Job satisfaction and teaching effectiveness nexus among faculty staff at Isabela State University Jones Campus, Philippines

Abstract

Job satisfaction is a critical determinant of faculty experiences and organisational functioning in higher education institutions. This study examined the relationship between job satisfaction and teaching effectiveness among full-time faculty members at Isabela State University, Jones Campus. A descriptive-correlational research design was adopted, involving 27 of the 35 full-time faculty members. Data were collected using a validated structured questionnaire, whose content validity was established using Lawshe's Content Validity Ratio (CVR), with all items scoring 1.00. The instrument demonstrated excellent internal consistency, with a Cronbach's alpha coefficient of 0.950. Job satisfaction was assessed across six domains: work environment; rank and employment status; faculty adequacy and teaching load; salaries, fringe benefits and incentives; professional development; and peer communication. Descriptive statistics and Pearson's correlation analysis were used to analyse the data. The findings indicated that faculty members were generally satisfied with their work environment, employment status, remuneration, professional development opportunities and peer communication, but expressed neutrality regarding faculty adequacy and teaching workload. Teaching effectiveness, based on student evaluations, recorded an overall mean of 4.66, indicating outstanding performance. Although a positive relationship was established between job satisfaction and teaching effectiveness, it was not statistically significant (r = 0.357, p = 0.067, 95% CI [−0.027, 0.649]). This suggests that teaching effectiveness may also be influenced by other institutional and individual factors, including research productivity, academic outputs and professional development. The study recommends strengthening faculty welfare policies, improving staffing and workload management, and expanding professional development opportunities to enhance faculty performance and institutional effectiveness.