JOB SATISFACTION AND TEACHING PRACTICES

OF ISLAMIC STUDIES AND ARABIC LANGUAGE

TEACHERS IN DATU PIANG,
MAGUINDANAO DEL SUR

JOHAIRA ABDULLAH ALIMUDIN

Researcher
 Chapter I

INTRODUCTION

Background of the Study

In the human society, the most basic job is education, and the person who
carries out this mission is a teacher. The work of a teacher refers to any efforts that is
made to guide, develop and educate a person. It is according to this definition that
prophets are called human teacher. Parents and others family members also have a
teacher role compared to the younger ones. But in naming the different classes that
have taken on the task of education, only one group is called a teacher; that is, those
who undertake the mission of educating our children from childhood and primary
education to youth and higher educations.
Job satisfaction plays an essential role in the overall commitment and
productivity of the school organization. The teachers’ job satisfaction significantly
influenced their commitment to the organization. Teachers who are satisfied with the
job are also committed to work in the organization. The more the employers are
satisfied in the job; the better is their participation and commitment to the
organization. The satisfied and
happy feeling of the teachers towards the organization affects the overall process in
carrying their job, thus, contributes to the school success as a whole. Recent studies
(Frederick Herzberg) theorized that employee satisfaction has two dimensions: “hygiene”
and motivation. Hygiene issues, such as salary and supervision, decrease employees’
dissatisfaction with the work environment. Motivators, such as recognition and
achievement, make workers more productive, creative and committed.
Any achievement of perform of an individual stems always from motivation. Thus
an administrator first of all should stress to keep on top of what is happening with his or
her subordinates. Performance, in turn, is seen as heading to intrinsic and extrinsic
rewards, as tempered by what the individual sees as equitable, lead to satisfaction but
performance also influence equitable rewards.
Different authors theorized that human nature are based on needs, whether
consciously or subconsciously felt. An Administrator gets thing done with and though
people. To be an effective administrator, he must have understanding of needs and
motivation. Motivation is the feeling or factor that drive a person toward achieving a
particular objective. Stated differently, motivation is what causes people to act, to
perform, and to want to do something but before a need will motivate, however it must be
recognized as a need. Kassen (1977) has said that recognized needs results in tension
and action designed to accomplish relief.
In the same vein contention, Vroom (1964) has another approach in explaining
motivation. He holds that people will be motivated to do things to reach a goal if they
believed in the worth of that goal and if they can see that what they do will help them in
achieving it.
Porter and Lamlu (1968) support such idea by stating that the amount of effort
the strength of motivation and energy excerted depend on the value of a reward plus
the amount of energy a person believe is required and the probability of receiving the
reward. The perceived effort and probability of actually getting a reward are in turn,
also influenced by the record of actual performance.
Statement of the Problem
Generally, this study aims to determine the job satisfaction and teaching
practices of Islamic Studies and Arabic Language teacher’s public and elementary
school in Datu Piang, Division of Maguindanao Del Sur.
Specifically, this research study was designed to answer the following
questions:
1. What is the demographic profiles of the ISAL teachers as respondents of this study, in terms of:

1. age;

2. sex;

3. civil status; and,

4. Highest educational attainment?

2. What is the level of job satisfaction of the respondents, in terms of:

1. Management;

2. Supervision ;

3. Co-workers;

4. Communication;

5. Salary; and,

6. Nature of work?

3. What are the practices of ISAL teachers in terms of:

1. Instruction;

2. Lesson Planning;

3. Classroom management;

4. Resource Management;

5. Assessment and evaluation; and,

6. Technology Integration?
1. What are the challenges encountered by the respondents as ISAL
teachers?
2. What are the suggestions and recommendations to improve the
performance of ISAL teachers?

THEORETICAL FRAMEWORK
This research was based on the theories by Herzberg, Maslow and.
Herzberg Motivation-Hygiene Theory explains the concept of the job
enrichment describing employees’ role in planning performing and
evaluating their work, thus providing employees the opportunity to
enhance their knowledge and skills (Schulz & Schulz 2010).According to
Maslow’s theory on job characteristics, employees’ strive to satisfy their
needs in a hierarchical order. An employee is motivated to work in order to
satisfy basic physiological needs for survival such as gaining enough
money to purchase food (Jex & Britt 2008).
 CONCEPTUAL FRAMEWORK OF THE STUDY
Independent Variable Dependent Variable
JOB SATISFACTION TEACHING PRACTICES
•Management •Instruction
•Supervision •Lesson Planning
•Co-worker •Classroom Management
•Communication •Resource Management
•Salary •Assessment and Evaluation
•Nature of Work •Technology Integration

SOCIO – DEMOGRAPHIC PROFILE

•Age
•Sex
•Civil Status
•Highest Educational Attainment

Figure 1. The Conceptual Framework Showing the Relationship of Variables of the Study
Significance of the Study
The results of the study are significant in providing insights into some aspects
of the job satisfaction and teaching practices of Isal Teacher of Datu Piang Devision I of
Maguindanao Del Sur. Result of this study may be used by the school administrators in
reviewing policies and practices to motivate Isal Teacher and promote job satisfaction
and teaching practices. This will be the basis to plan programs for teacher development
that will lead to teacher professional growth. Finally, this study is very important for the
teachers to assess their own job satisfaction and teaching practices that can become the
instrument for the attainment of quality education.

Scope and Limitation of the Study

This study will be focused on finding out the job satisfaction and teaching
practices of Islamic Studies and Arabic Language Teachers of public elementary school of
Datu Piang , Masguindanao Del sur. The job satisfaction and teaching practices is
gather through Teacher job satisfaction questionnaire (TJSQ) for the School Year (2023-
2024)
This study involved thirty eight (38) ISAL Teacher of public elementary schools
in Datu Piang, Maguindanao Del Sur 1. These School
are Datu Gumbay Piang Central Elementary School, Masigay Elementary School, Dado
Elementary School, Duamenanga Elementary School, Montay Elementary School,
Balanaken Primary School, Kalipapa Primary School, Ambadao Primary School,
Kanguan E. Uy central elementary school, rena regiente elementary school, Lintukan
Elementary School, Damabalas elementary School.

Definition of Terms
For a clearer understanding of the study, the following terms are defined as
they are operationally and objectively used in this study:
Age refers to the number of years of existence of the public elementary school teachers
who were chosen as respondent of this study.
Assessment refers to the identification of the researcher defined the following terms as
used in this study.
Civil Status refers to the distinct option that describe the teachers of Datu Piang
District I in relationship with a significant other. It means being single or married.
Datu Piang District I refers a place in Maguindanao Del Sur Division of the Ministry of
Basic, Higher and Technical Education (MBHTE) in
Bangsamoro Autonomous Region in Muslim Mindanao (BARMM) which is
located in Datu Piang Municipality.
Highest Educational Attainment refers to the highest educational
program successfully completed by the teachers as respondents of the
study. This can be a Bachelor’s Degree or Master Degree.
Job Satisfaction refers to the motivation of the teachers to exert their
effort in their teaching because of the salary wages and benefits they
received.
Profile refers to the personal characteristics of the respondents.
Respondent refers to the teacher of Datu Piang Maguindanao Del sur
who are the sources of the data of this study.
 CHAPTER II
REVIEW OF RELATED LITERATURE
This study presents a review of related literature and studies that gave
significant insight that help in the development of this study.
Martin (2003). Expository approach to learning refers to the transmission of
information from expert to novice. In expository instruction “the teacher is the source
and the owner of knowledge.
Tholkah & Barizi, (2004). On the other hand, teachers' roles and
responsibilities in education are very heavy and hard. Moreover, those the context of
Islamic education--all aspects in the Islamic education are bonded to values (value
bond), which view teachers not only on the knowledge or material mastery, but also on
the moral and spiritual investments aspired to be transformed towards the
establishment of the Islamic personality; teachers are obligated to guide, train, and
habituate learners to behave well.
Therefore, their existence is not only for teaching, but also practicing that of being
taught and Islamic education values.
Khan (2009) the method of teaching in religious educational institution is informal-
intensive. Thus, it helps the students gather large
 amount of information on subject but it does not enable them to properly use this
information on subject Critically, rational and analytically approaches are almost
missing in the classroom.
Wijaya, C. & Djadjuri, D. Rusyan A.T (2004) stated that teachers are people who are
very influential in the teaching-learning process. Therefore, teachers should really bring
their students to the objectives to be achieved. Teachers must be able to influence their
students. Teachers must be visionary and authoritative. Authoritative teachers are those
having sincerity, power, and something that can give impression and influence. Also
teachers play important roles in improving school effectiveness.
Furthermore, Husain (2005) mentioned that among the factors that
disconnect students and teachers in the schools is due to poor teaching methodologies.
Often time, the most popular methodology used in the teaching of Islamic education is
direct
Instruction that is oriented towards rote learning and factual emphasis. In the recent
studies conducted in Malaysia, the results showed that lecturing is the most popular
teaching strategy in the Islamic education.
Rahimi, (2010) stated that the methodology is attractive and effective enough to lure
students to learn Islamic values and knowledge and hence
 internalize it in their daily life. Where else in actual fact, variety of teaching
methodologies is employed in the teaching of Islamic education since the time of Prophet.
Ab. Fatah identified that Prophet Muhammad used had 40 different types of teaching
methodologies in his effort to educate the Muslims.
Furthermore, al-Syaibani Ahmad Yunus Kasim & Ab. Halim Tamuri, (2010) state that
teaching methods are guided activities organized by teachers not only in relation to the
subject taught but also the moulding of students’ characters, the learning environment
and the process accumulating information, knowledge, interest attitude and values. The
aims and objectives of education, and in this case Islamic education, could not be
achieved successfully without effective teaching strategies.
Arifin, (2004), stated that teaching methodology is a path when we make
students understand the lesson taught to them. It is a plan before a teacher enters a
classroom to implement the lesson and to achieve the goals. He added that the main
elements in methodology of teaching; Apart from giving the people information and
knowledge; implementation and good teaching and changes of patterns in learners’ lives
as a basic aim of the teaching process; teaching activity is a guided activity and it has
several aspects aimed at attaining the desired learning process; and the methodology of
teaching is a process.
Husain, Masood and Khan (2005), state that poor teaching methodologies are
among the factors that disconnect student and teachers in the weekend Islamic school.
The teaching methodologies of Islamic education require comprehensive innovation,
because the current advancement in educational sciences should not be separated
from the subject of Islamic education. Therefore, continuous improvement in the
Islamic education field especially in their teaching methodology will provide a positive
contribution in
Balancing the development of science in both spiritual and physical aspects, and
also worldly and here after aspects.
However Ismael (2005) maximizing the process of Islamic education needs proper
use of teaching methodologies that help to facilitate students’ understanding of the
value of Islam. Therefore, a teacher can be a highly knowledgeable person but if he or
she does not know how to present knowledge and information, he or she may be
seriously deficient as a teacher. He also added that teacher is only considered as a
successful teacher if he or she can utilize more than one teaching techniques, styles or
methods.
 Al-Meajal al-Sada (2000),In a study of the effectiveness of Islamic curriculum
conducted found that the teaching methods in Islamic education were often poor
and ineffective because the students are made to feel that their teachers has not
made the best use of their opportunities. Ultimately this is because rote learning and
teacher centred learning are widely used in the teaching of Islamic education.
Students often time required to play passive role while the teachers remained as the
central focus and active players.
Arends et al. (2011).Learning of any subject cannot be learned efficiently except it
is delivered in a particular way to avoid wastage of effort and time .Therefore, every
teacher must acquire pedagogical knowledge about how to present, explain and
demonstrate certain ideas in a particular subject matter.
Nonetheless, al-Na’miy (2006). Islamic educational traditions have shown that
using various teaching methodologies is not peculiar to the early Muslims. Ibn-
Khaldun strongly believed that for a good teaching experience to occur, rarely heavily
on the availability of good teaching methodologies; which practical experiences are
highly encouraged in order for the impact to be greater.
 Sadan, M. (2000) The Prophet himself diversified his teaching methodologies when
engaging with the Muslims, which includes conversation, lectures and illustrations.
Keene (2008), stated that the demonstration technique is one of the many teaching
learning style under the investigative or activity based. It is a method which is capable
of improving learning through its diversity effect activity. It has the prerequisite
characteristics for individualized instruction and therefore has high potential for making
Teaching-learning process challenging and rewarding. There is a radical departure
from the direct teaching model in which the teacher engages student to learn. Students
are encouraged to ask questions. In short, the student is viewed as an inquirer, a seeker
of information and a problem-solver. These attributes are crucial to problem-solving and
are at the heart of demonstration model of teaching. Consequently, there is now a
growing concern for the use of demonstration technique in the teaching.
However, Weaver and Cencil (2000) stated that “The most effective way to teach an
occupational skill is to demonstrate it. One of the two most essential teaching skills is
the ability to demonstrate; the other is the ability to explain. Both are vital to the
success of either an operation lesson or an information lesson”. Applied teaching
Demonstration means any
 planned performance of an occupation skill, scientific principle or experiment.
Nowak, Watt and Walther (2004), articulated and present evidence that,
demonstration method is generally effective in teaching sciences, mathematics and
mechanics as well as subject areas within vocational and technical education. As stated
by Gokhale (1996), the professional success of a technologist is directly related to
his/her
Ability to transfer knowledge gained in the academic environment to real-world
situations. Much student learning occurs through observing others. A demonstration
provides the link between "knowing about" and "being able to do." Research reveals that
demonstrations are most effective when they are accurate, when learners are able to see
clearly and understand what is going on, and when brief explanations occur during the
demonstration.
Classroom Management
Classroom management plays the vital role for effective teaching learning process. Without
proper classroom management, we cannot achieve the determined objectives. Several research
studies have been carried out by the various researchers on classroom management. Thus, I have
made the foundation of research work based on these previously carried out research
studies related to this study some of them are reviewed below: 29 Underwood (1987) focuses
on her book about the organizational aspects of teaching English. It has recommended many
useful devices to the teacher. It focuses on good way of organizing work in the classroom and
useful guidelines on marking the most of ones time and resources. Smith and Laslett (1995)
emphasize that good classroom management depends more upon teachers and children
working equitably together because they are confident together than upon peremptory
instruction and resigned obedience. The book concludes that effective classroom management
depends on the quality of support and guidance within the school as well as the talent of the
individual teacher. Bull and Solity (1996) have a book which is written for teachers in initial
training and for qualified teachers who seek to enhance their existing practice is teacher
centered rather than child-centered. It is concerned with the fact that a teacher's presentation
and arrangement of learning activities play important role in encouraging appropriate behavior
in their children. Phyak (2006) conducted the study entitled "How does a teacher interact with
students in English classroom?" In this research article he discussed the strategies used by
teachers to interact with their students in the classroom for effective classroom management.
He found out that one of the real problem in teaching of English is lack of the interaction
strategies from both teachers and students side. Sharma (2007) conducted the study entitled
"ELT classless and instructional management". He focused in his article to describe the
common classroom setting and to record the condition of classroom interaction. He found that
English classroom were not encouraging for beginners.
Even a trained teacher was not found sincere to the importance of classroom setting and
classroom interaction in learning. 30 Thani (2008) studies about the role of classroom
management for effective English language teaching. Physical and teaching aspect plays
the main role in classroom management. She found that the concerned people related to
the teaching profession should pay attention towards the role of classroom management
in language classroom. Educational experts, teachers and the students themselves
should be conscious of it. Neupane (2009) conducted the study entitled “Problems in
Teaching and Learning Speaking Skill”. In his research, he aimed to identify the problems
in teaching speaking skill and to find out the causes of those problems. He concluded
that less exposure and motivation in the English language learning, large numbers of
students in the classroom, less use of teaching aids and supporting materials, physical
structure of the school hampered the students to learn speaking skill properly. Dhungana
(2011) conducted the study entitled “Classroom Management in Teaching of Speaking
Skill”. In his research, he aimed to identify the ways of managing classroom to tackle the
problems in teaching speaking at lower secondary level. He concluded that in majority of
classes the teachers used the native language most of the time as the medium of
instruction. In conclusion, all aforementioned research shows about the classroom
management. The research work deals with problem of classroom management in
primary level in ELT. Therefore I realized the need of the present research. I have focused
on the problems of classroom management in public
 schools. The present work is a new attempt in the exploration of above mentioned
untouched.
Lesson Planning
Teachers may wonder “which way they ought to go” before they enter a classroom
(Richards and Renandya, 2000). This usually means that teachers need to plan what they
want to do in their classrooms. Most teachers engage in yearly, term, unit, weekly, and
daily lesson planning (Yinger, 1980).Yearly and term planning usually involve listing the
objectives for a particular program. A unit plan is a series of related lessons around a
specific theme such as “The Family.” Planning daily lessons is the end result of a complex
planning process that includes the yearly, term, and unit plans. A daily lesson plan is a
written description of how students will move toward attaining specific objectives. It
describes the teaching behavior that will result in student learning. Everyone in the
classroom – whether teacher, teacher assistant or language student – needs to learn about
classes and people, language patterns, language skills, combinations, literature, culture,
study skills and other subjects in order to be able to teach them, or to refine their own
understanding of them (Wood, 2009). Teachers need to learn how students are thinking
about something already they can settle on the best starting point and way to proceed. We
also need to continue to refine our own understanding of what we teach and how we learn.
Our learners can help us to understand more about their language, literature and culture
if it is different from our own, as well as about their professions, interests and views
 on the world. Thus, the part of the challenge in becoming better at a job is getting to
know the range of tools available, what they are called, how they work, when and how to
use them wisely and how to look after them (Wood, 2009).
Resource Management
Human resource management is a tool used to utilize individuals to achieve
organizational goals (Silva & Lima, 2018; Boon et al., 2019). The purpose of human
resource management is to increase individual productive contributions. In this case,
human resources are assets that must be managed carefully and in line with the needs of
the organization. The organization in question is education. Education has a very important
role in improving the quality of human resources (Rahmi et al., 2020). Education fully
influences the economic growth of a nation. In improving the quality of Indonesian people,
the government does not use a system that is independent of the private sector and the
community. An inseparable relationship in its role to improve equity and the quality of
education. To improve human resources in line has been done by the government. The goal
is to improve the quality of education related to the quality of schools that are focused on
output (Sumiati & Ahmad, 2021). The quality or quality of the school can be identified from
the number of students who have achievements, and the graduates are relevant to the
objectives. Through students who excel can be traced to school management, such as the
profile of human resources, learning resources, and the environment.
Assessment
First and foremost, assessment is important because it drives students learning (Brown
1990). Whether we like it or not, most students tend to focus their energies on the best or
most expeditious way to pass their ‘tests.’ Based on this knowledge, we can use our
assessment strategies to manipulate the kinds of learning that takes place. For example,
assessment strategies that focus predominantly on recall of knowledge will likely promote
superficial learning. On the other hand, if we choose assessment strategies that demand
critical thinking or creative problem solving, we are likely to realize a higher level of student
performance or achievement. In addition, good assessment can help students become more
effective self-directed learners (DarlingHammond 2006). As indicated above, motivating and
directing learning is only one purpose of assessment. Well-designed assessment strategies
also play a critical role in educational decision-making and are a vital component of ongoing
quality improvement processes at the lesson, course and/or curriculum level.
Technology Integration
The use and presence of technology in education is as old as the field of education itself,
beginning with more simple tools like chalk and slates and progressing toward the more
complex tools of personal computers and their hardware and software components. These
technological contributions to the field of education are the result of passionate innovators
and scholars who have sought to enhance the educational system of the United States
(Hermans,
 Tondeur, van Braak, & Valcke, 2008). For the purposes of this thesis project, we will
focus on the technological innovations that can be encompassed under the umbrella of
Information and Communication Technology (ICT). Governmental Policy and History of ICT
in Education Attempts to involve ICT in the educational arena began with the invention of
the personal computer (Fazarinc, S. Divjak, Korošec, Holobar, M. Divjak, & Zazula, 2003).
Fazarinc, et. al. also point out that many subsequent inventions to make the personal
computer more user-friendly were spawned due to the desire to see the computer put to
use in educational settings. The first computers entered the world of education during the
1970s (Keengwe, et. al., 2008b). During the 1980s, additional inventions that aided the
use of personal computers also entered the field of education (Keengwe, et. al., 2008b).
Finally, the Internet came on the scene during the 1990s (Keengwe, et. al. 2008b), further
securing the rise of the Information Age. Along with the increasing presence of the Internet,
other inventions in the field of ICT were being combined to increase the accessibility and
usability of ICT for 16 educational purposes. Teachers began using technology in
additional ways both inside and outside of the classroom (Bebell, et. al., 2004). Of note is
the fact that while the innovations of new ICT and their introduction to educational
institutions were in full swing, the integration of these technologies into the process of
learning was not observed in most of the nation‟s classrooms (U.S. Department of
Education, 2004).
Job Satisfaction
Job satisfaction is describe as the feelings of employees resulting from the
assessment of their job. It can be positive, moderate or negative. Edwards, et al.(2008,
p 442) defines job satisfaction as “an evaluative judgment about the degree of pleasure
an employee derives from his or her job that consist of both the affective and cognitive
components”. Job satisfaction is “the attitude an employee has toward his job”.
(Aamodt, 2009) Moser and Galias (2007) highlighted that employee’s ability and
opportunities aid to improve their satisfaction of the job level. Herzberg, et al. (1959)
formulated two-factor theory of job satisfaction and postulated that satisfaction and
dissatisfaction were two separate and sometimes even unrelated phenomena. Intrinsic
factors named motivators’ (that is, factor intrinsic to the nature and experience of doing
work) were found to be job satisfiers’ and included achievement, recognition, work itself
and responsibility. Extrinsic factors which they named hygiene factors were found to be
job dissatisfies and included company policy, administration, supervision, salary,
interpersonal relations and working condition. Herzberg and Mausner’s Motivation-
Hygiene theory has dominated the
study of the nature of job satisfaction, and formed a basis for the development of job
satisfaction assessment.
Job satisfaction is the positive and negative feelings of an employee towards his
job or it is the amount of happiness connected with the job. Therefore, jobs satisfaction is
one of the most widely spread researched topics in the field of organizational psychology.
According to Locked, job satisfaction is the positive and enjoyable feeling that result from
evaluation of one’s job or job experience.
When an employee satisfied, he will perform at his level best to achieve the organization
objectives. Employee who are highly satisfied are usually regular and punctual, more
productive, more committed, and more satisfied in their lives.
According to Newstrom (2007), “job satisfaction is a set of favorable or unfavorable
feeling and emotions with which employee view their work and the supervisors need to be
alert about employee job satisfaction level”. Job satisfaction refers to the feeling and
emotions of employees in an organization. It includes the behavior pattern of people that
can be favorable or unfavorable. The progress of work is directly related to job
satisfaction. If employees are not satisfied with their job, the overall progress of system is
affected. The administrators should periodically
study the job satisfaction of the employees and try to improve it by promoting human
values and dignity. The importance of job satisfaction in an education system is very
vital than in other organization. Education is not merely the transfer of information
but overall development of human personality. This can only be possible if teachers
are satisfied with their jobs. Quality education and human development is only
possible if the people involved in the system are satisfied with their work.
There are two types of factors affecting the job satisfaction Situational
characteristics and situational occurrence: these are considered as major factors of
job satisfaction. Situational characteristics are salary, supervisory practices, working
environment, promotion, Whereas situational occurrences are either positive like extra
vacation time, rewards etc or negative like faulty equipment (Quarstein, McAfee &
Glassman, 1992). Another view is that job satisfaction is a behavior that shows the
satisfaction level of an individual at their work place (Grffin, 2000).
Teaching Practices
Effective, nurturing, and responsive teaching practices and interaction are key
for all learning in early childhood setting. They foster trust and emotional security; are
communication and language rich; and
promote critical thinking and problem-solving. They also support social, emotional, behavioral, and language development;
provide supportive feedback for learning; and motivate continued effort. Teaching practices and interaction are is responsive to
and build on each child’s pattern of development and learning. They can be measured by the classroom Assessment Scoring
System (CLASS) and other-child interaction tools. These observation may then be used to support professional development.
Teaching practices also include how schedules are routines are carried out, how setting are managed, and how children’s
challenging behaviors are addressed.
Very Satisfactory
According to DepEd (2013), this rating refers to the teaching performance of the teacher exceeding targets by 15% to 29%
of the planned targets. This means the performance of the teacher exceeds expectation. All goals and the performance of the
teacher exceeds expectation. All goals and targets were achieved above establishment standaed.
Satisfactory
This levels shows that the performance of the teacher reached to 10% to 14% above of the planned targets. Teacher’s
performance met expectations in terms of quality of work, efficiency, and timeliness. The most critical annual goals were met
(DepEd, 2013).
Unsatisfactory
Teacher performance is at 51% to 99% of the planned targets. However, the teaching performance failed to meet
expectations, and/ or one or more of the most critical goals were not met (DepEd, 2013).
Poor
Teacher performance failing to meet planned tragets by 50% or below. Performance was consistently below
expectation, and or reasonable toward critical goals was not made. ( DepEd, 2013)
Constructivism implies the notion that learners. The resources of master teachers used should be focused in
encouraging, aiding and allowing the teachers and students to uncover the main principles on their own. Communication
between them, the students and teachers is the key concept. This concept of instructional competence and leadership skills of
master teachers’ primarily work with delivering effective classroom instruction, analyzing student data obtained through their
performance,
conducting an action research, give technical assistance, mentoring fellow teachers
through INSETs and helping the implementation of the curriculum in their respective
schools are the main and duties which is stipulated in their Individual Performance and
Commitment Review form (IPCRF) (Bruner 1966)
These tools are practical to use, give preference to quality over quantity, ensure
teacher effectiveness, and motivate professional growth and development. This set of
RPMS tools were made by and for the teachers, resolving the issues of teachers having
difficulty coming up with their IPCRF and compiling irrelevant and voluminous MOVs,
and ensuring that their performance and practice of teaching are measured through
standardized and objective manner. It is important to note that with the development to
note that with the development of these tools, teachers shall no longer craft/ develop
their own Individual Performance and Commitment Review Form (IPCRF) in view of the
developed RPMS tools in the Manual allowing them to focus on teaching.
It is basically existing to check and monitor as well to balance the duty of the
teacher, to see if the work is diligently and efficiently done. So that it. In conclusion, the
IPCRF is the notifying factor for the teacher to
exert more effort in teaching and in compiling with the standard and guidelines (DepEd,
20180).
Age
Abdulgane (2008), as cited by Saguira (2011), disclosed that age is a period of
human life, measured by years , usually marked by a certain stage of degree of mental
or physical development and involving legal responsibility and capacity length of life or
existence to the time spoken of or referred to.
Gwenith Fisheret, al (2017) made a study on how age affect performance. Using
a within subjects 2 x 3 x 2 experimental vignette methodology across tree samplesa, the
study examined the influence of successful aging at work (successful and not
successful), the age type of the job (young type of job, age neutral, and old), and
performance pattern
Performance pattern (younger or older) on performance ratings, promotion and layoff
decision, recommendations for upgrade training, bonus money administration, and
organizational resource investment. Results showed significant main effects for
successful aging at work on performance-based outcomes. Less consistent relationship
were found with job type and performance pattern. These results are discussed in
relation to previous research on age-performance research relationships, theoretical
support,
as well as implication for future research people live longer, obtain higher levels of
education, remain in the workforce longer and retire later. In addition, multiple
generations work together. As the demographic composition of the workforce population
continues to become more diverse, it is important to have greater understanding or the
challenges that age diversity may bring to psychosocial variables at work and human
resource practices in the workplace. One such challenges is how alternative
conceptualizations and perceptions of age may influence assessments of work
performance and performance based organizational decisions.
According to Landy (1983), age can influence perceptions involved with huiman
resource decisions. Additionally, it is important to acknowledge that age biases may be
mitigated by specific contextual factors. One such context factor are the job or
occupation that a person holds. Similar to how people hold stereotypes pertaining to the
ages of people, there are stereotypes associated with the type of job a person works. The
age- type of a job is the perception that people hold regarding whether the job typically is
comprised of older individuals, and so on. The age type of job has been shown to
influence performance evaluation, where older workers are rated lower than younger
workers when they occupy young-type jobs Age in indicating that a person is performing
or behaving
highly on aspects of performance that typically associated with a younger or an older
worker. Cleveland (1983) notably manipulated performance patterns (i.e., typifying the
performance of what usually is expected from an older worker or young worker) and
found an interaction between that and job type. When the performance pattern was
inconsistent with the age-type of the job, employees received lower ratings than when it
was consistent. In addition, participants with young performance patterns working in 15
young jobs were more likely to receive more bonus money over those behaving with older
patterns of performance.
Sex
Wikipedia (2021) defines sex as a trait that determines an individual reproductive
function, male or female, in animals and plants that propagate their species through
sexual reproduction involves the recombination of genes by meiosis followed by the
formation of specialized haploid cells known as gametes. According to Fosson (2000), the
influence of sex on performance has been investigated in a number of studies with widely
differing conclusion. Most of the difference in reported findings are due to varying context
such as subject of study and gender interaction.
The source of sex differences has long been topic of heated debate. Linda (2008)
stressed that though tests of general intelligence suggest on overall differences between
men and women, there are large sex differences between men and women, there are large
sex differences in scores of cognitive tasks
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design and the method used in the study. It
describe the source of data, locale, sampling methods, research procedure undertaken,
and instrumental used, validation process, and statistical treatment employed.

Research Design
This study will use a descriptive correlation design. Part of the study such as
the level of satisfaction and the teaching practices of Islamic and Arabic Language
(ISAL) are presented in descriptive manner. The correlation used to find out the
relationship of teaching practices to job satisfaction. Further correlational analyses are
also employed to determine the predictors of the teaching practices among the factors
in the independent variable.

Locale of the Study

This research will be conducted in public schools of Datu Piang, Maguindanao
Del Sur Division.
Figure 2. The map of Datu Piang, Maguindanao Del Sur DivisionShowing the Locale of the Study

Respondents of the Study

The respondents of this will be the teachers of Islamic and Arabic Language (ISAL)
in elementary public schools of Datu Piang, Maguindanao Del Sur.
 Name of School Number of Respondents
Datu Gumbay Piang Central Elementary School
4

Masigay Elementary School 2

Dado Elementary School 6

Duaminanga Elementary School 4

Montay Elementary School 1

Balanaken Primary School 2

Kalipapa Primary School 1

Ambadao Primary School 2

Kanguan E. Uy Central Elemtary School 7

Reigna Regente Elementary School 3

Lintukan Elementary School 3

Damabalas Elementary School 3

Total 38
 As can be seen on the table, there is a total number of thirty Eight (38) Islamic
Studies and Arabic Language (ISAL) teacher of public elementary schools in Datu Piang,
Maguindanao Del Sur.

Sampling Technique
The researcher is used a purposive sampling in thirty eight (38) Islamic
Studies and Arabic Language (ISAL) in public elementary school of Datu Piang,
Maguindanao as respondent.

Data Gathering Instrument

This study is use of the job satisfaction survey questionnaire with its six
facets namely, nature of work, supervision, co-worker, communication, salary,
designated position. Teacher job satisfaction survey questionnaire (TJSQ). It is a sixty
two (62) with nine construct, adopted and modified from (Lester, 1987), designed to
measure the level of job satisfaction of teachers. Responses are solicited using a five-
point scale ranging from 5 (always) to never (1).
Data Gathering Procedure
Before the survey is conduct, consent from the Dean of Graduates Studies,
Gani L. Abpi Colleges, Incorpiorated is obtain. Permission is likewise secure from the
Maguindanao Del Sur school Division Superintendent, District Supervisor, and School
Heads/Principal to allow the Islamic Studies and Arabic Language teachers participate
in this study. Permission is also sought to allow access to the record of the teachers’
TJSQ which are store in the office of the school Head of each school.
Upon approval, the researcher personally administer the conduct of the survey
questionnaire and the gathering of data from the TJQS. The purpose of the study and
the mechanics of the survey are properly explain to the respondents as well as to their
school heads.

Statistical Treatment
After the researcher gather the needed data, the statistical tools use are:
1. Frequency and percentage are used to determine the profile of the teachers as
respondents and TJQS rating.
Formula:
P=(f/N)*100
 Where: P = Percentage

f = frequency

N = Total number of respondent

100= constant
1. Weighted mean is used to determine the common experiences of teachers of Datu Piang Maguindanao Del Sur related to
The job satisfaction in teaching practices of Islamic Studies and Arabic Language (ISAL) teacher.

WM=TP/N

Where:

WM= weighted mean

TP= total weighted points
N= the total number of the respondents

2. Likert Scale

Weighted Adjectival Meaning

4.51-5.00 Outstanding
3.51-4.50 Very Satisfactory
2.51-4.50 Satisfactory
1.51-2.50 Unsatisfactory
1.00-1.50 Poor
Dear Respondent
My name is Johaira A. Alimudin a student at Gani L. Abpi College Incorporated,
pursuing a Master Degree in Master of Education (MAED). I am carrying out research on
The Job satisfaction of Islamic Studies and Arabic Language in Datu Piang Maguindanao
Del Sur. I kindly request you to provide me with information. Rest assured that all
gathered data will be treated with utmost confidentiality and anonymity.
Thank you so much.

Johaira A. Alimudin
Researcher
______________________________________________________________________________
SECTION A: BACKGROUND INFORMATION ABOUT TEACHERS
Please provide the following demographic information for analysis purpose. (Place thick
on the squares to give your answer)

Name of School: _____________________________________________________

A1. Position of respondent: __________________________________________
A2. What is your age range? (Please tick under only one of them).
 20-25 yrs 26-30 yrs 31-35 yrs 36-40 yrs Above 41 yrs
Age

A3. Marital Status

1. Single 2. Married 3. Widow/Orphan

A4. Gender

1. Male 2. Female

A5. Highest educational level attained (Please tick under only one of them).

1. Ordinary level 1. Advanced level 3.Diploma 4. Degree 5.Post Graduate 6. Other (Please

specify)

Qualification
A6. How long have you been employed in this school?.

1. Less than a year 2. 1-2 years 3. 3-4 years

4.5-6 years 5. Above 6 years

Le
A7. Type of the school: ss
th
(a) Less than 1yr (b)1-3yrs (c)4-6yrs a
n
A9. Native Language: 1
yr
(a)English (b) Filipino (c) Maguindanaon

Section B. TEACHER JOB SATISFACTION QUESTIONNAIRE (TJSQ)

Directions: The following statements refer to factors that may influence the way a teacher feels about his/her job. These
factors are related to teaching and to the individual’s perception of the situation. When answering the following statements,
circle the numeral which represents the degree to which you agree or disagree with the statements. Please set aside 10-15
uninterrupted minutes to provide thoughtful responses. Please do not identify yourself on this instrument.
Key: 1 2 3 4 5
1 Strongly Disagree
2 Neutral
3 Agree
4 Strongly Agree
5 Neither agree nor disagree

1. Teaching provides me with an opportunity to advance professionally. 1 2 3 4 5

2. Teacher income is adequate for normal expenses. 1 2 3 4 5
3. Teaching provides an opportunity to use a variety of skills. 1 2 3 4 5
4. Insufficient income keeps me from living the way I want to live. 1 2 3 4 5
5. My immediate supervisor turns one teacher against another. 1 2 3 4 5
6. No one tells me that I am a good teacher. 1 2 3 4 5
7. The work of a teacher consists of routine activities. 1 2 3 4 5
8. I am not getting ahead in my present teaching position. 1 2 3 4 5
9. Working conditions in my school can be improved. 1 2 3 4 5
10. I receive recognition from my immediate supervisor. 1 2 3 4 5
11. I do not have the freedom to make my own decisions. 1 2 3 4 5
12. My immediate supervisor offers suggestions to improve my teaching. 1 2 3 4 5
13. Teaching provides for a secure future. 1 2 3 4 5
14. I receive full recognition for my successful teaching. 1 2 3 4 5
15. I get along well with my colleagues. 1 2 3 4 5
16. The administration in my school does not clearly define it policies. 1 2 3 4 5
17. My immediate supervisor gives me assistance when I need help. 1 2 3 4 5
18. Working conditions in my school are comfortable. 1 2 3 4 5
19. Teaching provides me the opportunity to help my students learn. 1 2 3 4 5
20. I like the people with whom I work. 1 2 3 4 5
21. Teaching provides limited opportunities for advancement. 1 2 3 4 5
22. My students respect me as a teacher. 1 2 3 4 5
23. I am afraid of losing my teaching job. 1 2 3 4 5
24. My immediate supervisor does not back me up. 1 2 3 4 5
25. Teaching is very interesting work. 1 2 3 4 5
26. Working conditions in my school could not be worse. 1 2 3 4 5
27. Teaching discourages originality. 1 2 3 4 5
28. The administration in my school communicates its policies well. 1 2 3 4 5
29. I never feel secure in my teaching job. 1 2 3 4 5
30. Teaching does not provide me the chance to develop new methods. 1 2 3 4 5
31. My immediate supervisor treats everyone equitably. 1 2 3 4 5
32. My colleagues stimulate me to do better work. 1 2 3 4 5
33. Teaching provides an opportunity for promotion. 1 2 3 4 5
34. I am responsible for planning my daily lessons. 1 2 3 4 5
35. Physical surroundings in my school are unpleasant. 1 2 3 4 5
36. I am well paid in proportion to my ability. 1 2 3 4 5
37. My colleagues are highly critical of one another. 1 2 3 4 5
38. I do have responsibility for my teaching. 1 2 3 4 5
39. My colleagues provide me with suggestions or feedback about my 1 2 3 4 5 teaching.
40. My immediate supervisor provides assistance for improving instruction. 1 2 3 4 5
41. I do not get cooperation from the people I work with. 1 2 3 4 5
42. Teaching encourages me to be creative. 1 2 3 4 5
43. My immediate supervisor is not willing to listen to suggestions. 1 2 3 4 5
44. Teacher income is barely enough to live on. 1 2 3 4 5
45. I am indifferent toward teaching. 1 2 3 4 5
46. The work of a teacher is very pleasant. 1 2 3 4 5
47. I receive too many meaningless instructions from my immediate 1 2 3 4 5
supervisor.
48. I dislike the people with whom I work. 1 2 3 4 5
49. I receive too little recognition. 1 2 3 4 5
50. Teaching provides a good opportunity for advancement. 1 2 3 4 5
51. My interests are similar to those of my colleagues. 1 2 3 4 5
52. I am not responsible for my actions. 1 2 3 4 5
53. My immediate supervisor makes available the material I need to 1 2 3 4 5
do my best.
54. I have made lasting friendships among my colleagues. 1 2 3 4 5
55. Working conditions in my school are good. 1 2 3 4 5
56. My immediate supervisor makes me feel uncomfortable. 1 2 3 4 5
57. Teacher income is less than I deserve. 1 2 3 4 5
58. I try to be aware of the policies of my school. 1 2 3 4 5
59. When I teach a good lesson, my immediate supervisor notices. 1 2 3 4 5
60. My immediate supervisor explains what is expected of me. 1 2 3 4 5
61. Teaching provides me with financial security. 1 2 3 4 5
62. My immediate supervisor praises good teaching. 1 2 3 4 5
63. I am not interested in the policies of my school. 1 2 3 4 5
64. I get along well with my student. 1 2 3 4 5
65. Pay compares with similar jobs in other school districts. 1 2 3 4 5
66. My colleagues seem unreasonable to me. 1 2 3 4 5