A cross sectional descriptive correlational research design was utilized to determine which among job satisfaction facets, job stress, and trust in management facets most contributes to employee`s job satisfaction. Through stratified sampling, 200 teachers from Pampanga were recruited and were asked to answer the Stress in General (SIG), Trust in Management, Intention to Quit, and Job Descriptive Index (JDI). Pearson product-moment correlation and multiple regression were used for data analysis. As highlighted in the study, job satisfaction and job in stress did significantly predict intention to quit. This means that as teachers are job satisfied and have less stress, they are less likely to plan to intend to quit.
Keywords: job satisfaction; job stress; pay; promotion; supervision[1] Ballard, D., & Grawitch, M. (2016). The Psychologically Healthy Workplace: Building a win-win for organizations and employees. American Psychological Association, 123-128.
[2] Balzer, W. K., Kihm, J. A., Smith, P. C., Irwin, J. L., Bachiochi, P. D., Robie, C., Sinar, E. F., & Parra, L. F. (1997). Users` manual for the job descriptive index (JDI; 1997 Revision) and the job in general scales. Bowling Green.
[3] Elsherbeny, E., & El-masry, R. (2018). Job Satisfaction among Nurses working in Mansoura University Hospital: Effect of Socio-demographic and work characteristics. Egyptian Journal of Occupational Medicine, 42, 2:227-240.http://dx.doi.org/10.21608/ejom.2018. 6807.
[4] Han, K., Trinkoff, A.M., & Gurses A. (2015). Work-related factors, job satisfaction and intent to leave the current job among United States nurses. Journal of Clinical Nursing, 24(21-22), 3224-32. https://doi: 10.1111/jocn.12987.
[5] Hazell, K. W. (2010). Job stress, burnout, job satisfaction, and intention to leave among registered nurses employed in hospital settings in the state of Florida. ProQuest Dissertations and Theses, 495
[6] Ingersoll, R. (2017). Misdiagnosing America`s teacher quality problem. In G. K. LeTendre & M. Akiba (Eds.), International handbook of teacher quality and policy, 79–96. Routledge.
[7] Labrague, L., Gloe, D., McEnroe-Petitte, D., Tsaras, K., & Colet, P. (2018). Factors influencing turnover intention among registered nurses in Samar Philippines. Applied Nursing Research, 39,200-206. http://dx.doi.org/10.1016/j.apnr.2017.11.027.
[8] Liang, G., & Akiba, M. (2017). Teachers` working conditions: A cross-national analysis using the OECD TALIS and PISA data. In G. K. LeTendre & M. Akiba (Eds.), International handbook of teacher quality and policy, 388-402.
[9] Lo, W., Chien, L., Hwang, F., Huang, N., & Chiou, S. (2018). From job stress to intention to leave among hospital nurses: A structural equation modelling approach. Journal Advance Nursing, 74(3), 677-688. http://dx.doi.org/10.1111/jan.13481.
[10] Mkony, C., O`sullivan, P.,Owibingire, S., Fyfe, M., & Omer, S. (2012). Universities in transition to improve public health. Journal of Public Health Policy, 33(1), 150-70.
[11] Palha, M., Macedo, A., & Simaes, C. (2018). Nurses` job satisfaction in long term care: The role of socio-demographic and professional variables. International Journal of Nursing, 5, 2. http://dx.doi.org/10.15640/ijn.v5n2a2.
[12] Rubel, M., & Kee, D. (2015). High commitment compensation practices and employee turnover intention: Mediating role of job satisfaction. Mediterranean Journal of Social Sciences, 6,6,S4
[13] Sibieta, L. (2018). The teacher labour market in England: Shortages, subject expertise and incentives. Education Policy Institute.
[14] Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68-77.
[15] Solomon, H., von der Embse, N, Kilgus, S, Bowler, M., & Curtiss, C. (2015). Initial development and factor structure of the Educator Test Stress Inventory. Journal of Psychoeducational Assessment, 33(3), 223-237. http://dx.doi.org/10.1177/0143034315609094.
[16] Von der Embse, N, Pendergast, L, Segool, N, Saeki, E., & Ryan, S. (2016). The influence of test-based accountability policies on school climate and teacher stress across four states. Teaching and Teacher Education, 59,492-502.
[17] Wellmon, R., Gilin, B., Knauss, L. & Linn, M. (2012). Changes in student attitudes toward interprofessional learning and collaboration arising from a case-based educational experience. Journal of Allied Health, 41(1), 26-34.
[18] Waltz, LA, Muñoz, L., Weber Johnson H, Rodriguez T. (2020). Exploring job satisfaction and workplace engagement in millennial nurses. Journal of Nursing Management, 28(36), 73-81.
[19] Worth, J., & De Lazzari, G. (2017). Teacher retention and turnover research. Research update 1: Teacher retention by subject. Slough.
[20] Yang, Y., Liu, X., & Gardella, J. (2018). Effects of professional development on teacher pedagogical content knowledge, inquiry teaching practices, and student understanding of interdisciplinary science. Journal of Science Teacher Education, 29(4), 263-282.