Correlates of Job Satisfaction Among the Faculty Members of the College of Community Resources Development Palawan State University

2significant  of  concordance  showed  also  a  significant  relationship  among  the 
levels of satisfaction of the faculty members in the fourteen campuses, thus the 
null hypothesis is rejected.
Therefore,  faculty  members  in  the  fourteen  campuses  have  the  same 
perceptions of the variables that can satisfy them while doing their stints in their 
respective area.
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CHAPTER I
The Problem 
Introduction
“Teachers are workers, teaching is work, and the school is a workplace,” 
posits  Connell (2005). In school, as in any workplace, the question of possible 
differences in job satisfaction among various subgroups of employees has been 
investigated many times, but since human beings vary in their stints and 
working environments, there are still varied factors to be investigated to find 
answers to the said question. According to Frazier (2005), job satisfaction is one 
of the most researched topics in the field of Industrial Psychology. After the 
September 11th phenomenon, many international educators are contemplating 
early retirement or are leaving the field of education for different vocations.
Job satisfaction should be given consideration because teachers deserve to 
be treated fairly and with respect; it can lead to a certain behavior of employees 
that affects machinery. Its assessment is a common activity where management 
feels  that  employees’  well-being  is  important.  Job  satisfaction  is  a  primary 
concern  in  the  workplace.  The  performance  of  individuals  reflect  their 
satisfaction of their work, their salary and benefits, their working relations with 
superiors  and  colleagues,  the  attending  working  conditions,  and  their 
opportunities  for  promotion  (Valbuena,  1999). Job  satisfaction  has  the 
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potential  to  affect  a  wide  range  of  behavior  in  the  organizations  where 
individuals are in and will contribute to their levels of well-being.
Job satisfaction is an overall feeling about one’s job or career in terms of 
specific facets, and it can be related to specific outcomes. With teachers, 
satisfaction with their career may influence the quality and stability of 
instruction given to students. Highly satisfied teachers are less likely to change 
schools or to leave the teaching profession altogether than those who are 
dissatisfied with many areas of their work life. On the other hand,some 
researchers agree that teachers who do not feel supported in their work may be 
less motivated to do their best work in the classroom. Actions such as changing 
schools or leaving the teaching profession disrupt the school environment and 
result in the shift of valuable resources away from actual instruction towards 
costly staff replacement efforts.
Teachers are human resources in the academe. They deal with different 
personalities inside the classroom, with their peers, and the people in the 
community. Hidalgo (2003) emphasized that a variety of intrinsic factors have 
been associated with teacher satisfaction including salary, perceived support 
from administrators, school safety and availability of school resources. 
Teachers are central to the day-to-day work of the school and serve as the 
key implementers of educational trends. They are engaged in the everyday 
accomplishment of pedagogic practice as well as the transmission of knowledge 
and skills. The greatest part of their daily routine takes place in the classroom, 
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but they also play roles in the wider school and community, managing out-of-
school activities, taking part in meetings and administration, engaging in 
promotional activities and community activities, and serving as parental liaison 
officers.
Many individuals have been conditioned to take for granted some of their 
best skills and talents; others are even encouraged to overlook them. Many 
people accept the belief that “No one really knows himself” and “No one can see 
himself objectively.” However, an individual who is not afraid to try can get to 
know himself or herself as a growing and progressing person. He/she can 
identify the pattern of his/her inner-motivation. This makes it possible for the 
person to take charge of his/her own life and career development and with the 
cooperation  of others, he/she can identify areas of excellence and re-channel 
directions, if necessary.
‘Teachers are workers, teaching is work, and the school is a workplace’: 
one such workplace is Palawan State University (PSU). Founded in 1972, its main 
campus is located in Puerto Princesa City. It is a public tertiary institution that 
aims to help individuals pursue higher education through formal schooling. As 
the first University in Region IV, it has a mandate to empower and establish 
branches within the Province of Palawan to promote and carry out equal access 
to educational opportunities among the youths.
The College of Community Resources Development (CCRD), as the 
umbrella college of Palawan State University, aims to bring tertiary education 
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and technology transfer in the countryside and uphold the dictum that those 
who have less in life should have more in education. Its campuses are located in 
the fourteen municipalities of Palawan, from North to South.  This college was 
established to supervise the extension campuses/centers of Palawan State 
University main campus at Puerto Princesa City. Establishment of the schools or 
campuses was done through the request of the host municipalities to the 
university and the community. These campuses are self-liquidating institutions 
because they do not have national subsidy; their operation depends upon the 
municipal assistance, development fees, parents’ assistance through the 
Parents’-Teacher Council (PTC) and donations coming from the politicians. Each 
campus is headed by a Director and supervised by the Dean of the CCRD. 
Faculty hiring is done at the main campus, passing through the 
university’s proper recruitment and selection process. There are faculty members 
who are assigned in the different campuses based on the needed expertise. With 
this, there is a need to know their job satisfaction and other conditions that may 
motivate them to stay on in their campus assignment.
The results of this study will greatly help the administration to determine 
policies and strategies to make teachers stay in the academe. If this will be 
realized, it will be the first study for the CCRD and it will serve as an eye opener 
for the stakeholders to design programs which will make employees stay in the 
organization. Thus, job satisfaction is good not only for employees but also for 
the employers, for it increases productivity and decreases staff turnover.