2025 IJRSE – Volume 14 Issue 7
Available Online: 25 March 2025
Author/s:
Tan, Yongjin*
Graduate School, Lyceum of the Philippines University – Batangas, Philippines (1009975593@QQ.com)
Mauhay, Romana Celeste A.
Lyceum of the Philippines University-Batangas, Philippines (ramauhay@lpubatangas.edu.ph)
Abstract:
This study assessed job satisfaction and performance among a predominantly female workforce aged 26-35 years with master’s degrees and 6-10 years of experience. High levels of satisfaction were noted in collegiality, workplace relationships, and working conditions, while supportive supervision and autonomy received slightly lower ratings, indicating areas for improvement. Management skills and interpersonal relations were identified as the most highly rated competencies, with teaching skills and discipline also recognized. Despite these positive evaluations, opportunities for further development remained to enhance job performance. Professional improvement emerged as the top priority, highlighting a strong commitment to continuous growth despite an already established baseline of qualifications and standards. Notably, the study found no significant differences in responses based on demographic profiles, suggesting a consistent assessment across diverse respondent groups. In addition, a strong positive correlation was established between job satisfaction and performance indicators, emphasizing the interdependence of these factors. To address areas needing improvement, the study developed a targeted training plan based on the lower-rated dimensions of the assessed variables. This comprehensive approach aims to bolster both job satisfaction and professional competence within the workforce.
Keywords: job satisfaction, management skills, professional development, training plan, workforce competence
DOI: https://doi.org/10.5861/ijrse.2025.25611
Cite this article:
Tan, Y., & Mauhay, R. C. A. (2025). Job satisfaction, performance and competency of higher vocational teachers in China. International Journal of Research Studies in Education, 14(7), 173-184. https://doi.org/10.5861/ijrse.2025.25611
* Corresponding Author