The PROBLEM AND ITS SCOPE
Rationale of the Study
Job satisfaction is simply how people feel about their jobs and different aspects of their jobs. It is the extent to which people like (satisfaction) or dislike (dissatisfaction) their jobs. As it is generally assessed, job satisfaction is an attitudinal variable. In the past, job satisfaction was approached by some researchers from the perspective of need fulfilment – that is, whether or not the job met the employee’s physical and psychological needs for the things provided by work (Cote S., and Morgan LM, 2002).
In a report on job satisfaction by the National Center for Education Statistics (2003) revealed many factors that contributed to higher teacher job satisfaction. Among them were the involvement of a supportive administrative staff, instructional leadership, better student behaviour, more teaching autonomy, and a safer, supportive school that promotes a positive atmosphere.
However, according to the Mayo Clinic (2010), stress mounts when work is no longer satisfying. Lack of job satisfaction can be a significant source of daily stress.
As stated by Black (2001), teachers’ stress is rising due to such factors as greater time constraints, low salaries, excessive work overloads, lack of involvement in decision – making and problems with school disciplines.
Teachers suffer, due to in part of to the low-pay-high-cost-of-living gap. Decisions handed from the top down leave teachers feeling like more trainers than educators. Teaching in low performing schools should be a rewarding experience, yet these schools are labelled failures. These are confounded as some educators are seen publicly lambasting others. The education community is on edge. With all the finger pointing and name calling, it is a wonder teacher can push this negativism out of their minds while they turn their full attention on their students (Nichols, 2006). Furthermore, a nationwide survey conducted by the Rural Editorial Service of the University of Chicago reported in July 2006 that job satisfaction depends also such factors as the community’s attitude toward them and the schools, the quality of educational leadership, the amount of responsibility granted to teachers, adequate housing facilities, teacher welfare benefits, and others. In point of fact, there were signal improvements in teachers’ conditions of service throughout the year. New or liberalized retirement plans were authorized by well over half the states, and class registrations were reduced to thirty in Maryland and Arkansas.
In the Philippines, one of the major problems in the Department of Education is the shortage of trained and competent teachers. Major reason of this shortfall is that a number of trained teachers turn to other types of employment and some went abroad for greater employment opportunity.
Generally, as observed that some teachers are disillusioned, demoralized and confused at being forced to carry out unpopular Government policies, while being constantly blamed for the society’s ills. Some factors might have created dissatisfaction amongst teachers will probably include references to discipline problems created by unruly pupils, class sizes, the introduction of the National Curriculum, and lowered professional status. Additional factors also include level of salaries and benefits, increased work-related pressures, like having too many forms to be filled up, the here and now changes of different proposed programs of the department, the concern over employment security like the most recently problem on the Government Security Insurance System (GSIS) and lessening support for education on the part of political opportunities.
As someone who has spent many years working as a schoolteacher at the same time a School In – charge in one of the schools in Davao City, and had continually work closely with teachers especially in the schools in the hinterland....