Decision-Making Involvement and Satisfaction of Teachers in Public Schools
DOI:
https://doi.org/10.65339/ijsair.V2.I3.808Keywords:
Decision-Making, Herzberg's Two-Factor Theory, Job Satisfaction, Motivation, Public Schools, Teacher Participation, Teacher Work Performance, Total Enumeration SamplingAbstract
This study examined the relationship between teachers' participation in decision-making, job satisfaction, and motivation among public school teachers and school leaders in the Dupax del Sur District, Nueva Vizcaya. Anchored on Herzberg's Two-Factor Theory, the study determined how participation in school governance influences teacher satisfaction and motivation to enhance work performance. A quantitative descriptive-correlational research design was employed involving 149 teachers and school leaders selected through total enumeration sampling. Data were collected using an adapted questionnaire that measured teachers' participation in decision-making, job satisfaction, and motivation. Descriptive and inferential statistical techniques, including frequency, percentage, mean, standard deviation, Cronbach's alpha, Pearson correlation, t-test, analysis of variance, and regression analyses, were used to analyze the data. The findings revealed very high levels of teacher participation in decision-making, job satisfaction, and motivation. School leaders, however, perceived significantly greater participation in decision-making than teachers. The study also found significant positive relationships between teachers' participation in decision-making and job satisfaction, as well as between participation and motivation, indicating that greater involvement in school governance enhances teacher engagement, commitment, and work performance. Although teachers expressed high satisfaction with their roles, employment experience, and salary, greater decision-making authority, career advancement opportunities, and salary progression remained areas for improvement. The study recommends implementing the PROJECT TEACH (Teacher Empowerment, Autonomy, Compensation, and Holistic Support) Program to strengthen participatory leadership, professional development, teacher empowerment, and institutional effectiveness. The study supports Sustainable Development Goals 4 (Quality Education), 8 (Decent Work and Economic Growth), and 16 (Peace, Justice, and Strong Institutions) by promoting inclusive school governance and teacher well-being. Its findings contribute to educational and institutional sustainability by fostering collaborative leadership, teacher empowerment, and continuous school improvement.
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