Public And Private Schools In Naic: Satisfaction Of ESL Teachers
Focusing on strengths is the surest way to greater job satisfaction—Marcus BuckinghamJob satisfaction is the degree to which people like their jobs. Some people enjoy work and find it to be a central part of life. Others hate to work and do so only because they must (Spector 1994). Satisfaction is very important at work. A faculty’s disposition at work is a great aspect on how to do the job well. Satisfaction is the feeling of being contented and being happy at the job. For an instance, a faculty can teach his or her students if he or she is satisfied with the institution and the workplace. It is not just about the pay but what they feel about their work that they have at the present. What they experience and felt in the workplace can greatly affect their performance in teaching students. Thus, teaching is interpersonal and so, internal factors might hinder or affect the way teachers facilitate students.
Through the years, researches about the faculties’ satisfaction at work have been done all over the world and also in the Philippines in order to enhance the teachers’ contentment and strengths at work. These researches have been done in order to find a way to increase the performances of every faculty in an institution. Educational system in the Philippines need an utmost attention and support not just for students but also for teachers. And so, the researchers conducted this proposal for ESL Teachers of Naic in order to determine if they are satisfied with the work they have right now and the other aspects that affect their performances at work, it may be positive or negative. The purpose is to know the effect of some demographics like gender, type of organization or institution they are working at either public or private and their educational background on the faculty job satisfaction of ESL teachers in Naic. This study aims to find out if these demographics really affect the job satisfaction of the ESL teachers and the effects of these demographics in their job satisfaction.
Job satisfaction can be defined also as the extent to which a worker is contented with the rewards he or she gets out of his or her job, particularly in terms of intrinsic motivation (Statt, 2004). If we put this in a school setting, as workers in a company increase their satisfaction because of rewards and so the approach of rewarding and motivating the faculty staffs may also be applicable in educational institutions. Rewards are also possible instrument of uplifting somebody’s performance at work. If we apply what Statt had been mentioned, there is a possibility that teachers are doing their best not just to do their mission but to achieve something back. And so, be satisfied. The possible results of this study will be a great help for the teaching institutions within the town. This will be the basis of understanding what affects the ESL teacher’s satisfaction at work and why they are satisfied or not.
The results will lead to determining what kind of help or support that an institution can give to these teachers so that they can be satisfied of their work. If the giver of knowledge is satisfied with the quality of the teaching job, then students will be given a quality instruction. Literature Review Various researchers, either local or global researchers obtained results about the importance of job satisfaction on the work performance of the facilitators of learning. The following individuals may vary with variables they use yet the results they uncovered show how satisfaction affect the teachers’ performances within the institution and the way they deal with their colleagues, co-workers, and students in the school setting. Romero and Bantigue (2017), study the Job Satisfaction level of K to 12 Teachers Utilizing Multiple Statistical Tools in Manila, Philippines. The main purpose of this study is to give K to 12 teachers a chance to express how they feel about their present job, what things they are satisfied and not satisfied. Majority of the K to 12 respondents are female, married, responsible parents and average income earners. The study encourages more males to take up teaching profession and requests congress to increase salary. Usop, Askandar, and Kadtong (2013), study about the work performance and job satisfaction among teachers in Cotabato. Based on the findings of the study the teachers of Division of Cotabato City displays a high level of performance related skills, abilities, initiatives and productivity in their work performance.
The teachers were contented with their job satisfaction facets such as school policies, supervision, pay, interpersonal relations, opportunities for promotion and growth, working conditions, work itself, achievement, recognition, and responsibility. Ganiron Jr. (2017), conduct a research study about Job Satisfaction as Determinants of Organizational Performance of Pasay City South High School. A mean job satisfaction of 3. 25 reveals that the personnel of Pasay City South High school perceived themselves to be satisfied in their job to a moderate degree. The researcher finds that the connection between job satisfaction and organizational performance was stronger. Employees often receive the same salary and other forms of compensation, regardless of how much a school is successful. Other studies given below are from foreign countries. The research study from Millerand and Travers, and Hongying, usually tackles about satisfaction within intrinsic motivation or internal reinforcements. Something that affects the teachers affectively and psychologically.
The study by Millerand and Travers (2005) investigated job stress, mental well-being and job satisfaction among minority ethnic teachers in the UK. It was sponsored by the National Union of Teachers (NUT). The researchers highlighted that teaching in the UK is considered to be one of the most stressful jobs, and such stress can be caused by, for example, students’ bad behavior and workload. The research aimed to investigate the job stress and satisfaction of minority ethnic teachers to identify the sources of stress and satisfaction in this group of teachers.
According to Hongying (2007), the satisfaction of teachers is based on the tasks performed and work environment, satisfied teachers present greater enthusiasm and psychological health. From the factors that promote satisfaction, interpersonal relations with managers and colleagues, and the work itself assume a significant relevance, in opposition salary issues, lack of professional development opportunities, work conditions, student behavior, and work-related stressors (e. g. , extended schedule and work load) cause teacher dissatisfaction. Tilak Raaj and Mehta, investigated job satisfaction among faculties through distinguishing private and public schools. They focus in the concept if ever the type of organization affects the faculties’ job satisfaction within their chosen local setting. Tilak Raaj (2013) conduct a research on job satisfaction among teachers of private and government school.
The study revealed that government school teachers are more satisfied than the private school teachers, this is due to the flexibility of jobs, job security, wages and independence enjoyed by government school teachers. Government school teachers show low satisfaction level regarding the factor opportunity for career and development. Mehta (2012) investigated on job satisfaction among teachers to know whether the perception of job satisfaction among teachers was affected by the type of organization (private vs. Govt. ) and the gender (male vs. female). Descriptive analysis was made to study the perception of job satisfaction of male vs. female and t-test was used. Result showed that there would be significant difference in the level of job satisfaction of Govt. and private school teachers. The study by Zembyla and Papanastasiou (2006) aimed to contribute to the literature by investigating job satisfaction in developing countries. Their study was carried out in Cyprus. At the start, the researchers stated that teacher job satisfaction had been discussed for many years in developed countries, with limited focus on other parts of the world. An interesting point is that Cypriot teachers go into teaching for extrinsic motives, like salary, hours and holidays.
In terms of sources of satisfaction, almost every teacher interviewed stated that working with children and contributing to their growth and development was the main source of satisfaction. The final great source of dissatisfaction with the majority of teachers was the issue of teacher promotion and evaluation. Hanan Al-Obaid (2002) submitted a dissertation for a Master’s degree, which assessed Saudi female teachers in the capital of Saudi Arabia. The main purpose of the study was to explore the level of female teachers’ satisfaction and dissatisfaction and to identify the main factors that may influence this group of teachers. The research reported that the majority of female primary schools were satisfied with their jobs, while 105 supply teachers seemed to be dissatisfied. The salary seemed to some teachers to be inadequate, but others were satisfied with what they were paid. Mabekoje (2009) examined the gender differences in Job Satisfaction among Secondary School teachers.
Teachers with a population of 338 were randomly sampled. The result indicated that no gender differences existed in all the dimensions of job satisfaction as well as the overall job satisfaction of teachers but it was suggested at the end that multilevel investigation is therefore needed in order to fully establish the gender paradox in job satisfaction. Mondal (2014) conducted a study about Job Satisfaction of Secondary School Teachers in Relation to Gender, Educational level and Residence. Stratified random sampling technique has been used to draw 499 samples in the population of West Bengal, India. A schedule is added to collect demographic variables like gender, educational level and residence. Findings of the results showed that teacher’s level of job satisfaction is average. The effect of gender, educational level and residence is significant on the level of job satisfaction. Though, there are several researches cited in here and that there are still other researches that were not mentioned, the researchers believe that the information about this concept is deficient. And so the researchers extend the survey about this research to the language teachers in secondary schools within the public and private schools in Naic to know what affects their performances in teaching and how will they achieve satisfaction in their respective institutions. Research Problems The study generally aims to find out the level of job satisfaction of the faculty members of Naic High School English Teachers. Specifically, it seeks answers to the following questions:
The Schematic diagram shows the flow of the research study. It signifies the possible relationship between the independent variables which include gender, type of organization and educational background and the dependent variable which is faculty job satisfaction. This diagram shows that gender, type of school where the participants are teaching as well as their educational background may affect the faculty job satisfaction.
Research Design
The study is a descriptive-quantitative study. According to Hopkins (2008), quantitative research determines the relationship between and independent and dependent variable in a population. And so it is descriptive because the subjects are usually measured once in this study and aims to describe the dependent or the possible outcome variable. This study is observational as this aims to observe subjects without intervening. And so this uses inferential statistics to analyze results. Participants The participants of the study are faculty members of Naic High School English Teachers in Private and Public Schools. ESL teachers who reach a year and above teaching experience. All ESL teachers in both public and private schools in Naic are the target participants of this research study.
Instrument
Paul E. Spector’s Job Satisfaction Survey is the instrument to be used in this study. The faculty job satisfaction motivations are inculcated in the instrument. This is a copyrighted questionnaire and is possible to be downloaded over the internet. This assesses faculty’s job attitude about their work.
Data Gathering Procedure
The data gathering will start at the second grading of AY 2018-2019. The Faculty Job Satisfaction will be administered to all Secondary ESL teachers in Public and Private Schools in Naic. First, the researchers will roam around the town’s schools to distribute the questionnaires to the participants. The seven researchers will split into three groups to distribute the questionnaires to the participants. Once the questionnaires are retrieved, data analysis will follow. Scoring and interpretation will also be based on the guidelines set by the developer, Paul E. Spector. Statistical Analysis Inferential Statistics will be used in order to know if there is a significant difference in the level of satisfaction of ESL teachers in terms of gender, type of organization and professional development. The help of the statistician to analyze the result is needed for accurate interpretation of the resulting data with the use of Pearson Correlation Coefficient.
Ethical Considerations
For ethical reasons, the researchers have permission to use the instrument from the developer. The instrument is also downloadable in the internet. The participation in this survey is voluntary. Literature Cited Glorineil D. Romero Ph. D. and Dr. Nimrod F. Bantigue, 2017. Job Satisfaction level of K to 12 Teachers Utilizing Multiple Statistical Tools.
