Abegail M. Cacal and Romel R. Costales (Authors)
Abstract
Examining the psychological factors that influence teacher satisfaction is crucial for fostering a productive and motivated educational workforce. However, limited research has explored how locus of control affects job satisfaction among public school teachers in local Philippine contexts. This study investigated the relationship between the locus of control and job satisfaction among selected Junior High School teachers in the Schools Division of the City of Ilagan for the school year 2021–2022. Utilizing a descriptive-survey method, the research involved fifty (50) randomly selected teachers from various public secondary schools. The study employed standardized tools such as Rotter’s Internal-External Locus of Control Scale and the Job Description Index (JDI) to measure locus of control and job satisfaction, respectively. Data were gathered through online questionnaires, supplemented with unstructured interviews and documentary analysis. Statistical analyses included descriptive and inferential tools to determine significant relationships between demographic variables, locus of control, and job satisfaction. Results indicated that teachers with an internal locus of control generally reported higher levels of job satisfaction across various facets. Furthermore, certain demographic variables showed significant relationships with both locus of control and satisfaction levels. These findings reveal the importance of psychological traits in influencing workplace contentment. It is recommended that educational leaders and school administrators provide strategic professional development programs and support systems that promote an internal locus of control among teachers, as this trait is significantly associated with greater job satisfaction.
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Keywords: Locus of Control, Job Satisfaction, Junior High School Teachers, Descriptive-Survey Method, Psychological Traits, Professional Development