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Abstract
East Visayan Adventist Academy is a private boarding school that needs improvement due to insufficient
educational facilities. Teachers’ salaries are also lower than to public school teachers. The job satisfaction of the
teachers might be affected which could also hinder their efficiency in teaching and could eventually affect the
improvement of the school to develop better education. It is imperative to create awareness and formulate possible
solutions since there is no available data on the issue to help school administrators address these needs, thus the study.
The study opts to unravel the relationship of reward systems and school’s physical facilities to the teacher’s job
satisfaction of EVAA to provide a baseline data for the administrative intervention. The study used quantitative
research paradigm, utilizing a correlational design. Pearson –r correlation coefficient was also used to determine the
relationship of the variables. Findings showed that 47.4% of respondents said that they received reward/s 1-3 time/s a
year. In general, teachers are satisfied with their job (M=3.84). Results showed a positive correlation between the job
satisfaction and reward systems: salary package (r=0.558), recognition (r=0.193), bonuses and incentives (r=0.648).
Positive correlation is also evident on job satisfaction and school’s physical facilities specifically classroom facilities
(r=0.105), library facilities (r=0.200) and laboratory facilities (r=0.178). However negative correlation surfaced on
teaching learning materials (-0.009) and computer laboratory (-0.076). Both genders shared the same satisfaction (0.61
≥ 0.05).
times and 3 for 7-10 times. The table implies that Job Pearson 0.15 0.200 -0.076 0.178 -0.009
teachers received reward 1-3 time/s in a year from Satisfactio
n
Correlatio
nN 19 19 19 19 19
school and there is no difference between their
responses. Danish (2010) says that rewards and
recognition programs keep high spirits among
employees and creates links between performance and
motivation.
high level of job satisfaction. Teachers agree to acquire
5 satisfying bonuses and incentives from the school.
Teachers who acquired a satisfying bonuses and
4 incentives reported a high level of job satisfaction.
Job Satisfaction
3
Table 4.7
2 Correlation between reward systems and job
1
satisfaction
Bonuses
Salary
Recognition and
0 Package
Incentives
0 1 School's2Physical 3
Facilities 4 5 Pearson 0.558 0.193 0.648
Job Correlation
Satisfaction 19 19 19
Figure 4.1. School’s Physical Facilities and N
Job Satisfaction
Figure 4.1. suggests that there is a linear Figure 4.2. Rewards Systems and Job
positive relationship between the school’s physical
facilities and teacher’s job satisfaction.
5
According to Agbozo (2017) employees who 4
Job Satisfaction
have good facility experiences job satisfaction and
3
provisions of adequate resources like facilities,
equipment and maintenance can help in influencing 2
the success of the job. Lack of infrastructure obtains 1
ineffectiveness in teaching for the teacher and this 0
demoralizes the teacher despite his/her pursuance to Reward Systems
0 1 2 3 4 5
achieve his/her goals.
Satisfaction
Figure 4.2. displays the graphical
Relationship between Reward Systems and presentation of the relationship between the reward
Teacher’s Job Satisfaction systems (y-axis) and teacher’s job satisfaction (xaxis).
The graph suggests a linear positive correlation
Table 4.6 shows the descriptive statistics for between reward systems and teacher’s job satisfaction.
the relationship between reward systems and teacher’s
job satisfaction. The data revealed that teachers agree These findings are supported by Bustamam et
to acquire satisfying rewards. al. (2014), his study results revealed that rewards are
positively and significantly associated with job
Table 4.6 satisfaction. Hence, if rewards being offered to
employees were to be altered, then there would be a
Relationship between reward systems and teacher’s
corresponding change in satisfaction and work
job satisfaction motivation. Furthermore, most organizations
Mean Std. Deviation N implement rewards system to increase the job
Salary Package 4.11 0.65 19 performance and job satisfaction (Ibrar and Khan
Recognition 3.79 0.78 19
2015).
Bonuses and Incentives 3.89 0.45 19
Job Satisfaction 3.84 0.50 19
Significant Difference on the Teacher’s Job
Satisfaction with Respect to Gender
Table 4.7 illustrates the relationship between Table 4.8 presents the significant difference
reward systems and teacher’s job satisfaction. on the teacher’s job satisfaction with respect to gender.
Teachers agree that they acquire a good salary package There are 10 female and 9 male respondents, with their
from the school and reported a high level of job
satisfaction. Teachers agree that they acquire a
satisfying recognition from the school and reported a
corresponding mean of 3.90 for the female and 3.78 Recommendations
for the male. Since the p value (2-tailed) is much
higher than the level of significance (0.61 ≥ 0.05), thus Following recommendations are acquired
the mean score between the groups is not significantly according on the findings and conclusion.
different. Thus, the data suggests that both gender Administrators. Establish well balance
shares the same level of satisfaction. These findings reward systems to foster the teachers’ job satisfaction.
contradict the study of Ngimbudzi (2009) where it Administrators should also foster interest on the
indicates that there is a significant difference between teacher’s job satisfaction by facilitating the needs on
the female and male teachers, they differed in their job school’s facilities especially internet and computer
satisfaction levels. facilities, as well as teaching learning materials. This
Table 4.8. will help teacher’s increase their level of job
satisfaction and improve performance.
Significant difference among gender
Teachers. Teachers should be open to
Gender t df Sig. (2-tailed)
Mean
Difference
administrators regarding their concerns and needs to
Equal improve their performances also to contribute their
Average
variances
assumed .520
- 17 0.61 -0.122 satisfaction.
Job
Satisfaction Equal Scholars. Deeper analysis and long term
variances 16.697 0.60 -0.122
not assumed -.527 study is needed regarding this subject matter. More
participants coming from variety of school should be
included in the sample. More demographic data could
also be included. Explore more on what are still other
factors that could affect the job satisfaction of the
Conclusion employee/teachers.
9 out of the 19 respondents responded that
they received a reward/s 1-3 time/s a year. Teachers
agreed to have an overall satisfying job. There is a References:
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