Predictive Relationship of Self-efficacy and Motivation on Teachers’ Job Satisfaction

Jeanilyn D. Panuncialman; Marilou D. Junsay

doi:10.69650/jcdrhs.2026.1522

Authors

Jeanilyn D. Panuncialman Davao del Norte State College, Panabo City, Davao del Norte, Philippines & La Libertad Elementary School, Department of Education, Santo Tomas, Davao del Norte, Philippines
Marilou D. Junsay Davao del Norte State College, Panabo City, Davao del Norte, Philippines

DOI:

https://doi.org/10.69650/jcdrhs.2026.1522

Keywords:

Regression Analysis, Motivation, Job Satisfaction, Self-efficacy, Public School Teachers

Abstract

This study examined the predictive relationship of Self-efficacy and motivation on teachers’ job satisfaction among public school teachers in 15 elementary and secondary schools in the Santo Tomas East and West Districts, Davao del Norte, Philippines. From a population of 982 teachers, a total of 275 respondents were selected using stratified random sampling and surveyed through an adapted and validated questionnaire administered via Google Forms. Descriptive results revealed that teachers demonstrated a very high level of Self-efficacy and job satisfaction, while motivation was generally very high, with the dimensions of recognition and responsibility rated only as high, consistent with the tabulated results. Correlation analysis showed a moderate to strong positive relationship between Self-efficacy, motivation, and job satisfaction. Multiple regression analysis indicated a strong predictive model (R = 0.729; R² = 0.532), explaining 53.20% of the variance in teachers’ job satisfaction. These findings underscore the significant role of enhancing teachers’ instructional confidence and motivational conditions in improving workplace satisfaction. The study contributes empirical evidence to the Philippine educational context and offers practical implications for school leaders and policymakers to strengthen professional development programs, recognition systems, and supportive work environments that promote sustained teacher satisfaction.

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