Teachers’ Workload and Job Satisfaction of Newly Hired Teachers in Congressional District IV, Batangas Province

Abstract

The study aimed to examine how various duties and responsibilities relate to  educators’ job satisfaction. Specifically, it focused on the workload and job satisfaction of newly hired teachers (0-3 years in service) in CD IV, Batangas Province. Descriptive-correlational research was utilized with researcher-made questionnaires to assess the degree of job satisfaction, the extent of workload manifestation, and the challenges encountered by teachers. By gaining a understanding of these experiences, the education system can be better equipped to provide appropriate support and foster an environment where educators are able to thrive both professionally and personally.

The sample of 219 teachers from 503 study population was  obtained through Raosoft sample size calculator,  Statistical tools  used were frequency , weighted mean, ranking, and Pearson’s  r correlation coefficient.

Findings reveal that newly hired teachers are highly satisfied with their teaching-related workload, teaching load, and the extra-curricular and non-teaching duties.  Furthermore, newly hired teachers'   extent of manifestation of workload difficulty  in terms of teaching retention, motivation and engagement, and in professional commitment are highly manifested.

In conclusion, there is a significant relationship between  teaching-related work and extra curricular and non teaching duties to the extent of manifestation of workload difficulty  in terms of teacher retention. Meaning, balance and demands of instructional responsibilities directly affect teachers’ willingness and ability to remain in the profession. When teaching loads and other  tasks are manageable, teachers experience less difficulty, leading to higher satisfaction and stronger retention. Nevertheless, engaging activities for teachers have been proposed to enhance teachers’ job satisfaction.