Chapter IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter deals with the presentation, analysis and interpretation of data gathered by
the researchers from the answers of the accounting department teachers at Gensantos Foundation
College Inc. This study aims to determine the satisfaction and turnover intention of the
accounting department teachers at Gensantos Foundation College Inc in terms of their salary,
benefits, workload and working environment. The data were studied and analyzed to answer the
questions connected in the statement of the problem.
Figure1: The Demographic Profile of the respondents in terms of Sex
22%
78%
Male
Female
Figure 1 presents the demographic profile of the accounting department teachers at
Gensantos Foundation College Inc. in terms of sex.
In the data gathered by the researchers, 78% of the accounting department teachers at
Gensantos Foundation College Inc. were male, whereas there are only 5 female teachers which is
22% of the total number of respondents. In an article, female faculties were more satisfied with
their work and co‐workers, whereas, male were more satisfied with their pay, promotions,
supervision, and overall job satisfaction, John Okpara (2013). Studies have reported that turnover
rate is higher for female teachers than for male teachers (e.g., Guarino, Santibanez, & Daley,
2006). This study proves that female teachers are more likely to have turnover intention rather
than male teachers. Supporting to the statement above, in a study conducted by Abubakar (2015),
women are more likely to turnover because the level of family interference with work was found
to be significantly higher in women compared to men. Women are more likely to leave their job
because they have weak attachments to the labour market than male. However, Khatri et al,
(2001) in a study on employees in Singapore found that males have greater intention to leave
than females.
Figure 2: The Demographic Profile of the respondents in terms of Age
0
13%
13%
74%
18-20 years old
21-23 years old
24-26 years old
27 years old above
Figure 2 presents the demographic profile of the accounting department teachers at
Gensantos Foundation College Inc. in terms of their age.
Majority of the accounting department teachers at Gensantos Foundation College Inc.
belongs to an age group of 27 years old above with a percentage of 74% followed by 3 teacher
who belongs to an age group of 21-23 years old and 24-26 years old both with a percentage of
13%.
According to DobrowRiza, S., Ganzach, Y., & Liu, Y. (2016), job satisfaction tends to
improve as we get older but also tends to decrease the longer we stay at a particular job.“We
demonstrated that age and tenure have opposite relationships with job satisfaction, such that job
satisfaction increased as people aged yet decreased as tenure advanced — and received a boost
when people moved to a new organization, thus starting the cycle anew,”.
Figure 3: The Demographic Profile of the respondents in terms of Length in Service
0%
4%
9%
17%
9%
61%
<1 year
1-5 years
6-10 years
11-15 years
16-20 years
21 years and above
Figure 3 presents the demographic profile of the accounting department teachers at
Gensantos Foundation College Inc.interms of their length in service.
In the table above, 57% of the accounting department teachers have employment history
of 1 to 5 years at Gensantos Foundation College Inc. In the accounting department at Gensantos
Foundation College Inc., 2 of the total respondents worked between the time periods of 6–10 and
11–15 years, respectively, while 17% of the respondents who had worked at Gensantos
Foundation College Inc. for less than a year.
Service duration has a significant impact on job satisfaction, productivity, and staff
retention in the workplace. Employees who have worked for their employer for a longer period
of time may feel more devoted to them and have more security in their jobs (Alexanderjarvis,
2022).
Figure 4: The Demographic Profile of the respondents in terms of Employment Status
43%
57%
Part-time
Full-time
Figure 4 presents the demographic profile of the accounting department teachers at
Gensantos Foundation College Inc.interms of their employment status.
In the table above, part-time employees makes up 57% of the accounting department
teachers at Gensantos Foundation College Inc., while full-time employees makes up 43% of the
total respondents.
According to Meyers (2015), involving all employees in development programs will
significantly increase part-time employees' emotions of inclusion and well-being. This is further
intriguing because part-time employees make up the largest group of workers that are excluded
from training. Whether part-time and full-time employees have different views can be explained
by a variety of factors, including the distinction between choice and involuntary part-time work
(Kauhanen & Nätti, 2014).
Figure 5: Job Satisfaction on Work-related factors
Workload
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
The workload is given The sudden submission
enough time to
prepare
strongly staisfied
The complexity in
workloads is what
excites me
satisfied
The long teaching
hours.
unsatisfied
The General
Administration works
and engaging in other
curricular activities
makes me feel positive
about my job
strongly unsatisfied
Figure 5 presents the workload of the accounting department teachers at GenSantos
Foundation College Inc. in terms of their workload.
In the graph above, workload composed five (5) questions and each of it represents
teachers’ level of satisfaction. The result shows that 78% of the teachers are satisfied under
workload in terms of enough preparation time, 13% are strongly satisfied and 8% of the total
respondents answered unsatisfied. On the second question, 65% are satisfied, 21% are
unsatisfied, 8% are strongly satisfied and 4% are strongly unsatisfied. 57% are satisfied teachers
in terms the complexity of workloads that excites them. Under the long teaching hours, which is
the fourth question, shows that 70% of the teachers are satisfied. The result in the last question
about terms of the general administration works, 52% of the teachers are satisfied which makes
feel them positive about their job.
The overall interpretation of the accounting department teacher’s satisfaction in terms of
workload shows that they are generally satisfied with the given tasks. The result indicates that
the accounting department teaches were satisfied in terms of workload and it is not a probable
reason for turnover intention.
According to (Tahir, Yusoff, Azam, Khan, & Kaleem, 2012), dealing with a workload
that is far too heavy and deadlines that are impossible to reach can cause job satisfaction to erode
for even the most dedicated employees. Employee Work Overload and Job Satisfaction shows
that work overload lead to poor performance of the employees which has ultimately lead toward
the employee job dissatisfaction. If effective incentives plans and proper training is given to the
employees than their performance can be increased and employees become more satisfied from
his job. The research found that occupational stress that occurred due to some factors like work
overload, lack of job security, work relations with others has negatively correlated to job
satisfaction (Paktinat & Rafeei, 2012).
Figure 6: Job Satisfaction of Teachers in terms of Resources and Supplies
Resources and Supplies
60%
50%
40%
30%
20%
10%
0%
The availability of
resources and supplies
The resources and
supplies are in good
conditions
strongly satisfied
The resources and
The resources in
The organization are
supplies are provided teaching (ex. Textbooks) one call away when
daily
are all updated and in
asking some new
high quality
supplies
satisfied
unsatisfied
strongly unsatisfied
Figure 6 presents the satisfaction level of the accounting department teachers at
GenSantos Foundation College Inc. in terms of their resources and supplies.
Resources and supplies represented in the table above by five (5) questions, each of
which represent the degree of satisfaction of instructors. The availability of resources and
supplies shows that 52% were unsatisfied. In terms of good conditions of the supplies and
resources, the result shows that 52% of the teachers were satisfied, while 47% of the total
number of respondents were unsatisfied when it comes to providing the resources and supplies
daily before their works starts. 57% of the total respondents were satisfied in terms of the quality
of teaching materials used (ex. Textbooks). On the last question, 43% are satisfied teachers to the
organization for the abrupt assistance when teachers are asking for some new supplies.
Figure 7: Job Satisfaction of Teachers in terms of Co-workers
Co-workers
70%
60%
50%
40%
30%
20%
10%
0%
I am overly happy with
Iam inspired by my
the connection I have college to do my best at
with my co-workers.
work.
strongly satisfied
I am treated with
courtesy and respect.
satisfied
unsatisfied
lam treated fairly and I am satisfied with the
with respect by the
extent to which my
admins.
talents and expertise are
being utilize.
strongly unsatisfied
Figure 7 presents satisfaction level of the accounting department teachers at GenSantos
Foundation College Inc. in terms of their co-workers.
The figure above consists five (5) questions, each of which represents the level of
satisfaction of teachers. Teachers under accounting department were strongly satisfied with their
connections to their co-workers, with a total percentage of 65%. Moreover, 57% of the teachers
were strongly satisfied in doing their best at work. On the third question, 61% were strongly
satisfied in terms of the treatment with courtesy and respect, which shows same result in terms of
the treatment fairly with respect by the admins. Lastly, 47% of the total number of respondents
were satisfied to the extent of which their talents and expertise were utilized in the academe.
Figure 8: Job Satisfaction of Teachers in terms of Working Environment
Working Environment
70%
60%
50%
40%
30%
20%
10%
0%
The work schedule is
The staff are friendly The surrounding of your
The growth
flexible enough to your
and approachable.
office.
opportunities are
family/personal
evident and avilable
responsibilities strongly satisfied
satisfied
unsatisfied
strongly unsatisfied
The treatment between
staffs, intructors and
administrators
Figure 8 presents the satisfaction level of the teachers at Gensantos Foundation in regards
to their Working Environment.
The graph above shows (5) related questions to evaluate teacher’s satisfaction in terms of
working environment, on the first question, most of the respondents answered satisfied on their
working environment with a total percentage of 57%. While 35% of the total number of
respondents answered strongly satisfied. However, 9% of the respondents were unsatisfied with
the flexibility of their work schedule. On the second question, 52% of the respondents were
strongly satisfied. In regards with the question about the surrounding of their office, 47% were
satisfied and 43%of the total respondents were strongly satisfied. However, 9% answered
unsatisfied. In terms of teacher’s growth opportunity, 61% of the total respondents answered
satisfied while 13% of the total number of the respondents were unsatisfied.
Figure 9: Personal factors affecting Teacher’s satisfaction- Stress Level
Student's Discipline
70%
60%
50%
40%
30%
20%
10%
0%
Student's scores affects
Student's behavior
Student's poor
Student's performance Student's activeness in
teacher's credibility in affects instructors stress performance is a factor
is a reflection of
class affects instructor's
teaching.
level.
contributing to stress in teacher's effectiveness.
level of energy in
instructors.
teaching.
strongly satisfied
satisfied
unsatisfied
strongly unsatisfied
Figure 9 presents the satisfaction level of the teachers at Gensantos Foundation in regards
to their personal factors affecting teacher’s satisfaction- stress level in Student’s Discipline
The table above displays five (5) linked questions to assess teachers' satisfaction with the
stress level of their student’s discipline. In terms of the student’s scores, 65% of teachers were
satisfied in this questions which indicates that the scores affects teacher credibility in teaching.
Moreover, 52% of the total number of respondents satisfied that the student’s behavior affects
instructors stress level. On the third question, 43% were satisfied in student’s poor performance
is a factor contributing to stress in instructors. While 52% of the teachers were satisfied in
student’s performance that a reflection of instructors effectiveness. Lastly, the student’s
activeness in class shows same result of strongly satisfied and satisfied with the total percentage
of 43% which indicated that it affects teacher’s level of energy teaching.
Figure 10: Personal factors affecting Teacher’s satisfaction- Stress Level
Teacher's Evaluation
80%
70%
60%
50%
40%
30%
20%
10%
0%
1. The negative feedback
2. The positive
3. The constructive 4. The positive feedback 5. The ability of the
of students makes me
interactions with the criticism I receive is used
from students, costudent's to learn is the
feel gloomy.
students in and outside
for my career
teachers and
responsibility of the
the classroom.
advancement.
administration, inspires
teachers.
me to be better in my
career.
strongly satisfied
satisfied
unsatisfied
strongly unsatisfied
Figure 10 presents the satisfaction level of the teachers at Gensantos Foundation in
regards to their personal factors affecting teacher’s satisfaction- stress level in Teacher’s
Evaluation
The graph above represents (5) related questions to assess teacher satisfaction in terms of
their stress level of teacher’s evaluation. On the first question, 52% of the teachers at GenSantos
Foundation College Inc. were satisfied that students' negative feedback makes them feel gloomy.
While 74% of the total number of respondents were satisfied regarding the positive interactions
with students both inside and outside of class. On the third question, 61% were satisfied that they
use constructive criticism to advance their careers. Moreover, most of the respondents, with a
total percentage of 52%, were strongly satisfied that positive feedback from students, co-
teachers, and administration boosts career success. Lastly, 52% of the teachers at GenSantos
Foundation College Inc. were satisfied that teachers are responsible for their students' ability to
learn.
Figure 11: Teacher’s satisfaction in terms of Material Rewards
Material Rewards
70%
60%
50%
40%
30%
20%
10%
0%
1. I am overly satisfied 2. I am overly satisfied
with how the academe with how the academic
values my effort and community rewards my
opens opportunity for
efforts by providing
promotion.
opportunities for
trainings and seminars,
which let me take
pleasure in my work.
strongly satisfied
3. I am overly satisfied
with my job even if it is
challenging, I am
nevertheless inspired to
work harder because
academic institutions
gives us rewards
satisfied
unsatisfied
4. I am overly satisfied 5. I am overly satisfied
with the rewards
with all the material
received which increases rewards that I receive.
motivation and improve
cognitive performance.
strongly unsatisfied
Figure 11 presents the satisfaction level of the teachers at Gensantos Foundation in
regards to their Material Rewards
Material rewards composed five (5) questions, and each of it represent the level of
satisfaction of teachers. In response to the first question, 65% the total number of respondents
were satisfied with how the academe values their effort and opens opportunities for them to be
promoted, which same results in terms of providing opportunities for trainings and seminars as a
rewards for their efforts. Moreover, 57% of the teachers were satisfied with the goods and
vacations they received by the institutions, which inspired them to work harder. In regards to the
rewards related to their career advancement, 52% of the total number of respondents were
satisfied, which increases their motivation and improve their cognitive performance.
Figure 12: Teacher’s satisfaction in terms of Financial Rewards
Financial Rewards
160%
140%
120%
100%
80%
60%
40%
20%
0%
The academe provides
2. The teachers are 3. The teachers becomes 4. The incentives that I 5. The financial rewards
bonuses whenever
inspired to be punctual more responsible in
receive makes me feel that I receive makes me
teachers has extra
because the academe submitting grades on
satisfied.
feel satisfied.
function in school which provides rewards for
time because of the
motivates me to work
being such
incentives offered by the
harder.
academe
strongly satisfied
satisfied
unsatisfied
strongly unsatisfied
Figure 12 presents the satisfaction level of the teachers at Gensantos Foundation in
regards to their Financial Rewards
Financial rewards represented in the table above by five (5) questions, each of which
represent the degree of satisfaction of instructors. Teachers under accounting department were
satisfied with their bonuses whenever they have extra function in school with the total percentage
of 70%, which motivates them to work harder. Moreover, 61% of the total respondents were
satisfied and inspired to be punctual because the academe provides rewards (such as, watch
rewards) for being early at work in 15 consecutive days. On the third question, 49% were
satisfied in terms of grades incentives, which instructors feel more responsible in submitting
grades on time. While in other incentives they received (such as, cash gift, clothing/uniform
allowance, leave privilege, etc.) shows that 39% were satisfied. Lastly, the financial rewards that
they obtained from the academe made them feel satisfied with the total percentage of 61%.
Figure 13: Teacher’s satisfaction in terms of Psychological Rewards
Psychological Rewards
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
1. With the hectic
schedule of every
teachers, the academe
makes sure to recognize
my effort.
2. With my profession, I 3. With my profession I
4. With the goal of
5. With all the
am able to influence my am able to meet many
having a healthier
psychological rewards
students in their chosen
people, which
working environment,
and support that I
career, which boosts my
contributed to my
the academe conducts reveive, makes me feel
morale as an individual.
personal growth.
team-building activities.
satisfied.
strongly satisfied
satisfied
unsatisfied
strongly unsatisfied
Figure 13 presents the satisfaction level of the teachers at Gensantos Foundation in
regards to their Psychological Rewards
Psychological Rewards displays five (5) linked questions to assess teachers' satisfaction.
In spite of the hectic schedule of the teachers, 65% of the total respondents were satisfied, which
indicated that academe always makes sure to recognize their employee’s effort. While on the
third and fourth question which resulted the same total percentage of 57% of the instructors were
also satisfied that they are able to influence their students in their chosen career, which boosts
their morale as an individual and also able to meet new people, which contributed to their
personal growth. In regards to all the psychological awards that they have received, 78% of the
teachers in accounting department at GenSanton Foundation College Inc. were satisfied.
Chapter V
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter summarizes the findings, the whole thesis, generalizations in the form of
conclusions, and the recommendations for the solution of the problems discovered in the study.
Summary of Finding
The findings of the study are as follows:
The purpose of this study was to identify the level of satisfaction and employee turnover
intention among the accounting department teachers at GenSantos Foundation College Inc. The
findings of this study can be used as reference to have a better and quality teachers in the school.
There are four main themes formulated in the data gathered. These themes includes: first,
demographic profile, this theme describes the profile of the teachers at GenSantos Foundation
College Inc. Second, work-related factors which includes workload, resources and supplies, coworkers and working environment. Third, Personal Factors affecting their satisfaction, this theme
describes the factors that might contribute to teacher’s stress level as well as satisfaction and
turnover intention. This includes student’s behavior and performance as well as the teacher’s
evaluation. Lastly, rewards, this theme describe the nonmonetary and monetary incentives
received by the teachers yearly not including their salary
Based on the findings of the study, all these themes got the same result. Most of the
teachers belongs to an age group of 27 years old above with a percentage of 74%.
Majority of them were male who were satisfied on their workload, resources and
supplies, co-workers, working environment, and rewards. The result indicates that teacher’s job
satisfaction and employee turnover intention were affected by student’s behavior as wells
performance inside the class. In general, we can conclude that the teachers were satisfied in their
job.
Conclusions
Based on the findings of the study, the following conclusions were drawn:
1. The teachers were commonly male, majority of the teachers were 27 years old and above.
2. The teachers were satisfied with their jobs in terms of, workload, resources and supplies,
co-workers, working environment, and rewards
3. The teachers were satisfied with their job as a whole.
Recommendations
1. Assess the correlation of the teacher’s level of job satisfaction on their job performance.
2.
3.