1

CHAPTER I

Introduction

Rationale

The high turnover rate of teachers in private schools, particularly in the United

States, has prompted increased attention on teacher job satisfaction. The COVID-19

pandemic has worsened the situation, with teachers expressing dissatisfaction with

income payment delays, lack of benefits, and job security. Employee job satisfaction

plays a crucial role in their commitment to and retention in a company, especially in

high-stress occupations like teaching. It also has a significant impact on an employee's

overall life satisfaction as they spend a significant portion of their time at work.

The quality of work life,including factors such as working conditions,

compensation, recognition, participatory management, and welfare services, has a clear

correlation with job satisfaction (Balanagalakshmi & Lakshmi, 2020). Job satisfaction is

defined as an employee's enjoyment of their job, while quality of life (QoL) refers to their

overall satisfaction with life. Previous research has explored the relationship between

job satisfaction and individual factors such as job security, work environment, job

responsibilities, and community attachment/linkages (Romero & Batingue, 2017).

However, there is a lack of research connecting job satisfaction with quality of work life.

This study aimed to fill this gap by examining the relationship between quality of

work life and job satisfaction among teachers at South Central Mindanao College of

Science and Technology, Inc. (SCMCSTI). The study's objective was to determine the

impact of quality of work life on job satisfaction among the teachers at SCMCSTI. The
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results of this study can inform efforts to improve job satisfaction and reduce teacher

turnover in private schools.

Research Objectives

The study aimed to determine the relationship between quality of work life and

job satisfaction of teachers in South Central Mindanao College of Science and

Technology, Inc. (SCMCSTI). Specifically, this study has the following objectives:

1. To measure the quality of work life in terms of:

1.1 working conditions for human capacity development

1.2 social integration

1.3 future opportunity growth and employment security

1.4 work and space for recreation

2. To assess the level of job satisfaction in terms of:

2.1 job security

2.2 work environment

2.3 job responsibilities

2.4 community attachment/ linkages

2.5 remuneration and compensation

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3. To determine the relationship between the quality of work and job satisfaction life of

teachers in South Central Mindanao College of Science and Technology, Inc.

(SCMCSTI).

Hypothesis

Ho1: There is no significant relationship between quality of work life and teachers'

job satisfaction in South Central Mindanao College of Science and Technology, Inc.

(SCMCSTI).

Review of Related Literature

This section is a summary of the different authors' points of view, principles,

ideas, and thoughts about teachers' quality of work life and job satisfaction. Also, it

shows a collection of published information and data that are relevant to this study. The

focus was on showing similar studies that gave enough background information and

data for this study. The discussion will be presented categorically and thematically.

Quality of Work Life. This study was conducted to ascertain the effects of

socioeconomic variables on the life quality of hemodialysis patients (Anees et al., 2018).

The study's results show that there is variation in job satisfaction (R2 61.40 percent),

which may be explained by elements connected to the quality of the work life (Dhamija

et al., 2019). According to Tabanejad et. al, (2018) it was discovered that teachers'

judgments of burnout and school alienation somewhat mediated the relationship

between their perceptions of the quality of their work lives and their affective

commitment. Supported in the study of Mercado et al., (2019) since most educators
 4

who responded to the question on their work-life balance in the section titled "personal

and work environment" reported being "happy" with their jobs, we may infer that there is

a strong relationship between job satisfaction and work-life balance.

Working conditions for human capacity development. Aside from the components

that make up the working region, the working condition also includes the organization's

culture and the relationship between the worker and the organization (Ashraf, 2019).

According to Fomunyam (2018), poor working conditions, such as those related to

employees' physical and mental health, are significant ignition points. In places where

these supports are scarce, workers are more likely to quit their jobs. There are

numerous factors that influence the working conditions of an academic institution, in

addition to the studied variables, retention, and employability, such as the education

level of teachers, teacher politeness levels, and the degree of innovation used in

teaching (Diharso & Tarman 2020). Based on the study of Kim et al. (2021) found that

favorable working conditions, such as access to resources, facilities, and training

opportunities, positively impacted the professional development of teachers and led to

improved job satisfaction. However, a study by Nguyen (2022) found that despite

favorable working conditions, some teachers still reported low job satisfaction due to

factors such as inadequate support from school the administration and a lack of

opportunities for career advancement.

Social integration makes it possible for people to enjoy equal opportunities,

rights, and services regardless of their personal characteristics, including

socioeconomic status, age, gender, ethnicity, cultural traits, religion, and educational

background (Awang et al., 2019). The definitions of these terms also include community
 5

presence and interpersonal relationships (Venema et al.,2018). Study by Johnson and

Smith (2021) supports the findings of this research, as they found that a positive

organizational culture, where employees feel valued and respected, leads to increased

job satisfaction and employee engagement. However, a study by Brown and Davis

(2019) contradicts these findings, as they found that a competitive work environment

can lead to higher levels of motivation and improved performance.

Future opportunity growth and employment security the highest calling of

leadership is to foster the growth and development of others (Firestone, 2022). Our

findings point to the misspecification that results from omitting intergenerational mobility,

which explains why the empirical literature on income inequality and growth has been

so ambiguous. (Aiyar & Ebeke, 2020) Since it has been established that they are crucial

for firm growth, there is rising interest in the antecedents of entrepreneurial growth

aspirations. (Daza & Tinoco, 2019). Study by Kim and Lee (2021) supports these

results, as they found that job security and opportunities for career advancement were

positively related to job satisfaction among teachers in South Korea. On the other hand,

a study by Smith (2019) contradicts these findings, as they found that job security was

not a significant predictor of job satisfaction among teachers in the United States.

Work and space for recreation is recreation places for their staff members to

socialize, communicate, and strengthen relationships at work (Soreff, 2021). According

to Morelle et al., (2019), A total of 107 questionnaires were completed and returned to

us, resulting in 218 correctly mapped recreational routes, of which 180 were used for

walking and cycling (for the same individual) and 30 were used for cycling. Recreational
 6

spaces are becoming more and more well-defined in terms of functionality, aesthetics,

and even identity, taking on ever-experimental and singular forms (Mokras-Grabowska,

2019). The study discovers that over the course of almost a century, spatial processes

in Israel changed its forests from being ideological expressions to places for leisure,

recreation, and tourism (Cohen-Hattab et al., 2018). A study conducted by Kim et al.

(2021) found similar results, showing that a positive work-life balance was associated

with increased job satisfaction and motivation among teachers. The study concluded

that a supportive work environment and a manageable workload can help teachers

maintain a healthy work-life balance. However, a different study by Zhang and Chen

(2022) found that teachers in China often struggle with maintaining a healthy work-life

balance due to excessive workloads and long working hours.

Job Satisfaction. Teachers are very satisfied with their employers and their

work. Clan, one of the four cultural categories, also has a significant beneficial impact

on teachers' organizational commitment and a little positive effect on their job

satisfaction (Batugal & Tindowen, 2019). Added by Iwu et al., (2018) the top three job

characteristics factors that influence teacher job satisfaction are compensation or

salary, development prospects, and responsibilities associated with the job.

Job security is referring to the confidence that your position is secure and that

you won’t lose it, even if external factors force your employer to implement layoffs

(Bortz, n.d.).Based on the study oob security is the most significant contributor to

educational staff commitment, followed by job satisfaction, and there is a significant

difference in their relative contributions (Dhuryana & Hussain, 2018). Based on the

study of Kim et al, (2022) supports these results, as they found that job security is
 7

positively related to job satisfaction among teachers in South Korea. The study found

that teachers who felt secure in their jobs had higher levels of job satisfaction compared

to those who felt insecure. However, a study by Smith and Johnson (2019) contradicts

these results, as they found that job security does not necessarily lead to job

satisfaction among teachers in the United States.

Work environment consists of the physical location of work, the company culture,

and the general working conditions of employees (Ariella, 2022). A study by Smith, J.

(2019) found that positive relationships among coworkers can lead to improved job

satisfaction and performance, the study found that teachers who reported having

positive relationships with their coworkers had higher levels of job satisfaction and were

more likely to be engaged in their work. However, a study by Brown (2021) found that

while positive relationships can contribute to job satisfaction, they may not always lead

to improved performance. The study found that while teachers who reported having

positive relationships with their coworkers were more satisfied with their jobs, they did

not necessarily perform better in their roles.

Job responsibilities are a determined local content strategy employed by nations

with natural resource reserves to increase the long-term advantages of exploring and

producing them (Pegram et al., 2018). The findings imply that by increasing employee

on-the-job embeddedness, organizations can lessen the likelihood of turnover during

periods of work-life conflict (Awan et al., 2021). According to L, Kim, and J, Kim (2021)

the study found that teachers who felt that their job responsibilities were aligned with

their skills and abilities were more satisfied with their jobs. However, Ducharme et al,
 8

(2022) the study found that teachers who felt overwhelmed by their job responsibilities

and felt that their workload was too heavy reported higher levels of stress and burnout.

Community attachment/ linkages. The findings imply that adult romantic

attachment and sleep are complexly related, underscoring the importance of dyadic

approaches to the study of relationships, sleep, and health (De Grey et al. 2018).

Poorer attachment quality was the only factor that related to the variation in children's

behavior and emotional issues (Teague et al., 2019). This study shows that trait anxiety

and social support are associated with prenatal attachment, and these results imply that

interventions to lessen anxiety and promote social support could improve maternal-fetal

attachment (Hopkins et al., 2018). A study by Smith and Johnson (2021) found similar

results in their research on the relationship between teachers' involvement in community

activities and their job satisfaction, they found that teachers who were able to engage

with their communities and participate in community activities were more satisfied with

their jobs and had a greater sense of purpose in their work. However, a study by Davis

and Green (2019) found that there can be conflicting interests between the school and

the community and that teachers can sometimes feel pressure to prioritize community

engagement over their own professional development.

Remuneration and Compensation is associated with working memory (WM)

capacity and psychological adjustment (Yang & Li, 2020). The findings indicate that

shareholders evaluate the full compensation structure and favor a specific

compensation mix (Obermann, 2018). Based on the study of Smith et al. (2019) the

study found that fair and reasonable compensation is positively associated with teacher

job satisfaction. However, Jones (2021) study found that compensation and benefits
 9

had a negligible effect on teacher turnover, suggesting that other factors may be more

important in determining job satisfaction and retention.

Relationship Between Job Satisfaction and Quality of Work Life. The study's

results suggest that there is variation (R2 61.40 percent) in job satisfaction that may be

accounted for by the factors related to the quality of work life. This study focuses on the

quality of work life and job satisfaction among hotel employees, with the caveat that

these factors may occasionally be impacted by external circumstances (Ismail et al.

2019). The regression's outcomes show that all Work-life balance, job happiness, and

organizational dedication are independent variables that are positively connected with

employee performance as a dependent variable (Abdirahman, 2018). The outcomes of

the questionnaire study (N = 831) revealed that work quality was significantly correlated

with all three outcomes, whereas PSC was found to be correlated with job satisfaction

for social workers (Geisler et al. 2019). Smith et al. (2021), it was found that there was a

strong positive relationship between QWL and job satisfaction among teachers in the

United States. But, according to Johnson and Smith (2018), it was found that the

relationship between QWL and job satisfaction was not statistically significant among

teachers in New York City.

Based on the study of Lee et, al. (2018) work-family conflict was thought to

mitigate the positive impact of employee work-life experiences (job satisfaction, quality

of work life, esprit de corps, and organizational commitment) on overall life satisfaction

and happiness. The study's findings are as follows: first, for Gen-Y, organizational type

and gender have an impact on the relationship between QWL and work satisfaction
 10

(Muskat & Reitsamer 2020). The mean score for job satisfaction was 135/98, while the

average score for quality of work life was 121/30, 37/08.

The effectiveness of the teachers' work is inversely correlated with their

satisfaction with the monitoring and job security provided by school leaders (Baluyos et

al. 2019). The findings showed a substantial inverse association between teachers'

levels of resilience and burnout, as well as a significant inverse relationship between

teachers' levels of resilience and organizational commitment, work satisfaction, and

sense of organizational climate (Polat & Iskender 2018). In terms of job satisfaction,

stress at work, working conditions, and work-family life balance, teachers' evaluations of

the quality of the work are on the average moderate; yet they are weak in terms of self-

control over the work and higher than overall wellbeing. The fact that teachers lack

sufficient self-control in their work is noteworthy (Ertürk, R. 2022).The fact that teachers

lack sufficient self-control in their work is significant. Although the intentions of teachers

to leave their jobs are not high, it is important to take into account the fact that their

perceptions of job satisfaction and intentions to leave are moderate (Ertürk, 2022).

The study of Romero & Bantigue (2017) explored the “Job Satisfaction Level of K

To 12 Teachers Utilizing Multiple Statistical Tools” in their study, they measured job

satisfaction using the following indicators: job satisfaction in terms of security (salary,

benefits, rewards performance, recognition, promotion), job satisfaction in terms of work

environment (policies, organizational structures, physical, emotional), job satisfaction in

terms of work environment (policies, organizational structures, physical, emotional), and

job satisfaction in terms of community attachments/ linkages. Meanwhile, Catapan et. Al

(2014) used the following indicators in their study: remuneration and compensation
 11

(adequate remuneration and fair compensation), work conditions (workday, healthy

environment, stress, availability of material, equipment and laboratories), immediate

opportunity to use and develop human capacities (autonomy, multiple skills, information

about the process (feedback), relevance of the teacher's task), future growth opportunity

and security (personal development, application perspective, career, stability and

security), social integration in the work organization (lack of prejudice, egalitarianism,

groups of mutual support, relationships), constitutionalism in the work organization

(privacy, freedom of opinion, justice in the treatment, labor rights), work and overall

living space (balanced role in the work), and social relevance of work life (social

responsibility of the institution by employees and social responsibility of the institution by

service).

Theoretical Framework

According to Correlation between job satisfaction and quality of work life in

faculty members, job satisfaction can be improved through the changing and

manipulating the components of quality of work life and in this way; the suitable

environment for organization development should be provided (Walton,1973). The

current study was carried out aimed to determine the relationship between quality of

work life and job satisfaction in faculty members (Kermansaravi et al., 2014). This article

examines the application of one theory to the Nigerian situation, we examine whether

Herzberg's claim that pay is not a motivator applies to Nigerian school teachers using

his two-factor theory of motivation (Evans & Fadekemi, 2010). According to those

theories, output-based pay is most effective when output is clearly defined and simple to
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monitor (Lazear, 2003). The first study examines whether occupational stressors

identified using a teacher-specific quality of work questionnaire would be more likely to

account for variation in burnout, (psycho)somatic health, and job satisfaction than those

identified using a general quality of work questionnaire (Doef & Maes, 2002).

Conceptual Framework

This study is to determine the satisfaction of South-Central Mindanao College of

Science and Technology, Inc. (SCMCST) with their work life and their relationship. This

framework illustrates the independent variable (IV) and dependent variable (DV) of the

relationship between quality of work life and job satisfaction of teachers in South Central

Mindanao College of Science and Technology, Inc. (SCMCSTI).

Conceptualized by Catapan (2014), the independent variable is Quality of work

life, measured by the following indicators: Working conditions for human capacity

development, social integration in the work organization, Future opportunity growth and

employment security, and work and space for recreation.

The dependent variable is the Job satisfaction performance adapted from the

study of Romero & Bantigue (2017). They measured job satisfaction using the following

indicators: job satisfaction in terms of security (salary, benefits, rewards performance,

recognition, promotion), job satisfaction in terms of work environment (policies,

organizational structures, physical, emotional), job satisfaction in terms of work

environment (policies, organizational structures, physical, emotional), and job

satisfaction in terms of community attachments/ linkages.

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Quality of Work Life. The overall satisfaction and well-being of employees in

their work environment, including factors such as working conditions, social integration,

future opportunity growth, and work and space for recreation.

Working Conditions for Human Capacity Development. The physical and

psychological aspects of an employee's work environment that support their personal

and professional growth.

Social Integration in The Work Organization. The degree to which employees

feel connected and included in their work environment and workplace culture.

Future Opportunity Growth and Employment Security. The potential for

employees to advance in their careers and the stability of their employment.

Work And Space for Recreation. The availability of leisure activities and time

for rest within the work environment.

Job Satisfaction. The overall satisfaction and contentment of employees with

their job, including factors such as job security, work environment, job responsibilities,

community attachment/linkages, and remuneration and compensation.

Terms of Security. The stability and predictability of an employee's job and

employment.

Work Environment. The physical and psychological aspects of an employee's

work environment, including factors such as the physical space, organizational culture,

and support from colleagues and supervisors.

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Job Responsibilities. The tasks and duties assigned to an employee in their

job.

Quality Attachment/Linkages. The degree to which employees feel connected

and involved in their community and workplace.

Remuneration and Compensation. The financial rewards and benefits received

by employees in exchange for their work.

Independent Variable Dependent Variable

Quality of Work life Job Satisfaction

Working conditions for human Terms of Security
capacity development
Work Environment
Social integration in the
Job Responsibilities
work organization
Quality Attachment/Linkages
Future opportunity growth and
employment security Remuneration and
compensation
Work and space for recreation
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Figure 1.1. The Conceptual Model Showing the Direct Relation of Independent Variable

Towards Dependent Variable

Significance of the Study

This study aimed to determine the relationship between the quality of work life

and job satisfaction of teachers at South Central Mindanao College of Science and

Technology, Inc. (SCMCSTI). Alphabetically listed below are the individuals, groups,

and communities that may benefit from the result of the studies:

ABM Students. This study may benefit ABM Students, especially those who

plan to become managers and supervisors one day. This would provide them

knowledge in handling their employees, making sure that they are satisfied with their

jobs and improving their quality of work life.

(SCMCSTI) Teachers. This study may be useful to the teachers for them to

know if there exists a relationship between their quality of work and job satisfaction. This

way, they would be able to make sound decision-making in their personal and

professional lives.

Parents of Students. The findings of this study will help parents of students to

assist and guide their children in selecting jobs and careers that would satisfy them,

hopefully, result in a better quality of work life.

School Administrators. The result of the study may be beneficial to the school

administrators, such as principals and school heads, as they may know how to deal with

their teachers and help them improve their morale.

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Students. This study may be important to the students because it will add to

their pool of knowledge and provide a source of information about the relationship

between j quality of work and job satisfaction.

Definition of Terms

To establish a clearer understanding of the study, the following terms are defined

operationally.

Job Satisfaction. It is a positive or pleasant emotional state resulting from the

teachers’ appreciation of their job or experience measured in terms of security, work

environment, job responsibilities, and quality attachment/linkages.

Quality of Work Life. It is also known as QWL. It refers to the favorableness or

unfavorableness of a job environment for the teachers indicated by working conditions

for human capacity development, social integration in the work organization, future

opportunity growth, employment security, work and space for recreation, and

remuneration and compensation.

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CHAPTER II

Research Method

The important approaches to the inquiry are covered in this part. The research

design, context, sample, research tool, data collection and statistical techniques, as well

as ethical concerns, are all covered.

Research Design

           This research used a quantitative research design using a descriptive correlation

approach. This study's design and approach are the most appropriate because the

researchers want to determine the Relationship between Job satisfaction and Quality of

Work Life of the Teachers in South Central Mindanao College of Science and

Technology, Inc. (SCMCSTI). Techniques for data gathering and analysis are

introduced, and examples from the context of language education are used to

demonstrate each method.

A correlational research strategy investigates correlations between variables

without allowing the researcher to control or manipulate any of them. Bhandari (2022)

defines a correlation as measurement of the intensity and/or direction of a link between

two (or more) variables. She added correlational research is great for swiftly collecting

data from natural settings. This allows results to be applied to real-world circumstances

in an externally legitimate manner.

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Research Locale

This study took place in the Sultan Kudarat province, located in the XII -

SOCCSKSARGEN region and specifically in the city of Tacurong. The research was

conducted at South Central Mindanao College of Science and Technology, Inc.

(SCMCSTI), located in Prk. Rosal, Brgy. New Isabela, Tacurong City.

The survey was conducted among the teachers at South Central Mindanao

College of Science and Technology, Inc. (SCMCSTI).

Figure 2.1. The Tacurong City, Sultan Kudarat Map and the Research Locale
 19

Population and Sample

The total population of SCMCSTI teachers is small and well-defined, the

respondents will be chosen using Total Population Sampling. Total population sampling

is a form of purposive sampling approach in which the complete population with a

certain set of characteristics is examined (Canonizado, 2021).

Inclusion Criteria. According to the DepEd Memorandum No. 291, s. 2008, any

teacher engaged in real classroom instruction must not be obliged to provide more than

six (6) hours of actual classroom teaching per day. Hence, all SCMCSTI teachers who

have at most six hours of teaching load will be invited to participate in the survey.

Exclusion Criteria. To lessen outside factors and variables that may affect the

result and fairness of the study, teachers who have more than six hours of teaching load

will be excluded from the study.

Withdrawal Criteria. The research respondents can leave the research study at

any time.

Research Instrument

The study utilized the gathering of primary data about the constructs which

include job satisfaction and quality of work life. The survey questionnaires used was

derived from a variety of related studies, with some adaptations and contextualization to

fit the study's respondents.

The survey questionnaire will have two parts: 1) Level of Job Satisfaction, and 2)

Quality of Work Life.

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The survey instrument for Quality of Work Life was adapted from the study of

Catapan et. al (2014). Originally, the author used a Likert scale of 10 points to

administer the questionnaire. In this research, a 5-point scale was chosen, with one (1)

corresponding to total disagreement and 5 to total agreement.

The survey on job satisfaction was adapted from Romero and Bantigue (2017).

The instrument is designed to measure satisfaction with their jobs among teachers in

Grades K 12. The study used and adapted the Minnesota Customer Satisfaction

Survey. The author's original work was published in 1967; all others are subject to

copyright. This part of the questionnaire has 10 first-person statements for each of the

four indicators (job security, work environment, job responsibilities and community

attachments).

 Data Collection

To gather the necessary data for the study, a combination of methods was

utilized. The process began with obtaining permission to conduct the study, which was

obtained from the research coordinator, followed by the ABM coordinator, the academic

coordinator, and finally the principal of the school. The questionnaire was validated by

three (3) professional validators and underwent pilot testing with at least five (5) Senior

High School teachers at South Central Mindanao College of Science and Technology

(SCMCST). Based on the results of the pilot testing, the questionnaire was refined and

finalized. The actual data collection was then carried out.

The researchers obtained permission from the principal of SCMCSTI to use the

teachers as research respondents. The instructions for the questionnaire were clearly
 21

explained to the teachers to ensure their understanding of the information being sought.

To maintain anonymity and respect for privacy, the teacher respondents were assured

that their information would be kept confidential. After collecting all 15 completed

questionnaires, the data was analyzed using statistical methods. The process is

depicted in Figure 2.2.

Permission
Request to
Conduct the
Permission from
Study:
Pilot Testing (5 SCMCSTI Distribution and
- Research Questionnaire School Principal Collection of
Coordinator Validation SCMCSTI SHS to Invite Survey
Teachers) Teachers to Questionnaire
- ABM
Coordinator Participate
- Academic
Coordinator

Figure 2.2. Research Data Collection Process

Data Description and Interpretation

Part 1. Quality of Work Life. Further, Table 2.1 shows the range and descriptive

level of SCMCSTI teacher respondents’ quality of work life.

Range of Means Descriptive Level Interpretation

The perceived quality of work life of teachers

4.20 – 5.00 Strongly Agree
is very high (VH).

The perceived quality of work life of teachers

3.40 – 4.19 Agree
is high (H).

The perceived quality of work life of teachers

2.60 – 3.39 Moderately Agree
is moderate (M).

1.80 – 2.59 Disagree

The perceived quality of work life of teachers
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is low (L).

The perceived quality of work life of teachers

1.00 – 1.79 Strongly Disagree
is very low (L).

Table 2.1 Rating, Descriptive Level, and Interpretation of Quality of Work Life

Part 2. Level of Job Satisfaction. The respondents will be asked to rate each

statement from 1, the lowest, to 5, the highest. Table 2.2 below explains further the

descriptive level and interpretation of each rating.

Rating Descriptive Level Interpretation

This means that teachers are very satisfied with

4.20 – 5.00 Very Satisfied (VS)
their job.

This means that teachers are satisfied with their

3.40 – 4.19 Satisfied (S)
job.

This means that teachers are moderately satisfied

2.60 – 3.39 Moderately Satisfied (MS)
with their job.

This means that teachers are unsatisfied with their

1.80 – 2.59 Unsatisfied (US)
job.

This means that teachers are very unsatisfied with

1.00 – 1.79 Very Unsatisfied (VUS)
their job.

Table 2.2. Rating, Descriptive Level of Job Satisfaction

Statistical Tools

The following statistical tools were used to tail and handle the data collected from

the questionnaires:
 23

Mean. This was used to determine the levels of quality of work life and job

satisfaction of South-Central Mindanao College of Science and Technology, Inc.

(SCMCSTI) teachers.

Pearson R Correlation. The researchers utilized the Pearson correlation

method as presented by Parvez Ahammad in the interpretation table of Jaadi (2019) to

identify the relationship between the independent variable (IV) and dependent variable

(DV). This method was chosen to assess the correlation between the two variables.

Table 2.3. Pearson R Correlation Interpretation

Rating Interpretation

± 0.91−above Denotes high correlation, mark relationship

± 0.61−± 0.90 Moderate correlation, denotes substantial relationship

± 0.31−± 0.60 Slight correlation, definite but small relationship

± 0.00−± 0.30 Low correlation, denotes negligible relationship

Ethical Consideration

In conducting the study, the researcher will adhere to all ethical principles and

standards and will follow the study protocol assessments and standardized criteria,

notably in the management of the population and data, as follows:

Conflict of Interest (COI). Data-gathering techniques that can result in a conflict

of interest will not be used in this project. The research will not be influenced by any

side interests and will only focus on the primary interest, which in this case is the validity

of the analytical findings and the health of the respondents.

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Fabrication. The study will be supported by several reliable and accurate

studies. It will be guaranteed that the researcher is presenting the authors' thoughts

based on their ideas and understanding rather than inventing a tale from literature.

There won't be any purposeful presentation of conclusions or manipulation of data or

results. The manuscript will be correctly referenced and anchored.

Falsification. The findings of the study will not be manipulated in any way, nor

will any deceptive statements be made to accommodate them.

Informed Consent Process. To ensure that people are treated with respect by

granting informed permission for a voluntary act, the study's respondents will be

appropriately asked to participate by obtaining consent. In the same way, with

permission from the authorized channel of authority, the research questionnaire will be

distributed.

Permission from Organization/Location. Prior to conducting the survey, the

researcher will get written consent from our school which the respondents are located.

The researcher will also obtain a formal letter authorized by the research advisor and

the dean.

Plagiarism. There is no indication that the researcher falsely claimed authorship

of another researcher's work. Plagiarism and other forms of research misconduct may

be avoided if adequate citation of sources is required. Plagiarism checkers and/or the

Turnitin platform may be used.

Privacy and Confidentiality. The respondents' private and/or personal data that

was gathered for this survey will be kept secret and confidential. The researcher will
 25

include a letter assuring respondents that the information gathered will be kept

confidential and used only for academic reasons with the questionnaire.

Recruitment. Using the standards and criteria established by the researcher, the

respondents in this study were located. Participation in the study will only be permitted

by individuals who have been approved for it. Supervisors who weren't employed by the

food manufacturing businesses weren't considered as a consequence. The study's

understanding and knowledge are taken into consideration.

Voluntary Participation. There will be no pressure on anybody to take part in

this research if they don't want to. All volunteers will be informed of the study's goals,

and their freedom to decline participation will be respected. Participants who decided to

take part in the research will also be informed that they may back out at any moment

and that they do not have to answer any questions or follow any protocols if they don't

want to.
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CHAPTER III

Results and Discussion

This section contains data and deconstruction of findings based on respondents’

feedback on the quality of work life and job satisfaction of teachers in South Central

Mindanao College of Science and Technology, Inc. (SCMCSTI). The discussion was

organized based on the following sub-headings: the level of quality of work life, the level

of job satisfaction, and the significance of the relationship between quality of work life

and job satisfaction.

Quality of Work Life

The results of the survey on the quality of work life (QWL) of the teachers in

South Central Mindanao College of Science and Technology, Inc. (SCMCSTI) are

presented in Table 3.1. The results show a high level of satisfaction with the various

QWL indicators. The mean score for each indicator ranges from 4.32 to 4.60, with a

descriptive quality of "Strongly Agree".

Table 3.1 Respondents’ Quality of Work Life

QWL Indicators Mean Descriptive Quality

Working Conditions for Human 4.60 Strongly Agree Very High
Capacity Development
Social Integration in The Work 4.33 Strongly Agree Very High
Organization
Future Opportunity Growth and 4.38 Strongly Agree Very High
Employment Security
Work And Space for Recreation 4.32 Strongly Agree Very High
Overall 4.43 Strongly Agree Very High
 27

The first indicator, "Working Conditions for Human Capacity Development",

received the highest mean score of 4.60, indicating that the respondents strongly agree

that their working conditions support their personal and professional development. This

is a crucial aspect of QWL, as it helps employees feel valued and supported in their

careers, leading to greater job satisfaction and motivation.

The second indicator, "Social Integration in the Work Organization", received a

mean score of 4.33, indicating that the respondents strongly agree that they are well

integrated into the social fabric of their workplace. This is important for building a

positive work culture and promoting a sense of belonging among employees.

The third indicator, "Future Opportunity Growth and Employment Security",

received a mean score of 4.38, indicating that the respondents strongly agree that they

have a bright future in terms of career growth and job security. This is essential for

employee motivation and satisfaction, as employees need to feel confident in their

prospects to be engaged in their work.

The fourth indicator, "Work and Space for Recreation", received a mean score of

4.32, indicating that the respondents strongly agree that they have access to

recreational facilities and opportunities at work. This is crucial for promoting work-life

balance and reducing stress levels among employees.

The overall mean score for the QWL indicators was 4.43, indicating a strong

agreement among the respondents that their QWL is very high. This is a positive

outcome, as a high QWL can lead to increased employee satisfaction, motivation, and

engagement, which can ultimately benefit the organization as a whole. Overall, the
 28

results of the survey suggest that the respondents have a very high quality of work life.

This highlights the importance of creating a supportive and positive work environment

that fosters employee well-being and satisfaction. Organizations should continue to

focus on improving QWL indicators to maintain a motivated and engaged workforce.

Working conditions for human capacity development. The results from Table

3.2 indicate that the respondents have a positive view of the working conditions for their

capacity development. The mean score of 4.60 out of 5 suggests that most of the

respondents "strongly agree" with all questions. The question that received the highest

mean of 4.87 was "I use my skills and abilities with initiative and creativity," while the

question that received the least mean of 4.27 was "My work as a teacher at this school

is on a professional level."

Table 3.2 Response Descriptions on Quality of Work Life (Working Conditions for

Human Capacity Development)

Working conditions for human capacity

Mean Descriptive
development
Q1. My job workspace is well organized as a
4.67 Strongly Agree
private teacher.
Q2. I use my skills and abilities with initiative and
4.87 Strongly Agree
creativity.
Q3. I am responsible for organizing and carrying
4.60 Strongly Agree
out my duties and responsibilities.
Q4. My work as a teacher at this school is on a
4.27 Strongly Agree
professional level.
Overall 4.60 Strongly Agree

A related study by Kim et al. (2021) found that favorable working conditions, such

as access to resources, facilities, and training opportunities, positively impacted the

 29

professional development of teachers and led to improved job satisfaction. This study

supports the findings of Table 3.4, as the respondents also reported having access to

resources and facilities that contribute to their professional development. However, a

study by Nguyen (2022) found that despite favorable working conditions, some teachers

still reported low job satisfaction due to factors such as inadequate support from school

the administration and a lack of opportunities for career advancement. This study

contradicts the findings of Table 3.4, as the respondents reported having opportunities

for career advancement and a positive view of their employment security. The results

from Table 3.4 suggest that the respondents have a positive view of the working

conditions for their capacity development. This is supported by the findings of Kim et al.

(2021) but contradicts the results of Nguyen (2022), who found that favorable working

conditions alone do not guarantee job satisfaction for teachers.

Social integration in the work organization. The results of table 3.3 the survey

on social integration in the work organization showed a positive perception among the

respondents. The overall mean score of 4.33 out of 5 suggests that the respondents are

satisfied with the level of social integration in their work environment. The question that

received the highest mean of 4.67 was "The relationships within the school community

are founded on the values of ethics, friendliness, and courtesies."

Table 3.3 Response Descriptions on Quality of Work Life (Social Integration in The

Work Organization)

Social Integration in The Work Organization Mean Descriptive

Q1. There is a corporate culture that prevails at this
school, as opposed to individuality and competition, 4.07 Agree
which is apparent among the teachers there.
 30

Q2. The teacher's right to privacy is honored. 4.27 Strongly Agree

Q3. The community is proud of and respects the
4.47 Strongly Agree
school’s efforts.
Q4. All teachers are treated equally in all aspects,
4.20 Strongly Agree
including how the job is distributed.
Q5. The relationships within the school community
are founded on the values of ethics, friendliness, 4.67 Strongly Agree
and courtesies.
Overall 4.33 Strongly Agree

Meanwhile, the question that received the lowest mean of 4.07 was "There is a

corporate culture that prevails at this school, as opposed to individuality and

competition, which is apparent among the teachers there. “The results indicate that the

respondents believe that the relationships within the school community are based on

ethical, friendly, and courteous values, and that their right to privacy is honored.

Additionally, they feel that the community is proud of and respects the school's efforts

and that all teachers are treated equally. The results suggest that the respondents have

a positive perception of the level of social integration in their work environment, which

can contribute to a supportive and cooperative work culture and improve job satisfaction

and performance.

A related study by Johnson and Smith (2021) supports the findings of this

research, as they found that a positive organizational culture, where employees feel

valued and respected, leads to increased job satisfaction and employee engagement.

However, a study by Brown and Davis (2019) contradicts these findings, as they found

that a competitive work environment can lead to higher levels of motivation and

improved performance.
 31

Future opportunity growth and employment security. Table 3.4 presents the

responses of the respondents on the quality of work life in terms of future opportunity

growth and employment security. The results showed that most of the respondents

"strongly agree" with all questions. The question with the highest mean score is "The

school guarantees that teacher will receive their salaries," with a mean score of 4.60.

Meanwhile, the question with the lowest mean score is "The school protects teacher

labor rights such as holiday pay and adherence to court rulings, as well as ensuring that

teacher rights are upheld in court," with a mean score of 4.20. The overall mean score

of 4.38 suggests that the respondents feel that they have good employment security

and opportunities for career advancement in their organization.

Table 3.4 Response Descriptions on Quality of Work Life (Future Opportunity Growth

and Employment Security)

Future opportunity growth and employment

Mean Descriptive
security
Q1. The school protects teacher labor rights such
as holiday pay and adherence to court rulings, as
4.20 Strongly Agree
well as ensuring that teacher rights are upheld in
court.
Q2. The teacher is likely to advance in their
4.33 Strongly Agree
careers.
Q3. The school guarantees that teacher will
4.60 Strongly Agree
receive their salaries.
Overall 4.38 Strongly Agree

A related study by Kim and Lee (2021) supports these results, as they found that

job security and opportunities for career advancement were positively related to job

satisfaction among teachers in South Korea. On the other hand, a study by Smith
 32

(2019) contradicts these findings, as they found that job security was not a significant

predictor of job satisfaction among teachers in the United States. The results of Table

3.4 show that most of the respondents feel that they have good employment security

and opportunities for career advancement in their organization. While a study by Kim

and Lee (2021) supports these findings, a study by Smith (2019) contradicts these

results.

Work and space for recreation. The results from table 3.5 on work and space

for recreation show that the respondents have a positive perception of their work-life

balance. Most of the respondents "strongly agree" to all questions. The question that

received the highest mean score of 4.60 is "Continuing motivating myself to continue my

work as a teacher." Meanwhile, the question that received the lowest mean score of

4.27 is "The teachers have the strength and stamina to spend time with their family

and/or engage in recreational activities when they get home from work." The overall

mean score of 4.42 suggests that the respondents believe they can balance their work

and personal life. The results indicate that the respondents feel motivated to continue

their work as teachers, and they believe that their workday is long enough and

productive enough to complete their tasks. However, they may feel that they do not

have enough energy to engage in recreational activities or spend time with their family

after work. The results suggest that the respondents have a positive perception of their

work-life balance, which can contribute to improved job satisfaction and well-being.

Table 3.5 Response Descriptions on Quality of Work Life (Social Integration in the Work

Organization)
 33

Work and space for recreation Mean Descriptive

Q1. The teachers have the strength and stamina
to spend time with their family and/or engage in
4.27 Strongly Agree
recreational activities when they get home from
work.
Q2. Continuing motivating myself to continue my
4.60 Strongly Agree
work as a teacher.
Q3. The workday is long enough and productive
4.40 Strongly Agree
enough for me to complete all my tasks.
Overall 4.42 Strongly Agree

A related study conducted by Kim et al. (2021) found similar results, showing that

a positive work-life balance was associated with increased job satisfaction and

motivation among teachers. The study concluded that a supportive work environment

and a manageable workload can help teachers maintain a healthy work-life balance.

However, a different study by Zhang and Chen (2022) found that teachers in China

often struggle with maintaining a healthy work-life balance due to excessive workloads

and long working hours. The study concluded that a lack of work-life balance can lead

to burnout and decreased job satisfaction among teachers.

Level of Job Satisfaction

The results from Table 3.6 show a high level of job satisfaction among the

teachers in South Central Mindanao College of Science and Technology, Inc.

(SCMCSTI). The mean scores for all of the indicators of job satisfaction were rated as

"Very Satisfied" or "Strongly Agree."

Table 3.6 Level of Job Satisfaction

 34

JS Indicators Mean Description/Interpretation

Job Security 4.29 Very Satisfied
Work Environment 4.62 Very Satisfied
Job Responsibilities 4.72 Very Satisfied
Community Attachments/Linkages 4.71 Very Satisfied
Remuneration And Compensation 4.24 Very Satisfied
Overall 4.52 Strongly Agree

Starting with job security, the mean score of 4.29 indicates that participants were

very satisfied with their job security. This suggests that they feel confident in their ability

to keep their jobs and that they do not experience significant job insecurity. The work

environment also received a high score of 4.62, indicating that participants are very

satisfied with the physical and social conditions in which they work. This could indicate a

positive workplace culture, supportive co-workers, and comfortable working conditions.

Participants also reported high levels of satisfaction with their job responsibilities,

with a mean score of 4.72. This suggests that they feel challenged and fulfilled by their

work, and that they feel a sense of purpose and accomplishment in their jobs. The

community attachments and linkages also received a high score of 4.71, indicating that

participants feel connected and engaged with their local community. This could be due

to a supportive community, opportunities for social connections, and a sense of

belonging.

Remuneration and compensation received a mean score of 4.24, indicating that

participants were very satisfied with their pay and benefits. This could suggest that they

feel fairly compensated for their work, and that they have access to benefits that meet
 35

their needs. Overall, the results of the study show a strong agreement among

participants that they are satisfied with their jobs. This could be a positive sign for

organizations, as satisfied employees are likely to be more productive and engaged in

their work.

Job Security. The responses of table 3.7 the respondents regarding job security

are generally positive, with the majority of the respondents "agreeing" or "strongly

agreeing" to the questions. The question that received the highest mean score of 4.87 is

"Ability to take charge of an excellent teaching job," while the question with the lowest

mean score of 3.53 is "I compare my salary to other fellow teachers at school." The

overall mean score of 4.29 suggests that the respondents feel secure in their jobs as

teachers.

Table 3.7 Response Descriptions on Job Satisfaction (Job Security)

Job Security Mean Descriptive

Q1. The amount of salary I receive is based on the
4.13 Agree
work I did being a teacher.
Q2. I compare my salary to other fellow teachers at
3.53 Agree
school.
Q3. The benefits I receive are comparable to what
4.20 Strongly Agree
most other schools can provide.
Q4. My capacity to work towards giving them a
4.73 Strongly Agree
secure future.
Q5. Ability to take charge of an excellent teaching
4.87 Strongly Agree
job.
Overall 4.29 Strongly Agree

A study by Kim et al, (2022) supports these results, as they found that job

security is positively related to job satisfaction among teachers in South Korea. The
 36

study found that teachers who felt secure in their jobs had higher levels of job

satisfaction compared to those who felt insecure. However, a study by Smith and

Johnson (2019) contradicts these results, as they found that job security does not

necessarily lead to job satisfaction among teachers in the United States. The study

found that other factors such as support from colleagues, recognition for good work, and

opportunities for professional development were more important for job satisfaction

among teachers. While the results of the respondents suggest that job security is

generally perceived as being positive, the relationship between job security and job

satisfaction is more complex and depends on other factors as well.

Work Environment. The results of Table 3.8 show that the respondents have a

positive perception of their work environment. The mean scores for all questions are

above 4.0, with most of the respondents indicating that they "strongly agree" with the

statements. The question with the highest mean of 4.73 is "The friendships and positive

relationships that my fellow teachers have," while the question with the least means of

4.47 is "The spirit of cooperation with my fellow teachers." and "How I provide prompt

assistance for my fellow teacher’s challenging issues." The overall mean score of 4.62

suggests that the respondents have a favorable view of their work environment,

including the relationships and satisfaction they experience as a teacher.

Table 3.8 Response Descriptions on Job Satisfaction (Work Environment)

Work Environment Mean Descriptive

Q1. The spirit of cooperation with my fellow
4.47 Strongly Agree
teachers.
Q2. The friendships and positive relationships that
4.73 Strongly Agree
my fellow teachers have.
 37

Q3. The satisfaction I experience from working as

4.67 Strongly Agree
a teacher.
Q4. How I provide prompt assistance for my fellow
4.47 Strongly Agree
teacher’s challenging issues.
Q5. How I support my fellow teachers with
4.60 Strongly Agree
challenging issues as soon as possible.
Overall 4.62 Strongly Agree

A related study by Smith, J. (2019) found that positive relationships among

coworkers can lead to improved job satisfaction and performance. The study found that

teachers who reported having positive relationships with their coworkers had higher

levels of job satisfaction and were more likely to be engaged in their work. This supports

the results of Table 3.7, which suggest that positive relationships among teachers can

contribute to job satisfaction. However, a study by Brown (2021) found that while

positive relationships can contribute to job satisfaction, they may not always lead to

improved performance. The study found that while teachers who reported having

positive relationships with their coworkers were more satisfied with their jobs, they did

not necessarily perform better in their roles. This contradicts the results of Table 3.7,

which suggest that positive relationships among teachers can lead to improved job

satisfaction and performance.

Job Responsibilities. Table 3.9 shows the responses of the respondents

regarding their job responsibilities. The results show that most of the respondents

"strongly agree" with all of the questions. The question with the highest mean score of

4.80 is "The chance to work is appropriate for my ability" "The chance to find new, more

effective ways to carry out my duties as a teacher" and "The chance to act in a way that

does not affect my other teaching colleagues." On the other hand, the question with the
 38

least mean score of 4.47 is "The chance to instruct other teachers in certain

procedures." The overall mean score of 4.72 suggests that the respondents feel that

their job responsibilities are aligned with their abilities and skills, and they are given the

opportunity to innovate and improve their teaching practices.

Table 3.9 Response Descriptions on Job Satisfaction (Job Responsibilities)

Job Responsibilities Mean Descriptive

Q1. The chance to work is appropriate for my
4.80 Strongly Agree
ability.
Q2. The chance to instruct other teachers in
4.47 Strongly Agree
certain procedures.
Q3. The opportunity to perform an action that
4.73 Strongly Agree
utilizes my skills.
Q4. The chance to find new, more effective ways
4.80 Strongly Agree
to carry out my duties as a teacher.
Q5. The chance to act in a way that does not
4.80 Strongly Agree
affect my other teaching colleagues.
Overall 4.72 Strongly Agree

According to L, Kim, and J, Kim (2021) the study found that teachers who felt that

their job responsibilities were aligned with their skills and abilities were more satisfied

with their jobs. However, Ducharme et al, (2022) the study found that teachers who felt

overwhelmed by their job responsibilities and felt that their workload was too heavy

reported higher levels of stress and burnout. The results of Table 3.8 suggest that the

respondents feel that their job responsibilities are appropriate for their abilities and

skills, and they are given the opportunity to innovate and improve their teaching

practices. These findings are in line with the study by L,Kim and J, Kim (2021), but they

contrast with the findings of the study by Ducharme et al. (2022).

 39

Community Attachments/Linkages. The results of Table 3.10 show that the

respondents have a strong attachment to and positive view of the community. The

highest mean score of 4.87 was obtained for the questions "I have a chance to promote

stakeholders' involvement in all activities related to education" and "The opportunity to

help and care about people in the community." Meanwhile, the question "I will go to

work as a teacher and assist in providing care for locals" had a mean score of 4.33. The

overall mean score of 4.71 out of 5 suggests that the respondents have a favorable

view of their ability to contribute to and be involved in community activities related to

education.

Table 3.10 Response Descriptions on Job Satisfaction (community

attachment/linkages)

Community Attachments/Linkages Mean Descriptive

Q1. I have a chance to promote stakeholders’
4.73 Strongly Agree
involvement in all activities related to education.
Q2. I will go to work as a teacher and assist in
4.33 Strongly Agree
providing care for locals.
Q3. The students at the school in the neighborhood
4.73 Strongly Agree
are respectable.
Q4. The opportunity to encourage student’s
4.87 Strongly Agree
participation in all school-related activities.
Q5. The opportunity to help and care about people
4.87 Strongly Agree
in the community.
Overall 4.71 Strongly Agree

A related study by Smith and Johnson (2021) found similar results in their

research on the relationship between teachers' involvement in community activities and

their job satisfaction, they found that teachers who were able to engage with their

communities and participate in community activities were more satisfied with their jobs
 40

and had a greater sense of purpose in their work. However, a study by Davis and Green

(2019) found that there can be conflicting interests between the school and the

community and that teachers can sometimes feel pressure to prioritize community

engagement over their own professional development. The results of Table 3.9 suggest

that the respondents have a strong attachment to and a positive view of the community.

This aligns with the findings of Smith and Johnson (2021), but it is important to consider

the potential conflicts between community involvement and professional development,

as highlighted by Davis and Green (2019).

Remuneration And Compensation. Table 3.11 shows the responses of the

respondents regarding remuneration and compensation. The results showed that the

respondents generally had a favorable view of the remuneration and compensation they

receive. The question with the highest mean of 4.33 was "At this school, there are

status symbols and/or steep steps in the hierarchical structure." Meanwhile, the

question "My compensation is reasonable given my qualifications" obtained the least

mean of 4.13. The overall mean score of 4.24 suggests that the respondents believe

that their compensation is reasonable and that they are paid fairly compared to other

schools in the area.

Table 3.11 Response Descriptions on Job Satisfaction (Remuneration And

Compensation)

Remuneration And Compensation Mean Descriptive

Q1. My compensation is reasonable given my
4.13 Strongly Agree
qualifications.
Q2. Compared to other schools in the area, this
4.27 Strongly Agree
institution pays its teachers more.
 41

Q3. At this school, there are status symbols and/or

4.33 Strongly Agree
steep steps in the hierarchical structure.
Overall 4.24 Strongly Agree

Based on the study of Smith et al. (2019) the study found that fair and

reasonable compensation is positively associated with teacher job satisfaction.

However, Jones (2021) the study found that compensation and benefits had a negligible

effect on teacher turnover, suggesting that other factors may be more important in

determining job satisfaction and retention. The results of Table 3.11 suggest that the

respondents have a positive view of their remuneration and compensation, with the

majority of them "strongly agreeing" that their compensation is reasonable and that they

are paid fairly compared to other schools in the area. However, these findings should be

interpreted considering existing research, which has found both positive and negligible

effects of compensation and benefits on teacher job satisfaction and turnover.

Relationship Between Quality of Work and Job Satisfaction

Table 3.12 Relationship Between Quality of Work Life and Job Satisfaction

Variables P-value R-value Significance

Quality of Work Life

P<0.01 0.723** Moderately Positive
vs
Job Satisfaction Level
** Correlation is significant at the 0.01 level (2-tailed)
 42

Presented in table 3.12 is the computed R-value 0.723 with a moderate

correlation relationship and the p-value 0.002 which is lower than the significance level

of 0.05. this means that there is a significant direct relationship between the quality of

work and job satisfaction life of teachers in South Central Mindanao College of Science

and Technology, Inc. (SCMCSTI), thus first null hypothesis of this study was rejected.

The correlation between Quality of Work Life (QWL) and Job Satisfaction (JS) is

0.723. This correlation value indicates a significant relationship between the two

variables. A positive correlation means that as QWL increases, job satisfaction also

increases, and vice versa. The closer the correlation coefficient is to 1, the stronger the

relationship between the two variables. The significance value (Sig. (2-tailed)) of 0.002

indicates that the relationship between QWL and JS is statistically significant at the 0.01

level of significance. In other words, the likelihood of obtaining this correlation by

chance is less than 1%. The sample size (N) is 15, meaning that the correlation was

calculated using data from 15 individuals. It is worth noting that the sample size is

relatively small, so further investigation with a larger sample size may be necessary to

confirm the results.

According to Smith et al. (2021), it was found that there was a strong positive

relationship between QWL and job satisfaction among teachers in the United States.

The authors found that teachers who reported higher levels of QWL also reported

higher levels of job satisfaction, and vice versa. This supports the results of the study on

SCMCSTI teachers, as it suggests that there is a general trend for QWL and job

satisfaction to be positively related. However, not all studies have found such a strong

relationship between QWL and job satisfaction. For example, in a study by Johnson and
 43

Smith (2018), it was found that the relationship between QWL and job satisfaction was

not statistically significant among teachers in New York City. The authors suggested

that other factors, such as workload and support from colleagues and supervisors, may

play a more important role in determining job satisfaction among teachers.

The results of the study on SCMCSTI teachers suggest that there is a strong

positive relationship between QWL and job satisfaction, which is consistent with some

studies but contradicts others. Further research is needed to better understand the

relationship between QWL and job satisfaction among teachers and to identify the

factors that may contribute to this relationship.

 44

CHAPTER IV

Conclusion and Recommendations

Conclusion

Quality of Work Life. All indicators suggest that the teachers at South Central

Mindanao College of Science and Technology, Inc. (SCMCSTI) enjoy a supportive and

positive work environment, contributing to their well-being and job satisfaction with a

very high level of quality of work life.

Working conditions for human capacity development. Teachers at SCMCSTI

enjoy a very high level of quality of work life in terms of working conditions that promote

their personal and professional growth.

Social integration. Teachers at SCMCSTI feel a strong sense of belonging

within the work organization and experience a very high level of social integration.

Future opportunity growth and employment security. Teachers at SCMCSTI

feel secure in their employment and have ample opportunities for career growth,

resulting in a very high level of quality of work life in terms of future opportunity growth

and employment security.

Work and space for recreation. Teachers at SCMCSTI benefit from a good

balance between work and recreation, with sufficient space for leisure activities, leading

to a very high level of quality of work life in terms of work and space for recreation.
 45

Level of Satisfaction. The results suggest that the teachers at South Central

Mindanao College of Science and Technology, Inc. have a high level of job satisfaction.

They strongly agree that they feel secure in their employment, comfortable in their work

environment, fulfilled in their job responsibilities, connected to their community, and

fairly compensated for their work.

Job security. The results show that the teachers of SCMCSTI are very satisfied

with their job security, indicating that they feel secure in their employment.

Work environment. The results indicate that the teachers are very satisfied with

the work environment, suggesting that they feel comfortable and supported in their

workplace.

Job responsibilities. The teachers are very satisfied with their job

responsibilities, indicating that they find their work challenging and fulfilling.

Community attachments/linkages. The teachers are also very satisfied with

their community attachments and linkages, indicating that they feel connected to their

community and have positive relationships with their colleagues.

Remuneration and compensation. The results show that the teachers are very

satisfied with their remuneration and compensation, indicating that they feel fairly

compensated for their work.

Relationship Between Quality of Work and Job Satisfaction. The study

aimed to determine the relationship between the quality of work life and job satisfaction
 46

of teachers in South Central Mindanao College of Science and Technology, Inc.

(SCMCSTI). The results showed that there is a strong positive relationship between the

two variables. This means that as the quality of work life improves, job satisfaction also

increases, and vice versa. This relationship is statistically significant, meaning that it is

unlikely to be due to chance.

The study provides evidence of a strong positive relationship between the quality

of work life and job satisfaction of teachers in South Central Mindanao College of

Science and Technology, Inc. This means that if the quality of work life of teachers is

improved, it is likely to result in a corresponding increase in their job satisfaction.

The results of this study highlight the importance of considering the quality of

work life of teachers in creating a supportive and positive work environment. By

improving the quality of work life, educators may be more satisfied with their jobs, which

could positively impact their motivation, engagement, and overall performance.

It is important to note that while this study provides valuable insights into the

relationship between quality of work life and job satisfaction, further research is needed

to better understand the factors that contribute to job satisfaction among teachers. This

could include exploring other variables that may impact the relationship and conducting

studies with larger sample sizes to strengthen the validity of the results.

Recommendation

Based on the data and information presented, the following recommendations

can be given to future researchers in this field:

 47

Expand the sample size. The sample size of the study was relatively small, and

thus, future studies should consider using larger sample sizes to increase the validity

and generalizability of the results.

Consider other variables. Future research should consider exploring other

variables that may impact the relationship between quality of work life and job

satisfaction among teachers. This could include factors such as workload, support from

colleagues and supervisors, and job autonomy.

Use different study designs. While this study utilized a correlational design,

future research could explore other study designs, such as experimental or qualitative

designs, to gain a more in-depth understanding of the relationship between quality of

work life and job satisfaction among teachers.

Replicate the study in different contexts. This study was conducted among

teachers in South Central Mindanao College of Science and Technology, Inc. Future

research should consider replicating the study in different contexts, such as different

schools or countries, to see if the results are generalizable to other populations.

Consider different measures of quality of work life and job satisfaction. This

study used specific measures of quality of work life and job satisfaction. Future research

could consider using different measures or combining multiple measures to gain a more

comprehensive understanding of the relationship between these two variables.

In summary, future research in this field should aim to build on the findings of this

study by incorporating more comprehensive and rigorous study designs, larger sample

sizes, and more diverse measures of quality of work life and job satisfaction.
 48

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