Job Satisfaction Relative to Teachers’ Performance During Post-Pandemic Educational Landscape

The public-school teachers of Gigaquit District – Surigao del Norte Division, like any other government employees, are required to comply with and accomplish the Results-Based Performance Management System (RPMS) – Individual Performance and Commitment Review (IPCR) every end of the school year as mandated by the Civil Service Commission. This is used for development purposes and basis for rewards and development which covers the teachers’ performance for the year. Also, this study aims to determine the level and correlation of teachers’ job satisfaction and performance during the post-pandemic educational landscape. Within the quantitative research, a descriptive correlational research design, particularly the survey method was used to determine the level and correlation of teachers’ job satisfaction and performance during the post-pandemic educational landscape.

The significant difference among the leadership styles of which 70 schoolteachers responded thru an online survey questionnaire and which data were treated using the statistical tools such as simple percentage, weighted mean, and Pearson product-moment correlation. The results showed that leadership of administrators and social relationship has a positive relationship with teachers’ performance whereas compensation and benefits and work environment have a negative relationship with teachers’ performance as related to job satisfaction. The significant relationship between leadership of administrators and social relationship with teachers’ performance implies that the Department of Education as an institution should champion the welfare of their teachers as premeditated on the MATATAG Agenda. It is vital to create opportunities for teachers to socialize with each other outside of the school setting. This can help build camaraderie and trust among teachers thus strengthening their social relationship. In addition, school administrators should also be evaluated on their ability to support teacher job satisfaction and performance.