IJECE Published Article Details

Abstract This study examined the differences in job satisfaction and teaching performance among public elementary school teachers in the General Luna District, Division of Siargao, for the school year 2024–2025, using Herzberg’s Two-Factor Theory as the theoretical framework. Job satisfaction was assessed through hygiene factors—salary and compensation, job security, working conditions, work–life balance, department policies, and interpersonal relationships—and motivation factors—achievement, recognition, advancement, personal growth and development, responsibility, and work itself. Teaching performance was measured using the Individual Performance Commitment and Review Form (IPCRF) and the Classroom Observation Tool (COT). A descriptive–comparative research design was employed, involving 113 teacher–respondents selected through purposive sampling. Validated survey instruments were used, and data were analyzed through descriptive statistics, t–tests, and ANOVA. Results showed that respondents were moderately satisfied with hygiene factors and highly satisfied with motivation factors, particularly achievement, personal growth, and responsibility. Significant differences in job satisfaction were observed when grouped by selected profile variables, and higher IPCRF ratings were associated with greater satisfaction in certain motivation factors. No significant differences were found in satisfaction levels when grouped by COT ratings. The study recommends the implementation of a Teacher Satisfaction and Performance Enhancement Program (TSP–EP) focusing on workplace equity, recognition systems, and inclusive leadership to address disparities, enhance intrinsic motivators, and promote instructional quality in geographically challenged areas. KEYWORDS: Job Satisfaction, Teaching Performance, Herzberg’s Two-Factor Theory, IPCRF, COT, Public Elementary Teachers, Siargao Division