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Thesis Graduate (Doctor of Education) -- Foundation University, 2020

Includes bibliographical references and appendices.

"This study aimed to determine the extent of teachers' job satisfaction with the different welfare provisions provided by the Department of Education and their commitment as teachers. The study made use of the descriptive -correlational research design. A survey questionnaire was developed which covered the job content factors and the job context factors of Frederick Herzberg's Two-Factor Theory. As to teachers' commitment, a standardized questionnaire adopted from J.P. Meyer, N.J. Allen and C.A. Smith was utilized. The study applied weighted mean, Pearson r, Kruskall Wallis Test as statistical tools. The respondents of the study were the elementary high school teachers of the District of Amlan who were subjected to sampling. The findings of the study revealed that teachers' job satisfaction as influenced by job content and job context factors was "very high". However, teachers' level of job commitment was "below average." A significant relationship was revealed between teachers' job satisfaction in terms of job content factors relative to achievement, possibility of growth, advancement, and recognition and their job commitment; while in terms of job context factors, only job job security and pay/remuneration were found to be significant. There was a significant difference in teachers' job satisfaction in terms of job content and job context factor when they were grouped according to their profile. A significant difference in teachers' commitment was likewise found when they were grouped according to their profile. In general, it was concluded that not all factors which had given teachers very high satisfaction were influenced to their job commitment." --Abstract