Motivation and Satisfaction of Volunteer Teachers

This study determined the motivation and satisfaction of volunteer teachers based on their experiences in Libmanan 1, Camarines Sur, during the School Year 2024–2025. Specifically, it assessed the level of motivation in terms of meaningfulness, choice, competence, and progress; examined the level of satisfaction in relation to resources and support, work environment, workload, time commitment, and community impact; investigated the significant relationship between motivation and satisfaction; analyzed the extent to which motivation influenced satisfaction; and developed policy recommendations. A descriptive-correlational research design was employed. Data were collected from 30 volunteer teachers using purposive sampling, and were analyzed using the Pearson Product-Moment Correlation Coefficient and coefficient of determination. The study concluded that volunteer teachers demonstrated high intrinsic motivation, primarily driven by meaningfulness and autonomy, while competence and collaboration provided additional support to engagement. Their level of satisfaction was also high, largely influenced by flexible time arrangements, manageable workload, and the perceived positive impact of their work on the community. A significant positive relationship existed between motivation and satisfaction, indicating that higher levels of motivation were associated with increased satisfaction. However, the influence of motivation on satisfaction was limited, suggesting that motivation alone did not fully determine satisfaction levels. Overall, volunteer teachers’ motivation stemmed from a combination of personal fulfillment and professional growth, while their satisfaction was shaped by supportive environments, recognition, interpersonal relationships, and the availability of resources. These conclusions served as the basis for proposing policy recommendations aimed at strengthening both motivational and environmental support systems for volunteer teachers.