World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VI (June 2026), pp.338-344
Milcah L. Libot, LPT
Osmena Colleges
ABSTRACT
This study examined the level of job satisfaction among teachers of Uson National High School and determined the relationship between hygiene and motivator factors affecting their work experiences. Guided by Herzberg’s Two-Factor Theory, the study assessed teachers’ satisfaction with policy and administration, supervision, interpersonal relations, working conditions, compensation and benefits, content of work, recognition, achievement, and advancement opportunities. A quantitative descriptive-correlational research design was employed. Data were collected through a survey questionnaire administered to teachers of Uson National High School. Descriptive statistics were used to determine the level of satisfaction, while Pearson Product-Moment Correlation Coefficient was utilized to examine the relationship between hygiene and motivator factors. Findings revealed that teachers generally exhibited a favorable level of job satisfaction. Motivator factors obtained a total score of 555 (51%), slightly higher than hygiene factors, which obtained 530 (49%). The highest-rated indicator was the timely and exact payment of salaries (87), while compensation for overtime work received the lowest score (45). The computed correlation coefficient of r = 0.009 indicated a negligible relationship between hygiene and motivator factors. The study concludes that both factors contribute to teacher satisfaction but operate independently. Strengthening professional development opportunities, employee welfare programs, and recognition systems is recommended to enhance teacher satisfaction and organizational effectiveness.
Keywords: job satisfaction, teachers, hygiene factors, motivator factors, Herzberg’s Two-Factor Theory, educational management, correlational study.
https://doi.org/10.65494/pinagpalapublishing.375
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