A study of the relationship between teachers' job satisfaction and school climate

Abstract

The main purpose of this study was to find out the relationship between teachers’ job satisfaction and school climate as assessed by the students in the four-year college institutions in Bacolod City during the school year 1979-1980. Two groups of schools were studied—five big schools, each with a college enrollment of more than 1500, and four small schools with less than 1500 college students. Answers to these questions were also sought:

1. To what extent are the teachers satisfied with their jobs in terms of the following factors of job satisfaction: (a) mental and physical exertion, (b) relations with associates or peers, (c) relations with superiors, (d) job security, advancement, and financial considerations, (e) interest and emotional involvement, (f) job status and job information, (g) physical surroundings and work conditions, (h) future and progress towards goals, and (i) past achievement and accomplishment?

2. What are the students’ perceptions of their school climate in terms of (a) achievement orientation, (b) orderliness, (c) supportiveness, and (d) welfare-social orientation when schools are grouped according to size of enrollment?

3. Is there relationship between teachers’ job satisfaction and each of the four dimensions of school climate as assessed by students?

4. Is there relationship between teachers’ job satisfaction and the size of schools?