Teachers' Job Satisfaction in Relation to their Teaching Performance

This study examined the relationship between teachers' job satisfaction and their teaching performance in District 2 of Valencia City, Bukidnon, for the School Year 2023–2024. Anchored in the Philippine Professional Standards for Teachers (PPST), the study explored how key dimensions of job satisfaction—namely, work environment, work-life balance, professional development, compensation and benefits, and interpersonal relationships—affected teaching effectiveness. Using a descriptive-correlational research design, the study employed a complete enumeration of 120 teachers across six public elementary and integrated schools. Data were collected through a researcher-made, validated questionnaire, and teaching performance was measured using the Individual Performance Commitment and Review Form (IPCRF). Statistical analysis revealed that teachers were very highly satisfied in most aspects of their job, particularly in the work environment and work-life balance. Most teachers were rated as "Very Satisfactory" or "Outstanding" in their IPCRF performance. Despite high satisfaction and performance levels, Pearson correlation results indicated no significant relationship between job satisfaction dimensions and teaching performance. These findings suggest that while teachers generally experience positive workplace conditions, these factors alone may not directly influence measurable performance outcomes. The study underscores the complex dynamics between workplace satisfaction and professional effectiveness. It suggests that other mediating factors—such as intrinsic motivation, leadership support, and classroom context—may influence performance beyond what job satisfaction measures can capture. Recommendations include strengthening support mechanisms for stress management, enhancing benefit structures, and further research into motivational and contextual variables affecting teaching outcomes.