects: Work Environment (4.21), Work Load (3.87), Office

Facilities and Services (4.17), Professional Growth (3.67) and Other Benefits

(3.71). With a total weighted mean of 3.92, this implies that the employees of

Provincial Environment and Natural Resources Office, Andres Bonifacio, Diffun,

Quirino are satisfied in their work.

Part III- Proposed Measures to Improve the level of Job Satisfaction of

Employees of Provincial Environment and Natural Resources Office,

Andres Bonifacio, Diffun, Quirino.

Based on the result of the study, the researcher proposed the following

measures to improve the level of job satisfaction of employees.

 72

1. In the aspect of work load, administrators are encouraged to keep track

to the employees of what they’re doing that can make them more productive and

motivates them to prepare a timeline for the reports and task to be accomplished.

2. In the aspect of professional growth, administrators are encouraged to

support the employees on their continuous professional development by

motivating them to keep abreast of new knowledge, techniques and development

related to their roles.

3. In the aspect of other benefits, administrators are encouraged to

develop a provision in giving reasonable loyalty pay to deserving employees.

 73

Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and

recommendations. The summary of findings is based from the tables of Chapter

4 and is arranged in the same way as the tables answer the statement of the

problems. Likewise, the conclusions and the recommendations are based from

the findings of this study.

Summary of Findings

Based from the responses gathered from the use of Questionnaire, the

researcher summarizes the findings as follows:

1. Respondents’ Profile

a. Age. Six (6) or 50% of the administrator-respondents belong to age

bracket 50-59. On the other hand, significant numbers of the employee-

respondents 21 or 48.84% belong to age bracket 20-29 years old.

b. Gender. Majority of the administrator-respondents 7 or 58.33% are

male while 5 or 41.67% are female. On the other hand, majority of the employee-

respondents 26 or 60.47% are female while 17 or 39.53% are male.

c. Civil Status. Majority of the administrator-respondents 11 or 91.67% are

married and 1 or 8.33% is single. On the other hand, majority of the employee-

respondents 25 or 58.14% are married while 18 or 41.86% are single.

d. Educational Qualification. Majority of the administrator-respondents 7 or

58.33% are Masteral Degree holder while 5 or 41.67% are Bachelor's Degree
 74

holder. On the other hand, majority of the employee-respondents 39 or 90.70%

are Bachelor's Degree holder.

e. Length of Service. Five (5) or 41.67% of the administrator-respondents

belong to bracket 30 years and above and 4 or 33.33% belong to bracket 20-29

years. On the other hand, majority of the employee-respondents 33 or 76.74%

belong to bracket 1-9 year(s).

2. Level of Job Satisfaction.

a. The two groups of respondents agreed that the employees of PENRO

are satisfied in the aspect of work environment in terms of the following: make

real efforts to maintain close contact with the employees (4.33), show no

impartiality in their relation with the employees (4.32), make employees feel

welcome to their offices (4.32), endeavor to promote a sense of belongingness

among the employees (4.26), make the employee’s work easier and pleasant

(4.19), make employees feel comfortable during conferences (4.19), show

concern for the problems of the employees (4.13), recognize the feelings,

attitudes and values of each employees (4.13) and employees are not hesitant

to discuss problems (4.02). With a total weighted mean of 4.21, it implies that

both are satisfied in terms of work environment.

b. The two groups of respondents agreed that the employees of PENRO

are satisfied in the aspect of work load in terms of the following: numbers of

hours an employee must work is reasonable (4.19), provide a very reasonable

working program for employees (4.12), with the workload (4.11), equal

distribution of workloads among employees (4.075), spend much of their time on

 75

detailed reports (3.40) and expected to do unreasonable amount of record

keeping and clerical (3.34). With a total weighted mean of 3.87, it implies that

both are satisfied in terms of workload.

c. The two groups of respondents agreed that the employees of PENRO

are satisfied in the aspect of office facilities and services in terms of the following:

procedures for the procurement of materials are well defined and efficient (4.57),

improvement of office facilities and services is given priority (4.26), facilities and

services are adequately provided (4.22), drinking fountains are adequately

provided (4.02), audio-visual aids and projection equipment is provided in the

office as needed (3.99) and there are sufficient comfort rooms in the office (3.96).

With a total weighted mean of 4.17, it implies that both are satisfied in terms of

office facilities and services.

d. The two groups of respondents agreed that the employees of PENRO

are satisfied in the aspect of professional growth in terms of the following:

employees possess freedom to learn and grow at their own rate (4.22),

leadership challenges and stimulates employee’s growth and employees are well

equipped for their profession (4.06) and employees are well equipped for their

profession (3.93). Meanwhile they are slightly satisfied in the aspect of keeping

up professionally is too much a burden for the employees (2.46). With a total

weighted mean of 3.67, it implies that both are satisfied in terms of professional

growth.

e. The two groups of respondents agreed that the employees of PENRO

are satisfied in the aspect of other benefits in terms of the following: salary
 76

bonuses to employees (4.21) and providing loyalty pay to employees (3.21). With

a total weighted mean of 3.71, it implies that both are satisfied in terms of other

benefits.

3. Proposed measures to improve the level of job satisfaction of

employees.

1. In the aspect of work load, administrators are encouraged to keep track

to the employees of what they’re doing that can make them more productive and

motivates them to prepare a timeline for the reports and task to be accomplished.

2. In the aspect of professional growth, administrators are encouraged to

support the employees on their continuous professional development by

motivating them to keep abreast of new knowledge, techniques and development

related to their roles.

3. In the aspect of other benefits, administrators are encouraged to

develop a provision in giving reasonable loyalty pay to deserving employees.

Conclusions

In the light of the above findings of the study, the following conclusions

were made:

1. Significant numbers of administrator-respondents belong to age

bracket 50-59 years old, male, married, Masteral Degree holder and have been

working for 30 years and above.

2. Meanwhile, significant numbers of employee-respondents belong to

age bracket 20-29 years old, female, married, Bachelor’s Degree holder and

have been working for 1-9 year(s).

 77

3. The respondents are satisfied in the following aspects: work

environment, workload, other facilities and services, professional growth, and

other benefits.

4. To improve the job satisfaction level of employees, the following

measures are hereby proposed:

a. Administrators are encouraged to keep track to the employees of what

they’re doing that can make them more productive and motivates them

to prepare a timeline for the reports and task to be accomplished.

b. Administrators are encouraged to support the employees on their

continuous professional development by motivating them to keep

abreast of new knowledge, techniques and development related to

their roles.

c. Administrators are encouraged to develop a provision in giving

reasonable loyalty pay to deserving employees.

Recommendations

In the light of the foregoing findings, the researcher has the following

recommendations to offer:

1. For the administrator-respondents to implement the proposed

measures.

2. For future researchers to conduct similar studies on variable not

covered in this study.

 78

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83
 84

APPENDIX B

LETTER TO THE RESPONDENTS

Dear Respondent,

The undersigned is a graduating student enrolled in the Subject Research

Methodology, and is currently conducting a research entitled “Job level

satisfaction among employees of Provincial Environment and Natural Resources

Office (PENRO), Andres Bonifacio, Diffun, Quirino”.

In this connection, a questionnaire is attached to this letter. The

researcher is asking for your help by answering the questionnaire in the most

truthful manner that you know.

Please feel assured that all answers made in the questionnaires will be held

confidential.

Thank you for your cooperation.

Respectfully yours,

April Jane E. Barroga

 85

APPENDIX C

SURVEY QUESTIONNAIRE

UNIVERSITY OF LA SALETTE

COLLEGE OF GRADUATE STUDIES

DUBINAN EAST, SANTIAGO CITY

QUESTIONNAIRE

Part I. Demographic Profile of the Respondents

Direction: Please fill up the following and kindly put a check (√) on the
appropriate space provided.

Name (optional) : ____________________________________

Gender : [ ] Female [ ] Male
Age : [ ] 20-29
[ ] 30-39
[ ] 40-49
[ ] 50-59
[ ] 60 and above

Marital Status : [ ] Single [ ] Married [ ] Widow

Educational Qualification : [ ] High School Graduate

[ ] College Undergraduate
[ ] Bachelor’s Degree
[ ] Master’s Degree
[ ] Other pls. specify_____________

Length of Service to the Office: [ ] less than a year

[ ] 1-9 year(s)
[ ] 10-19 years
[ ] 20-29 years
 86

[ ] 30 years and above

Part II. Level of Job Satisfaction
Rate the item that corresponds to your answer with regards to your satisfaction
on the different office activities. Use the following rating.

5 Very Satisfied
4 Satisfied
3 Moderately Satisfied
2 Slightly Satisfied
1 Not Satisfied

Work Environment 1 2 3 4 5
The administrators make real efforts to maintain
close contact with the employees
The administrators show concern for the problems of
the employees
The administrators make the employees work easier
and pleasant
The administrators endeavor to promote a sense of
belongingness among the employees in the office
The administrators show no impartiality in their
relations with the employees in the office
The employees are not hesitant to discuss problems
with the administrators
The administrators makes employees feel welcome
to their offices
The administrators recognize the feelings, attitudes
and values of each employees
The administrators make employees feel comfortable
during conferences.

Employee Workload 1 2 3 4 5

Employees are satisfied with the work load

The number of hours a employees must work is
reasonable
Employees spend much of their time on detailed
reports.
Employees are expected to do an unreasonable
amount of record keeping and clerical
The administrators provide a very reasonable
working program for employees
There exists an equal distribution of workloads
among employees
 87

Office Facilities and Services 1 2 3 4 5

Improvement of office facilities and services is given

priority.
There are sufficient comfort rooms in the office
Facilities and services are adequately provided
The procedures for the procurement of materials are
well defined and efficient.
Drinking fountains are adequately provided.
Audio-visual aids and projection equipment is
provided in the office as needed.

Professional Growth 1 2 3 4 5

Keeping up professionally is too much a burden for

the employees
The administrators leadership challenges employee's
growth
Employees l are well equipped for their profession
Employees possess freedom to learn and grow at
their own rate

Other Benefits 1 2 3 4 5
Provision of loyalty pay to the employees
Bonuses are provided to employees

REMARKS:

Appendix D
 88

CURRICULUM VITAE

Profile

Name: April Jane E. Barroga

Address: Poblacion Norte, Maddela, Quirino

Date of birth: April 22, 1990

Age: 25

Sex: Female

Civil Status: Single

Religion: Roman Catholic

Citizenship: Filipino

Contact Number: 0917-863-7858

Email Address: barrogandacpa@gmail.com

Educational Attainment

College: Bachelor of Science in Accountancy

University of La Salette

Santiago City

High School: Maddela Comprehensive High School

Maddela, Quirino

Elementary: Maddela Central School

Maddela, Quirino