Abstract
This study examined teachers’ job satisfaction in a public secondary school within a medium-sized Schools Division in Central Philippines during the School Year 2025–2026, as a basis for developing a sustainability plan. A descriptive quantitative research design was employed, involving 126 public secondary school teachers selected through purposive sampling. Data were collected using a validated survey questionnaire and analyzed using statistical tools, including frequency counts, percentages, means, the Mann–Whitney U test, and Spearman’s rank-order correlation, to determine differences and relationships among variables. Teachers’ job satisfaction was measured across four dimensions: job roles and responsibilities, student behavior and engagement, career development opportunities, and salaries and benefits. Results revealed that the majority of respondents were older, married, and had pursued postgraduate education, indicating a stable and experienced teaching workforce. Many respondents also reported higher family incomes, suggesting a well-established, professionally qualified group of educators. Overall, teachers demonstrated high job satisfaction across all dimensions examined. Furthermore, demographic variables such as age, sex, marital status, highest educational attainment, and average monthly income did not differ significantly across teachers’ job satisfaction levels. Based on the findings, a sustainability plan was developed to further strengthen teacher satisfaction and support professional growth within the school.
Keywords: Teachers’ job satisfaction, public secondary school teachers, career development, teacher well-being, sustainability plan