Job Satisfaction and Instructional Excellence of Teacher Education Faculty
DOI:
https://doi.org/10.65339/wjsam.V1.I2.23Keywords:
Job Satisfaction, Instructional Excellence,, Teacher Education Faculty, Workload Equity, Institutional Support, Professional Development, University of Rizal SystemAbstract
This study determined the job satisfaction and instructional excellence of teacher education faculty members in the seven (7) campuses of the University of Rizal System offering Teacher Education programs during the School Year 2025–2026. Specifically, it examined the respondents’ demographic and professional profiles, assessed their level of job satisfaction, determined their instructional excellence based on performance ratings, and investigated significant differences and relationships among the variables. The study employed the descriptive method of research, involving the entire population of 151 core faculty members. A researcher-made questionnaire checklist served as the primary data-gathering instrument. Findings revealed that most respondents were 40–49 years old, female, married, holders of a Master of Arts in Teaching or Master of Arts in Education degree, and held the academic rank of Instructor III. Most had served for 11–15 years and attended in-service training activities at the national and campus levels. The respondents perceived themselves as extremely satisfied with their jobs, with workload equity and manageability emerging as the most identified dimension. Significant differences in job satisfaction were observed across selected profile variables and dimensions, particularly in terms of sex, educational attainment, length of service, academic rank, and in-service training. Regarding instructional excellence, 81 percent of the respondents obtained performance ratings ranging from 4.50 to 5.00, verbally interpreted as Outstanding, while 19 percent received ratings ranging from 3.50 to 4.49, interpreted as Very Satisfactory. However, no significant relationship was established between the respondents’ perceived job satisfaction and instructional excellence. The study concluded that selected professional characteristics, particularly participation in in-service training, were associated with variations in job satisfaction, while instructional excellence was not significantly related to job satisfaction. It is recommended that the Individual Performance Commitment and Review (IPCR) be continuously utilized to support faculty performance improvement, institutional support and professional development opportunities be sustained, and the proposed action plan be considered in reviewing faculty development programs. Further studies may explore other factors influencing instructional excellence.
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