FACTORS AFFECTING THE SATISFACTION OF SENIOR HIGH SCHOOL STUDENTS ON TEACHERS

TEACHING PERFORMANCE: BASIS FOR ENHANCEMENT PROGRAM

Ferdinand Patrick K. Arsenal

0000-0002-2342-9833
[email protected]
Saint Michael College of Caraga

Mart Vincent D. Ebarle

0000-0002-3999-2858
[email protected]
Saint Michael College of Caraga

Kenneth Edwin G. Manticahon

0000-0002-6317-2913
[email protected]
Saint Michael College of Caraga

Mark Jun V. Nakila

0000-0001-6035-5047
[email protected]
Saint Michael College of Caraga

Edralyn Kim M. Solis

0000-0003-4678-6689
[email protected]
Saint Michael College of Caraga

ABSTRACT

Student Satisfaction is a vital qualitative indicator of higher educational institutes.

Measures of student’s satisfaction show the mean factors for meeting consumer’s needs. The

main purpose was to know what factors that can affect the satisfaction of the Grade 11 and 12

Senior High School Students. It was anchored from the theory of Abraham Maslow’s Hierarchy

of Needs were utilized to determine possible significant connections to satisfaction levels for

both the teachers and students.

 The statement of the problem asked for the student’s profile as to gender and school

graduated, factors affecting the student’s satisfaction on the teaching performance as to

student-teacher relationship and faculty preparedness. The research type was descriptive, and

the study conducted at Saint Michael College of Caraga, Nasipit, Agusan del Norte. Grade 11

and 12 Senior High School students were the respondents of the study. Moreover, Frequency

and Percentage, weighted mean and Correlation Deviation was used as statistical tools.

Based on our findings, majority of the respondents were male and also majority of the

respondents came from private schools. In testing the hypothesis, gender has no significant

difference regarding the student’s satisfaction and there is a significant difference and there is a

significant effect of teaching performance to student satisfaction. To sum up our main problem,

all of the respondents were satisfied with the teaching performance. And for the

recommendations, teachers, and school administrators must focus on enhancing the teaching

performance of its teachers to give the best quality of education to the students.

KEYWORDS

SATISFACTION OF SENIOR HIGH SCHOOL STUDENTS

Introduction

A school does not only need to focus on the building, population and the income it may

have, but also it needs to focus on what we called the teaching techniques or teaching
performance of its teachers, and we all know that quality of education relies on how the

Teachers of a school deliver his/her topic on the student.

Student satisfaction is a vital qualitative indicator of higher educational institutes.

Measures of student satisfaction show the mean factors for meeting users' needs. According to

the study of Selby Markham and Dianne Hogan, Teacher performance is one of some

antecedents of satisfaction. It is when student perceive that teacher performance has dropped

below a critical level or when teacher performance surpassed student expectation.

Performance of the teacher will reduce the satisfaction of the students when the students, feel

that they are not being given the quality of education they deserve. Teachers will only increase

the level of satisfaction of its students when his/her performance encourages the students.

The Philippine Professional Standards for Teachers defines teacher quality in the

Philippines. The standards describe the expectations of teachers' increasing levels of

knowledge, practice and professional engagement. At the same time, the principles allow for

the teacher is growing understanding, applied with increasing sophistication across a broader

and more complex range of teaching/learning situations. According to Jordan (2003), one of the

major concern why there is a need to know the teaching effectiveness of the teachers at the

school level is because of the necessity of knowing whether or not the educational aims of the

school have been translated into actions at the level of school operation.

THEORETICAL FRAMEWORK

The theoretical framework for this research was based on Abraham Maslow's Hierarchy

of Needs (1943). Maslow's theories were utilized to determine possible significant connections
to satisfaction levels for both the teachers and students. The decision to use the hierarchy of

needs for this procedure was based on Maslow's premises that supporting and satisfying a

person's essential needs will allow him/her to achieve the higher level of safety and security,

love and belonging, esteem, and self-actualization, and with that greater individual

accomplishment. Maslow's (1943) hierarchy of needs is separated into five sections. Maslow

(1943) expressed that we should satisfy each need, in turn, be that as it may, there are

exemptions to the progressive system and not every person pursues the demonstrated request.

The initial phase in Maslow's hierarchy confronts the most needs for survival.

Maslow's first and most essential needs are the physiological and biological needs that

include important capacities, for example, breathing, eating, drinking, shelter, and heat. This

specialist expected that all teachers have the first and most fundamental needs met. This

specialist additionally accepted that students have these fundamental needs met at school,

with the understanding that outside of the school constructing these necessities may not be

met. However, for the sake of narrowing the research spectrum and remaining concentrated on

angles that the school can impact, these issues were not examined. With the first and most

fundamental needs met, Maslow (1943) expressed that the requirements for safety and

security can be figured it out.

Research supports that organized conditions are better for satisfaction levels for school-

aged children (Lee & Rha, 2009). Maslow also expressed that "the child needs an organized

world rather than an unorganized or unstructured one" (p. 5). In the school setting these things

were converted into having an organized classroom and a general feeling of well-being while on

school grounds. Boulton et al. (2009) found that increasing feelings of safety among students
has been connected to higher satisfaction levels. Feelings of safety are likewise answered to be

higher in smaller school settings and might be a consequence of the structure offered by

smaller environments (Bowen, Bowen, and Richman, 2000).

OBJECTIVE OF THE STUDY

The researcher would like to conduct the study about the level of satisfaction of

students on teaching performance because the researcher observed that there are students

complaining about the Senior High School Teachers teaching performance. And because

according to some of the students that have been interviewed by the researchers, there are

definite topics of the Teacher/s that they do not understand and were not explain well. And

through the answers of the students that have been interviewed, this comes up to the mind of

the researchers that this should have a study and must be determined how satisfied the

students are. The purpose of the study was to determine the level of satisfaction of Senior High

School Students of Saint Michael College of Caraga (SMCC) on the teaching performance of the

teacher.

METHODOLOGY

This chapter contained a type of research method which answers questions, especially

current status. It involves data gathering, tabulated and interpret using evaluated in relation to

the student's satisfaction.

Research Locale

The study was conducted at Saint Michael College of Caraga located at Atupan Street,

Nasipit, Agusan del Norte close to the Saint Michael the Archangel Parish Church, Versoza Park,

and the Municipal corridor. The school resides in the heart of the Nasipit near the Town Plaza

and face before town’s Police Station. Its coordinates are 8° 59’ 16.17” North, 125° 20’

24.4752” East.

The school started its operation on July 1, 1948, headed with Francisco Van Dyke as the

first director. He succeeded by Fr. Enrique Van Maanen, Fr. Vicente Portillo, Fr. Mateo Van

Santvoord, and Fr. Anthony Krol in the order of succession. The school site is beside the rectory

with an area of 1,630 sq. m. Fr. Gerald cruijen, one of the subsequent Directors converted the

nipa – wooden structure into a two-storey building with 16 classrooms.

SMCC started its operation on Senior High School in the year 2016. They offered the

following strands: STEM (Science, Technology, Engineering, Mathematics), GAS (General

Academic Strand), HUMMS (Humanities and Social Science), HE (Home Economics), ABM

(Accountancy, Business, Management), and ICT (Information Communications Technology). And

in the year 2018, they offer their new strand called MARITIME.

Research Respondents

The respondents of this study were the Senior High School students. The researchers

used sampling method for the students due to the multiple numbers of the population. Grade
 11 and 12 students who are currently enrolled in the school year 2018-2019. The

respondents would be chosen through stratified sampling.

The population of the Grade 11 Respondents

Grade 11 Male Female Total Rank

Strand/Track f % F % F %

GAS 8 3.60 21 8.20 29 5.95 6

STEM 71 32 66 25.78 137 28.13 1

ABM 11 4.95 66 25.78 77 15.81 4

HUMSS 15 6.76 68 26.56 83 17.04 3

HE 4 1.80 22 8.59 26 5.34 7

MARITIME 96 43.24 4 1.56 100 20.53 2

ICT 17 7.66 18 7.03 35 7.17 5

Total 222 100 256 100 487 100

 The population of the Grade 12 Respondents

Grade 12 f % F % F % Rank

GAS 33 33.33 14 8.92 47 18.36 2

STEM 35 35.35 40 25.48 79 29.30 1

ABM 6 6.06 40 25.48 46 18 3

HUMMS 9 9.09 37 23.57 45 17.60 4

HE 4 4.04 11 7.01 15 6 6

ICT 12 12.12 15 9.55 27 11 5

Total 99 100 157 100 256 100

Research Instrument

The research instrument is a self-made questionnaire. The instrument had undergone

validation and reliability test. This instrument consists the following: Part I is the profile of the

respondents, Scale, Evaluation, and Qualitative Descriptions; Part II is the Factors affecting

students' satisfaction on the Teaching Performance composed of Student-Teacher Relationship

and Faculty Preparedness.

Ethical Standards

This present study was subscribed to the principles of Voluntary participation in

research, implying that the respondents might withdraw from this research at any time.

Informed consent, which means that the respondents must all times be fully informed about

the research process and purposes, and must give consent to his/her participation in this

research. Safety in participation put differently, that the researches will make sure that

respondents should not be placed at risk or harm of any kind. Privacy, meaning that the

confidentiality and anonymity of the respondents should be protected at all times. And Trust,

which implies that the respondents will not be subjected to any acts of deception or betrayal in

this research process or its published outcomes and has the right to know the conclusion of this

study. Likewise, the researchers understand what plagiarism entails and are aware of the

School’s policy in this regard. We undertake not to make use of another person’s previous work

without acknowledgement or to submit it as our own. We also undertake not to allow anyone

to copy our work with the intension of using it as their own work. We understand that the data
collected in the course of our research become the property of the Saint Michael College of

Caraga.

Data Gathering Procedure

To realize the study entitled Level of Satisfaction among Senior High School Students on

the Teachers' Teaching Performance. First, the researchers asked permission to conduct the

study at Saint Michael College of Caraga by writing a formal letter to the Principal of the Senior

High School department. Second, the researcher created a self-made questionnaire to answer

the different problem of the study. After the validation of the questionnaire, the questionnaire

will be distributed to the respondents. The collected data will be treated accordingly.

RESULTS AND DISCUSSION

The findings show that most of the respondents that have been chosen are males with a

frequency of 219 and a percentage of 58.24 and rank of 1 while the other respondents are

females with a frequency of 157 and a percentage of 41.76 and rank of 2.

The result shows that most of the respondents came from private schools which have a

frequency of 223 and a percentage of 59.31 and has been ranked into 1 while the remaining

respondents came from public schools which have a frequency of 153 and a percentage of

40.69 and has been ranked into 2.

For Student-Teacher Relationship, the respondents answers on the given survey item

number 1, I feel emotionally safe in my class with a weighted mean of 3.40 and verbal

interpretation of agree and rank of 1. Item number 2, I feel that I am accepted and liked by my
teachers. Item number 3, I feel physically safe in my classes. Item number 4, I respect all of my

teachers. Item number 6, My teachers respect all the races and cultures with a weighted mean

of 3.28 and verbal interpretation of agree and a rank of 3.5. Item number 12, Teacher gives

comment on my work in the class that will help me understand and how to improve with a

weighted mean of 3.24 and verbal interpretation of agree and a rank of 6. Question no. 19, All

of my teachers know my name with a weighted mean of 3.01 and verbal interpretation of agree

with the rank of 19.

According to Esswein J. (2015). Making an emotionally safe environment in the

classroom is such an imperative piece of teaching. However, numerous teachers don't see or

comprehend that they don't create one. Some teachers don't comprehend the significance of

making this kind of environment. To some, the only thing is that a child is physically safe. Being

a teacher and protecting children is so much more than just their physical needs. Children need

to be enhanced in an emotionally safe environment so that they so they can get an opportunity

to communicate and realize their identity without the dread of belittling. When a child is unable

to develop emotionally in an effective manner, it can create many problems for them in the

future. Children should probably grow candidly on the off chance that they will at any point

turn into a gainful resident.

Krementizer (2005) emphasizes this by stating, "good early childhood teachers

inherently know that they are a significant influence on the future academic and life success of

their students. " The first few academic years of a child's life can shape their whole

developmental process. Many teachers do not even see that there might be issues with their

students on an emotional level. Sometimes, the non-disruptive issues in the classroom are
ignored, and that can lead to some exceptionally critical results (Dobie and Tacker, 2008). Bub

(2009), talks about the further implications that can happen when a child is unable to develop

emotionally "social and behavioural problems can interfere with a child's acquisition of age-

appropriate skills, which may lead to antisocial behaviour in adolescence and adulthood." If a

child is unable to fully develop emotionally during their childhood, it can and more often than

not, will influence them for the rest of their lives.

According to Melanie Macleod, memorizing monikers can be a minefield; there's

nothing like an angry eight-year-old chiding you for getting their name wrong to make you

sense that you're the one being educated. James Paterson a psychology instructor at LVS Ascot,

and finalist in the World Memory Championships said that "My best guidance for reviewing

names is to make a visual relationship between the student's name and their face, regardless of

how peculiar or outlandish it may appear," he says. "If your student is called Oliver for example,

you could imagine him begging for more marks, like Oliver Twist – it's incredible how easily the

full name can be recalled with only the most tenuous of associations." Patterson includes that a

similar procedure will work for surnames: "Oliver Jackson could be begging for more marks

holding Michael Jackson's white hat rather of a bowl. If you take a few seconds to look at your

students and imagine them doing this, then you'll be amazed at how easy recall can be.

"Not all names give such evident affiliations, so you may need to utilize your creative

ability. You have to draw on the majority of your memories of individuals you know with a

similar name or even of words that sound like the name. Some are more difficult than others,

yet I am to experience a name in school that has been difficult to envision here and there."

Bethany Eadie, a supply teacher in London, also uses the association method. Additionally,
utilizes the affiliation strategy. "I interface a sound, letter or rhyme in the name to an aspect of

the child that is distinctive – the sillier, the better," she says. "Identity characteristics can be

more useful than looks.

On Faculty Preparedness, the respondent’s answers on the given survey item number 6,

Teachers use strategies to encourage active learning, interaction, participations and

collaboration among students with a weighted mean of 3.18 and verbal interpretation of Agree

and rank of 1. Item number 8, Teachers encourage learning through group interaction with a

weighted mean of 3.17 and verbal interpretation of agree and a rank of 2. Item number 1,

Teachers use discussion as a teaching strategy for the subjects that they teach. Item number 10,

Teacher use appropriate strategies design to accommodate the varied talents and skills of

students with a weighted mean of 3.16 and verbal interpretation of agree and a rank of 3.5. On

item no. 15, Teacher’s topics are challenging with a weighted mean of 2.97 and verbal

interpretation of agree and rank of 15.

According to Jeroen et. Al. Over the last decades, research has demonstrated that

Collaborative Learning (CL) can advance academic and social educational outcomes (Johnson,

Johnson, & Smith, 2007Johnson, D. W., Johnson, R. T., & Smith, K. (2007). However, research

also shows that the implementation of CL is not always adequate in daily classroom practice.

For example, even though teachers organize different types of student groupings (e.g.,

heterogeneous or homogeneous according to ability or gender), they do not always structure

these group interactions to foster effective collaboration (Baker & Clark, 2010Baker, T., & Clark,

J. (2010).
 When examining the effectiveness of CL, researchers have noted challenges that

students experience such as unequal individual participation in group tasks (Freeman, L., &

Greenacre, L. (2010). According to Williams (2011), students don't focus consistently during a

50-minute lecture. Teachers need to be aware of attention cycles and strive to improve student

attention by using student-centered enhanced lecture techniques. (Bunce, Flens, and Neiles,

2010). That is, lectures can be upgraded to make the class stimulating, entertaining, and

interactive.

The result shows the difference in the satisfaction level of Senior High School students

when group according to gender. Since the p-value of the independent sample t-test are

greater than α at 0.05, with a decision of Accept the Null Hypothesis and there is no significant

difference in the satisfaction level of Senior High School students when group according to

gender. In the study of Mansoora (2017), he stated that the satisfaction level of the students,

when grouped according to gender regarding the service quality is not significant. Gender is not

a basis in an educational study for teachers and students are very important players in the

society as they shape entire society in the more drawn out run and apply what they realized and

created in instructive settings through administration experiences.

Findings shows the correlation between the Teaching performance and Student’s

Satisfaction.The correlation coefficient is .744. Clearly |t|> |𝑐| (32.227 > 1.966) and as such

we reject the null hypothesis and there is a significant effect of the Teaching performance of

the teachers on the Satisfaction of the Senior High School Students of Saint Michael College of

Caraga.
 According to Wen-Hwa Ko & Feng-Ming Chung (2014), teaching includes more than

“teaching” and “learning”. It is a composite idea that involves complex ideas and movement

forms. Teaching is also an action that includes relational cooperation between the teacher,

learner, and language, which in turn changes the learning attitudes of learners, or the overall

process by which teachers and students jointly share and explore accomplishments, achieving

the objectives and ideals of education (Kyriakides, Campbell and Christofidou, 2002). Student

satisfaction is important because it serves as a common measure of the performance of

instructors and universities and to some extent, as a measure of student adjustment or success

(Jones, 2008). It may also contribute to student retention (Suhre, Jansen, &Harskamp,2007).

Teachers who are friendly and supportive of their students may assist students in feeling that

they belong or are cared for while also increasing student satisfaction (Suldo et al., 2009).

Teachers who take the time to have quality individual interactions with their students also

increase the student’s sense of a supportive environment, as well as satisfaction (Baird, 1973;

Suldo et al., 2009). Students also view teachers who use diverse and best teaching practices

that help foster collaboration as being supportive and show increased levels of satisfaction

(House, 2005; Suldo et al., 2009). Students who get abundant help and consideration from their

teachers show increased satisfaction and achievement (Baird, 1973; Hughes et al., 2008; Suldo

et al., 2009). Students who perceived their teachers as being friendly also showed increased

levels of satisfaction (Baird, 1973).

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