Job Satisfaction and Teaching Performance of the Faculty of the College of Management and Economics, Visayas State University

Optimizing organizational performance necessitates understanding the interplay between job satisfaction and job performance. This study examined the relationship between job satisfaction and job performance among faculty members of the College of Management and Economics (CME), Visayas State University (VSU). Through a complete enumeration of the teaching faculty across four (4) departments, data were collected using a modified version of Lester’s 1987 Teachers Job Satisfaction Questionnaire (TJSQ). Findings revealed that socio-demographic namely; department affiliation, marital status, and rank designation showed a significant correlation with job satisfaction in terms of extrinsic factors such as supervision, pay, interpersonal relationships, working conditions, and opportunities for growth; similarly had a significant relationship with intrinsic factors such as responsibility, work itself, and achievement. A level of outstanding teaching performance across all departments and high levels of overall job satisfaction with extrinsic factors (60.49%), and intrinsic factors (44.73%) which indicates the level of both variables are very satisfied; intrinsic factors emphasized the significance of supportive working conditions and recognition in enhancing faculty job satisfaction and teaching effectiveness. Meanwhile, teaching style has no relationship with faculty performance, as it varies by several factors and the small sample size in this study restricts the ability to conclude the relationship between variables. The study findings suggest that CME-VSU faculty could greatly benefit from various initiatives such as multiple team-building activities, inclusive communication, bigger workspaces, improved workload management, workshops, and digital recognitions to enhance faculty satisfaction and faculty performance.