Workload, job satisfaction and performance of teachers: Basis for formulating professional development initiatives

This study examined teachers’ workload, job satisfaction, and their influence on work performance in Naga City for the school year 2023-2024. It assessed workload in terms of task nature, working hours, reporting requirements, responsibility, and accountability; job satisfaction in terms of compensation, relationships, career advancement, and work environment; and work performance based on pedagogy, learning environment, curriculum planning, assessment, and professional growth. The study employed a descriptive-correlational method with 112 teachers and 10 school heads as respondents. Data were gathered through questionnaires, interviews, and focus group discussions and analyzed using weighted mean, Pearson correlation, and coefficient of determination. Findings revealed that teachers had a high workload (M=3.1), were highly satisfied (M=3.61), and exhibited strong work performance (M=3.75). Workload and work performance showed mixed correlations (-0.8986 to 0.0087), with a significant relationship in select aspects. Job satisfaction had weak to no influence on performance, while workload showed varying degrees of impact. The study recommends a professional development initiative to enhance job satisfaction and improve performance. It concludes that teachers remain highly competent despite their workload, and targeted interventions are needed to sustain job satisfaction and performance.