Author

Leilani R. Cosina*
Cebu Technological University – Main Campus, Cebu City, Philippines

Abstract

This study assessed the level of instructional contentment of teachers and student performance in Science among Grade V learners at Don Vicente Rama Memorial Elementary School, Cebu City, for the 2024-2025 school year, aiming to inform a practical guide. Findings revealed that most teachers are middle-aged, female, married, and highly experienced, holding advanced degrees and receiving “Very Satisfactory” performance ratings. The majority of learners are 11 years old, with a higher proportion of female students. Teachers reported feeling generally positive about their professional growth, decision-making opportunities, and recognition, although they expressed moderate contentment regarding promotion opportunities. The learners performed well in science, with most achieving mastery in competencies such as motion, light, and material conductivity. A significant number of students demonstrated mastery in describing motion and understanding material properties. A significant relationship was found between teachers’ contentment and students’ science performance, suggesting that teacher satisfaction may positively impact student outcomes. Teachers expressed concerns about large class sizes, addressing diverse student needs, low salaries, and insufficient incentives. Other issues included limited access to technology, lack of teaching resources, inadequate professional development, and challenges with new curricula and policies. In conclusion, while teachers are generally satisfied with aspects of their professional growth and recognition, improvements are needed in areas like promotion opportunities and support for career advancement to enhance both teacher satisfaction and student performance.

Keywords: Administration and supervision, descriptive method, instructional contentment, Science performance, doable guide, Cebu City, Philippines.

*Corresponding author / Email: leilani.cosina@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05031365

Recommended citation:
Cosina, L. R. (2026). Exploring the level of instructional contentment of teachers in science education. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 1830-1849. http://doi.org/10.69651/PIJHSS05031365

Read the full text

References

Anderson, K. (2022). Why teachers participate in decision making and the third continuum. Canadian Journal of Educational Administration and Policy. https://www.umanitoba.ca/publications/cjeap/articles/anderson.html

Bogler, R., & Somech, A. (2018). Influence of teacher empowerment on teachers’ organizational commitment, professional commitment and citizenship behavior in schools. http://www.bwgriffin.com/gsu/courses/edur8132/notes/RegressionResults2

Boey, E. K. (2020, September). Teacher empowerment in secondary schools: A case study in Malaysia. https://books.google.com.ph/books?id==PA115&lpg=PA115&dq=MODEL+LING+TEACHER+EMPOWERMENT+THEORY&source=bl&ots=Modeling%Teacher%Empowerment%Theory

Bolin, F. S. (2021). Empowering leadership. Teachers College Record. http://www.teachhub.com/working-together-administrators-role-empowering-teachers

Department of Education. (2011). DepEd Memorandum No. 233, s. 2011: 3rd Triennial Congress of the Action and Solidarity for the Empowerment of Teachers (ASSERT). https://www.deped.gov.ph/

Eury, A. A. (2020, October). How can administrators empower teachers? TeachHUB. http://www.teachhub.com/working-together-administrators-role-empowering-teachers

Goyne, J., Padgett, D., Rowicki, M. A., & Triplitt, T. (2019). The journey to teacher empowerment. http://www.teachhub.com/working-together-administrators-role-empowering-teachers

McLeod, S. (2020). Maslow’s hierarchy of needs. Simply Psychology. http://www.simplypsychology.org/maslow.html

Mehta, S. (2020, October). Job satisfaction among teachers. Questia Academic Journal. https://www.questia.com/library/journal/1P3-3075108801/job-satisfaction-among-teachers

Zembylas, M., & Papanastasiou, E. C. (2020, October). Modeling teacher empowerment: The role of job satisfaction. http://www.tandfonline.com/doi/abs/?journalCode=nere20

Quattlebaum, S. (2020, October 1). Why professional development for teachers is critical. Evolllution. http://evolllution.com/opinions/why-professional-development-for-teachers-is-critical/

Romanish, B. (2023). Teacher empowerment as a focus of school restructuring. The School Community Journal, 3. http://www.adi.org/journal/ss93/RomanishSpring1993

Bilbao, P., et al. (2020). Curriculum development. Lorimar Publishing.

Corpuz, B., & Lucas, M. R. (2022). Facilitating learning: A metacognitive process. Lorimar Publishing.

Cox, J., & Harper, K. (2019). How empowerment can improve the quality of instruction, and student and teacher satisfaction (1st ed.).

Department of Education. (2007). DepEd Order No. 66, s. 2007: Guidelines on the appointment and promotion of other teaching, related teaching promotions.

Imig, S., Ndoye, A., & Parker, M. (2021). Teacher empowerment, school leadership, and student performance in North Carolina’s school. Academia.edu.

Llagas, F. (2020). Instructional leadership sustains high expectations. The Professional Teacher Journal, 6(1).

Short, P. M. (2022). Defining teacher empowerment. Education.