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Job Satisfaction and Teaching Quality Performance in a Private Sectarian School

Author(s) Ms. Irene M. Baculio, Dr. Gina Floresca Labitad
Country Philippines
Abstract Job satisfaction is a major factor in the overall teaching quality performance of private sectarian schools. This study was conducted to assess the level of job satisfaction and the extent of commitment among the teachers. The purpose of the study is to examine the extent to which teachers get job satisfaction in accordance with the working conditions, remuneration system, professional development and support offered by the school management. The research was participated in by 200 teachers of the Cagayan de Oro Network Association Schools, CONAS. This study employed a quantitative descriptive-correlational research design to determine the relationship of the variables. The researcher used a universal sampling technique to collect samples that were validated and tested for reliability. Sample data were collected and analyzed using descriptive statistics and the Pearson Correlation Coefficient to determine the significance of the relationships. The study was carried out to fill the need to identify facts on how teachers’ job satisfaction and personal characteristics contribute to the enhancement of teaching quality performance.
Based on the results, the dimensions of job satisfaction had a positive and significant relationship with teaching quality performance. Regarding the respondents' profile that obtained the highest result, age was 31-40 years old, the dominant sex was female, the highest educational attainment was a bachelor's degree, training and seminars were DepEd division in-service training, and permanent work status got the highest frequency result in their profile. The domains of job satisfaction that showed the strongest results were compensation and benefits, administrative support and recognition, and promotion. The level of teaching quality performance, classroom management, and assessment practices obtained a very high result. Similarly, the profile variables of the respondents were significantly related to job satisfaction and teaching quality performance. The study revealed that job satisfaction and the teacher's profile influence teaching quality performance. Further investigation into teacher welfare, professional development, and institutional support systems could enhance instructional effectiveness and student learning outcomes.
Keywords job satisfaction and teaching quality performance
Field Sociology > Education
Published In Volume 7, Issue 10, October 2026
Published On 2026-10-03
DOI https://doi.org/10.70528/IJLRP.v7.i10.2427
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