Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 41 no. 4 (2025)

Job Satisfaction, Motivation, Leadership Styles, and Teachers’ Performance: A Structural Model

Andrian Tecson | Elvy Malabo

Discipline: Education

 

Abstract:

Teachers’ performance plays a vital role in determining the quality of education. This research investigated the connections between job satisfaction, motivation, leadership styles, and teachers' performance in five districts of Misamis Oriental Division during the School Year 2024-2025. It aimed to find out how different leadership styles affect job satisfaction and motivation, and how these elements subsequently influence teaching performance. A predictive-correlational research design was employed, engaging 245 teachers chosen via proportionate stratified random sampling. The tools for data collection comprised the Teacher Job Satisfaction Questionnaire, Work Tasks Motivation Scale for Teachers, DISC Profile, 360-degree leadership feedback, and the Results-Based Performance Management System. Multiple regression analysis and structural equation modeling were utilized to examine the relationships among these variables. The participants overall mean score for job satisfaction was M=4.76 (SD=.52), which was described as "strongly agree," indicating that the respondents had a very high level of job satisfaction. Respondents overall mean for motivation is M = 4.79 (SD = .43), described as strongly agree, and can be interpreted as indicating that the respondents have a very high level of motivation. Meanwhile, the overall mean for SD = .43 implies that the data are moderately dispersed around the mean. Respondents recorded overall mean score of M = 4.40 (SD = .804) falls within the "Strongly Agree" category, suggesting that respondents generally perceive their school heads as exhibiting very high levels of leadership across all styles. However, the standard deviation indicates a wide range of responses, pointing to varied experiences among participants. The overall mean across all domains was M = 4.77 (SD = .429), categorized as “Strongly Agree,” indicating a very high level of performance among respondents. The standard deviation of .429 denotes moderate variability, suggesting that while most teachers feel confident in their teaching performance, there are observable differences in practices or experiences across individual educators. The results indicated a high level of job satisfaction among teachers, especially regarding positive relationships with peers, acknowledgment for their contributions, and active participation in professional activities. Both intrinsic and altruistic motivation were identified as the most significant motivators. Teachers perceived their school leaders as predominantly transformational and democratic. Teachers excelled across RPMS domains, with motivation being the strongest indicator of performance, followed by job satisfaction. The SEM analysis verified that motivation served as the essential link connecting leadership, job satisfaction, and performance. The study affirms that teacher performance is shaped primarily by motivation, strengthened through transformational leadership and job satisfaction. The study provides valuable insights for policymakers, school administrators, and teachers to enhance teachers’ performance.



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