Final1,2,3,4 AND 5 JOHAIRA ALIMUDIN

Formerly: Central Maguindanao Institute
GANI L. ABPI COLLEGE, INC.

GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur
CHAPTER I
INTRODUCTION
Background of the Study
In human society, the most basic job is education, and the
person who carries out this mission is a teacher. The work of a teacher
refers to any efforts that are made to guide, develop, and educate a
person. It is according to this definition that prophets are called
human teachers. Parents and other family members also have a
teacher role compared to the younger ones. But in naming the
different classes that have taken on the task of education, only one
group is called a teacher; that is, those who undertake the mission of
educating our children from childhood and primary education to youth
and higher education.
Job satisfaction plays an essential role in the overall
commitment and productivity of the school organization. The teachers’
job satisfaction significantly influenced their commitment to the
organization. Teachers who are satisfied with the job are also
committed to working in the organization. The more the employers are
satisfied with the job; the better their participation and commitment to
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the organization. The satisfied and happy feeling of the teachers
towards the organization affects the overall process of carrying their
job, thus, contributing to the school's success as a whole. Recent
studies (Frederick Herzberg) theorized that employee satisfaction has
two dimensions: “hygiene” and motivation. Hygiene issues, such as
salary and supervision, decrease employees’ dissatisfaction with the
work environment. Motivators, such as recognition and achievement,
make workers more productive, creative, and committed.
Any achievement or performance of an individual stems
always from motivation. Thus an administrator first of all should
stress keeping on top of what is happening with his or her
subordinates. Performance, in turn, is seen as heading to intrinsic and
extrinsic rewards, as tempered by what the individual sees as
equitable, which leads to satisfaction but performance also influences
equitable rewards.
Different authors theorized that human nature is based on
needs, whether consciously or subconsciously felt. An Administrator
gets things done with and through people. To be an effective
administrator, he must have an understanding of needs and
motivation. Motivation is the feeling or factor that drives a person
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toward achieving a particular objective. Stated differently, motivation
is what causes people to act, to perform, and to want to do something
but before a need will motivate, however it must be recognized as a
need. Kassen (2014) has said that recognized needs result in tension
and action designed to accomplish relief.
In the same vein contention, Vroom (2015) has another
approach to explaining motivation. He holds that people will be
motivated to do things to reach a goal if they believe in the worth of
that goal and if they can see that what they do will help them achieve
it.
Porter and Lamlu (2016) support such an idea by stating that
the amount of effort the strength of motivation and energy exerted
depends on the value of a reward plus the amount of energy a person
believes is required and the probability of receiving the reward. The
perceived effort and probability of actually getting a reward are in turn,
also influenced by the record of actual performance.
Statement of the Problem
Generally, this study aimed to determine the job satisfaction
and teaching practices of Islamic Studies and Arabic Language (ISAL)
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teachers in public elementary schools in Datu Piang, Maguindanao Del
Sur.
Specifically, this research study was designed to answer the
following questions:
1. What is the demographic profile of the ISAL teachers as respondents of
this study, in terms of:
1.1 age;
1.2 sex;
1.3 civil status; and,
1.4 highest educational attainment?
2. What is the level of job satisfaction of the respondents, in terms of:
2.1 management;
2.2 supervision;
2.3 co-workers;
2.4 communication; and,
2.5 salary?
3. What are the teaching practices of ISAL teachers in terms of:
3.1 instruction;
3.2 lesson planning;
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3.3 classroom management;
3.4 resource management;
3.5 assessment and evaluation; and,
3.6 technology integration?
4 What are the challenges encountered by the respondents as ISAL
teachers?
5 What are the suggestions and recommendations to improve the
performance of ISAL teachers?
THEORETICAL FRAMEWORK
This research was based on the theories by Herzberg, Maslow and.
Herzberg Motivation-hygiene theory explains the concept of job
enrichment describing employees’ role in planning performing, and
evaluating their work, thus providing employees the opportunity to
enhance their knowledge and skills (Schulz & Schulz 2015). According
to Maslow’s theory on job characteristics, employees strive to satisfy
their needs in a hierarchical order. An employee is motivated to work
to satisfy basic physiological needs for survival such as gaining
enough money to purchase food (Jex & Britt 2016).
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CONCEPTUAL FRAMEWORK
The figure below presents the conceptual framework of the
study. As shown, the independent variable is the job satisfaction of
ISAL teachers in terms of management, supervision, co-workers,
communication, and salary. The dependent variables are the teaching
practices in instruction, lesson planning, classroom management,
resource management, assessment and evaluation, and technology
integration.
Independent Variable Dependent Variable
JOB TEACHING PRACTICES

SATISFACTION
 Instruction
 Management  Lesson Planning
 Supervision  Classroom
 Co-workers Management
 Communication  Resource
 Salary Management
 Assessment and
Evaluation
 Technology
Integration
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Figure 1. The Conceptual Framework of the Study
Significance of the Study
The results of the study are significant in providing insights
into some aspects of the job satisfaction and teaching practices of ISAL
Teachers of Datu Piang Division I of Maguindanao Del Sur. The results
of this study may be used by school administrators in reviewing
policies and practices to motivate ISAL teachers and promote job
satisfaction and teaching practices. This will be the basis for planning
programs for teacher development that will lead to teacher professional
growth. Finally, this study is very important for the teachers to assess
their own job satisfaction and teaching practices that can become the
instrument for the attainment of quality education.
Scope and Limitation of the Study
This study was focused on determining the level of job
satisfaction and teaching practices of ISAL teachers of public
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elementary schools of Datu Piang, Maguindanao Del Sur. This study
involved thirty-eight (38) ISAL teachers as respondents. These teachers
were from the following schools such as Datu Gumbay Piang Central
Elementary School, Masigay Elementary School, Dado Elementary
School, Duamenanga Elementary School, Montay Elementary School,
Balanaken Primary School, Kalipapa Primary School, Ambadao
Primary School, Kanguan E. Uy Central Elementary School, Rena
Regiente Elementary school, Lintukan Elementary School, and
Damabalas Elementary School.
Definition of Terms
For a clearer understanding of the study, the following terms
are defined as they are operationally used in this study:
Age refers to the number of years of existence of the public elementary
school teachers who were chosen as respondents of this study.
Assessment refers to the identification of the researcher defined the
following terms as used in this study.
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Civil Status refers to the distinct option that describes the teachers of
Datu Piang District I in their relationship with a significant other. It
means being single or married.
Datu Piang District refers to the group of schools in the municipality
of Datu Piang, Maguindanao Del Sur Division under the Ministry of
Basic, Higher, and Technical Education (MBHTE) in Bangsamoro
Autonomous Region in Muslim Mindanao (BARMM).
Highest Educational Attainment refers to the highest educational
program completed by the ISAL teachers who were respondents of the
study. This can be a Bachelor’s Degree or Master's Degree.
Job Satisfaction refers to the motivation of teachers to exert their
effort in their teaching because of the salary wages and benefits they
receive.
Profile refers to the personal characteristics of the respondents.
Respondent refers to the teacher of Datu Piang, Maguindanao Del Sur
who is the source of the data of this study.
Management refers to a process of getting the work or task done that
is required for achieving the goals of an organization efficiently and
effectively.
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Co-workers refer to anyone working for the same educational
institution as you do.
Communication refers to listening, speaking, reading, and writing,
and one should know how to utilize this proficiently and effectively in a
school environment.
Salary refers to the gross salaries of teachers, recorded at different
times in their careers.
Supervision refers to a management process involving a teacher and a
supervising principal.
Instruction refers to the process of teaching and engaging students
with content.
Classroom refers to a specially designed space to teach the students
without any interruption.
Lesson Planning refers to the instructor’s road map of what students
need to learn and how it will be done effectively during class.
Classroom Management refers to an instructor's actions to create and
maintain a learning environment conducive to successful instruction.
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Resource Management refers to involves making a strategic plan for
organizing and using school resources.
Evaluation refers to feedback from the instructor to the student about
the student’s learning.
Technology Integration refers to the use of technology to enhance the
student learning experience.
CHAPTER II
REVIEW OF RELATED LITERATURE
This study presents a review of related literature and studies
that gave significant insight that helped in the development of this
study.
According to Martin (2014), the expository approach to
learning refers to the transmission of information from expert to
novice. In expository instruction “the teacher is the source and the
owner of knowledge. On the other hand, Tholkah & Bariz (2015) said
that teachers' roles and responsibilities in education are very heavy
and hard. Moreover, those the context of Islamic education--all aspects
of Islamic education are bonded to values, which view teachers not
only on the knowledge or material mastery, but also on the moral and
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spiritual investments aspired to be transformed towards the
establishment of the Islamic personality; teachers are obligated to
guide, train, and habituate learners to behave well. Therefore, their
existence is not only for teaching but also for practicing what of being
taught and Islamic education values.
Khan (2015) states that the method of teaching in religious
educational institutions is informal-intensive. Thus, it helps the
students gather a large amount of information on the subject but it
does not enable them to properly use this information on the subject
critically, rational, and analytical approaches are almost missing in
the classroom.
Wijaya, C. & Djadjuri, D. Rusyan A. (2020) stated that teachers
are people who are very influential in the teaching-learning process.
Therefore, teachers should bring their students to the objectives to be
achieved. Teachers must be able to influence their students. Teachers
must be visionary and authoritative. Authoritative teachers are those
having sincerity, power, and something that can give an impression
and influence. Also, teachers play important roles in improving school
effectiveness. Furthermore, Husain (2013) mentioned that
among the factors that disconnect students and teachers in the
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schools is due to poor teaching methodologies. Oftentimes, the most
popular methodology used in the teaching of Islamic education is
direct
Instruction that is oriented towards rote learning and factual
emphasis. In recent studies conducted in Malaysia, the results showed
that lecturing is the most popular teaching strategy in Islamic
education. Rahimi (2017) stressed that the methodology is attractive
and effective enough to lure students to learn Islamic values and
knowledge and hence internalize it in their daily lives. Where else in
fact, a variety of teaching methodologies has been employed in the
teaching of Islamic education since the time of the Prophet. Abdul
Fatah (2017) identified that the Prophet Muhammad (SAW) used forty
(40) different types of teaching methodologies in his effort to educate
Muslims. Furthermore, al-Syaibani Ahmad Yunus Kasim & Ab. Halim
Tamuri, (2018) states that teaching methods are guided activities
organized by teachers not only about the subject taught but also the
molding of students’ characters, the learning environment, and the
process of accumulating information, knowledge, interest attitude, and
values. The aims and objectives of education, and in this case Islamic
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education, could not be achieved successfully without effective
teaching strategies.
Arifin (2020) stated that teaching methodology is a path when
we make students understand the lesson taught to them. It is a plan
before a teacher enters a classroom to implement the lesson and to
achieve the goals. He added that the main elements in the
methodology of teaching; Apart from giving the people information and
knowledge; implementation and good teaching and changes of
patterns in learners’ lives as a basic aim of the teaching process;
teaching activity is a guided activity and it has several aspects aimed
at attaining the desired learning process; and the methodology of
teaching is a process.
Husain, Masood, and Khan (2021), stated that poor teaching
methodologies are among the factors that disconnect students and
teachers in the weekend Islamic school. The teaching methodologies of
Islamic education require comprehensive innovation because the
current advancement in educational sciences should not be separated
from the subject of Islamic education. Therefore, continuous
improvement in the Islamic education field especially in their teaching
methodology will provide a positive contribution to balancing the
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development of science in both spiritual and physical aspects, and
also worldly and hereafter aspects. However, Ismael (2022) believed
that maximizing the process of Islamic education needs the proper use
of teaching methodologies that help to facilitate students’
understanding of the value of Islam. Therefore, a teacher can be a
highly knowledgeable person but if he or she does not know how to
present knowledge and information, he or she may be seriously
deficient as a teacher. He also added that a teacher is only considered
a successful teacher if he or she can utilize more than one teaching
technique, style, or method.
Al-Meajal al-Sada (2014 in his study on the effectiveness of
Islamic curriculum, found that the teaching methods in Islamic
education were often poor and ineffective because the students are
made to feel that their teachers have not made the best use of their
opportunities. Ultimately this is because rote learning and teacher-
centered learning are widely used in the teaching of Islamic education.
Students were oftentimes required to play passive roles while the
teachers remained the central focus and active players. Similarly,
Arends et al (2018) stressed that learning of any subject cannot be
learned efficiently except if it is delivered in a particular way to avoid
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wasting effort and time. Therefore, every teacher must acquire
pedagogical knowledge about how to present, explain, and
demonstrate certain ideas in a particular subject matter. Nonetheless,
al-Na’miy (2019) supported that Islamic educational traditions have
shown that using various teaching methodologies is not peculiar to
early Muslims. Ibn-Khaldun strongly believed that for a good teaching
experience to occur, rarely heavily on the availability of good teaching
methodologies, which practical experiences are highly encouraged for
the impact to be greater.
Sadan (2020) said that the Prophet (SAW) himself diversified his
teaching methodologies when engaging with Muslims, which includes
conversation, lectures, and illustrations. Likewise, Keene (2018) stated
that the demonstration technique is one of the many teaching-learning
styles under the investigative or activity based. It is a method that can
improve learning through its diversity effect activity. It has the
prerequisite characteristics for individualized instruction and therefore
has high potential for making.
The teaching-learning process is challenging and rewarding.
There is a radical departure from the direct teaching model in which
the teacher engages students to learn. Students are encouraged to ask
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questions. In short, the student is viewed as an inquirer, a seeker of
information, and a problem-solver. These attributes are crucial to
problem-solving and are at the heart of the demonstration model of
teaching. Consequently, there is now a growing concern for the use of
demonstration techniques in teaching. However, Weaver and Cencil
(2020) stated that the most effective way to teach an occupational skill
is to demonstrate it. One of the two most essential teaching skills is
the ability to demonstrate; the other is the ability to explain. Both are
vital to the success of either an operation lesson or an information
lesson. Applied teaching Demonstration means any planned
performance of an occupation skill, scientific principle, or experiment.
On the other hand, Nowak, Watt, and Walther (2014), articulated and
presented evidence that the demonstration method is generally
effective in teaching sciences, mathematics, and mechanics as well as
subject areas within vocational and technical education. As stated by
Gokhale (2014), the professional success of a technologist is directly
related to his/her ability to transfer knowledge gained in the academic
environment to real-world situations. Much student learning occurs
through observing others. A demonstration provides the link between
"knowing about" and "being able to do." Research reveals that
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demonstrations are most effective when they are accurate when
learners can see clearly and understand what is going on, and when
brief explanations occur during the demonstration.
Classroom Management
Classroom management involves the strategies and techniques
teachers use to create a positive learning environment, maintain order, and
facilitate effective instruction. Here are some key components: Establishing
Clear Expectations: Teachers need to set clear rules and expectations for
behavior, academic performance, and classroom procedures. This provides
students with a framework for understanding what is expected of them.
Building Positive Relationships: Developing positive relationships with
students helps create a supportive and respectful classroom environment.
This involves showing genuine interest in students, being approachable, and
demonstrating empathy. Consistent Discipline: Consistency is key in
enforcing rules and consequences. Teachers should apply consequences
fairly and consistently, which helps students understand the boundaries and
expectations. Engaging Instruction: Keeping students engaged and interested
in learning can help prevent disruptions. Incorporating varied teaching
strategies, hands-on activities, and interactive lessons can help maintain
student focus. Classroom Layout and Organization: The physical layout of
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the classroom can impact student behavior. Teachers should arrange desks
or seating in a way that minimizes distractions and promotes a positive
learning environment. Positive Reinforcement: Recognizing and rewarding
positive behavior can motivate students to continue making good choices.
This can include verbal praise, stickers, or other incentives. Conflict
Resolution: Teachers should be prepared to address conflicts that arise in
the classroom calmly and respectfully. Teaching students conflict resolution
skills can empower them to resolve disputes independently. Flexibility: Being
adaptable and flexible in response to unexpected situations or challenges is
important for effective classroom management. Teachers should be prepared
to adjust their strategies as needed to meet the needs of their students. By
incorporating these strategies into their teaching practices, educators can
create a classroom environment where students feel safe, supported, and
motivated to learn.
Classroom management plays a vital role in the effective teaching-
learning process. Without proper classroom management, teachers cannot
achieve the determined objectives. Several research studies have been carried
out by various researchers on classroom management. Underwood (2015)
focuses on her book about the organizational aspects of teaching English. It
has recommended many useful devices to the teacher. It focuses on good
ways of organizing work in the classroom and useful guidelines on marking
the most of one’s time and resources. Smith and Laslett (2019) emphasize
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that good classroom management depends more upon teachers and children
working equitably together because they are confident together than upon
peremptory instruction and resigned obedience. The book concludes that
effective classroom management depends on the quality of support and
guidance within the school as well as the talent of the individual teacher.
Similarly, Bull and Solity (2016) have a book that is written for teachers in
initial training and for qualified teachers who seek to enhance their existing
practice is teacher-centered rather than child-centered. It is concerned with
the fact that a teacher's presentation and arrangement of learning activities
play an important role in encouraging appropriate behavior in their children.
On the other hand, Phyak (2019) conducted a study entitled, "How does a
teacher interact with students in an English classroom?" In this research, he
discussed the strategies used by teachers to interact with their students in
the classroom for effective classroom management. He found out that one of
the real problems in teaching English is the lack of interaction strategies
from both teachers and students sides. Likewise, Sharma (2015) conducted a
study entitled "ELT classless and instructional management". He focused in
his article to describe the common classroom setting and to record the
condition of classroom interaction. He found that English classrooms were
not encouraging for beginners. Even a trained teacher was not found sincere
in the importance of classroom setting and classroom interaction in learning.
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Thani (2016) studied the role of classroom management in effective
English language teaching. Physical and teaching aspects play the main role
in classroom management. She found that the concerned people related to
the teaching profession should pay attention to the role of classroom
management in language classrooms. Educational experts, teachers, and the
students themselves should be conscious of it. Neupane (2014) conducted a
study entitled “Problems in Teaching and Learning Speaking Skills”. In his
research, he aimed to identify the problems in teaching speaking skills and
to find out the causes of those problems. He concluded that less exposure
and motivation in English language learning, large numbers of students in
the classroom, less use of teaching aids and supporting materials, and
physical structure of the school hampered the students to learn speaking
skills properly. Dhungana (2014) conducted a study entitled “Classroom
Management in Teaching of Speaking Skill”. In his research, he aimed to
identify ways of managing classrooms to tackle the problems in teaching
speaking at the lower secondary level. He concluded that in the majority of
classes, the teachers used the native language most of the time as the
medium of instruction. In conclusion, all research shows about classroom
management. The research work deals with the problem of classroom
management at the primary level in ELT. Therefore, I realized the need for
the present research. I have focused on the problems of classroom
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management in public schools. The present work is a new attempt in the
exploration of above mentioned untouched.
Lesson Planning
Teachers may wonder “which way they ought to go” before they enter a
classroom (Richards and Renandya, 2018). This usually means that teachers
need to plan what they want to do in their classrooms. Most teachers engage
in yearly, term, unit, weekly, and daily lesson planning (Yinger, 2020). Yearly
and term planning usually involves listing the objectives for a particular
program. A unit plan is a series of related lessons around a specific theme
such as “The Family.” Planning daily lessons is the result of a complex
planning process that includes the yearly, term, and unit plans. A daily
lesson plan is a written description of how students will move toward
attaining specific objectives. It describes the teaching behavior that will
result in student learning. Everyone in the classroom – whether teacher,
teacher assistant, or language student – needs to learn about classes and
people, language patterns, language skills, combinations, literature, culture,
study skills, and other subjects to be able to teach them, or to refine their
understanding of them (Wood, 2019). Teachers need to learn how students
are thinking about something already so they can settle on the best starting
point and way to proceed. We also need to continue to refine our
understanding of what we teach and how we learn. Our learners can help us
to understand more about their language, literature, and culture if it is
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different from our own, as well as about their professions, interests, and
views on the world. Thus, part of the challenge in becoming better at a job is
getting to know the range of tools available, what they are called, how they
work, when and how to use them wisely, and how to look after them (Wood,
2018).
Resource Management
Human resource management is a tool used to utilize individuals to
achieve organizational goals (Silva & Lima, 2018; Boon et al., 2019). The
purpose of human resource management is to increase individual productive
contributions. In this case, human resources are assets that must be
managed carefully and in line with the needs of the organization. The
organization in question is education. Education has a very important role in
improving the quality of human resources (Rahmi, et al., 2020). Education
fully influences the economic growth of a nation. In improving the quality of
Indonesian people, the government does not use a system that is
independent of the private sector and the community. An inseparable
relationship in its role to improve equity and the quality of education. To
improve human resources in line has been done by the government. The goal
is to improve the quality of education related to the quality of schools that
are focused on output (Sumiati & Ahmad, 2021). The quality or quality of the
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school can be identified from the number of students who have
achievements, and the graduates who are relevant to the objectives. Students
who excel can be traced to school management, such as the profile of human
resources, learning resources, and the environment.
Assessment
First and foremost, assessment is important because it drives
students to learn (Brown 2020). Whether we like it or not, most students
tend to focus their energies on the best or most expeditious way to pass their
‘tests.’ Based on this knowledge, we can use our assessment strategies to
manipulate the kinds of learning that take place. For example, assessment
strategies that focus predominantly on the recall of knowledge will likely
promote superficial learning. On the other hand, if we choose assessment
strategies that demand critical thinking or creative problem-solving, we are
likely to realize a higher level of student performance or achievement. In
addition, good assessment can help students become more effective self-
directed learners (Darling Hammond, 2017). As indicated above, motivating
and directing learning is only one purpose of assessment. Well-designed
assessment strategies also play a critical role in educational decision-making
and are a vital component of ongoing quality improvement processes at the
lesson, course, and/or curriculum level.
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Technology Integration
The use and presence of technology in education is as old as the field
of education itself, beginning with more simple tools like chalk and slates
and progressing toward the more complex tools of personal computers and
their hardware and software components. These technological contributions
to the field of education are the result of passionate innovators and scholars
who have sought to enhance the educational system of the United States
(Hermans, Tondeur, van Braak, & Valcke, 2015). For this thesis project, we
will focus on the technological innovations that can be encompassed under
the umbrella of Information and Communication Technology (ICT).
Governmental Policy and History of ICT in Education Attempts to involve ICT
in the educational arena began with the invention of the personal computer
(Fazarinc, S. Divjak, Korošec, Holobar, M. Divjak, & Zazula, 2022). Fazarinc,
et. al. also point out that many subsequent inventions to make the personal
computer more user-friendly were spawned due to the desire to see the
computer put to use in educational settings. The first computers entered the
world of education during the 1970s (Keengwe, et. al., 2017b). During the
1980s, additional inventions that aided the use of personal computers also
entered the field of education (Keengwe, et. al., 2017). Finally, the Internet
came on the scene during the 1990s (Keengwe, et. al. 20178), further
securing the rise of the Information Age. Along with the increasing presence
of the Internet, other inventions in the field of ICT were being combined to
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increase the accessibility and usability of ICT for 16 educational purposes.
Teachers began using technology in additional ways both inside and outside
of the classroom (Bebell, et. al., 2015). Of note is the fact that while the
innovations of new ICT and their introduction to educational institutions
were in full swing, the integration of these technologies into the process of
learning was not observed in most of the nation‟s classrooms (U.S.
Department of Education, 2014).
Job Satisfaction
Job satisfaction is described as the feelings of employees
resulting from the assessment of their job. It can be positive, moderate
or negative. Edwards, et al(2014) defines job satisfaction as “an
evaluative judgment about the degree of pleasure an employee derives
from his or her job that consists of both the affective and cognitive
components”. Job satisfaction is “the attitude an employee has toward
his job”. (Aamodt, 2009) Moser and Galias (2018) highlighted that
employees’ abilities and opportunities aid in improving their
satisfaction with the job level. Herzberg, et al (2019) formulated the
two-factor theory of job satisfaction and postulated that satisfaction
and dissatisfaction were two separate and sometimes even unrelated
phenomena. Intrinsic factors named motivators’ (that is, factors
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intrinsic to the nature and experience of doing work) were found to be
job satisfiers’ and included achievement, recognition, work itself, and
responsibility. Extrinsic factors which they named hygiene factors
were found to be job dissatisfies and included company policy,
administration, supervision, salary, interpersonal relations, and
working conditions. Herzberg and Mausner’s Motivation-Hygiene
theory has dominated the study of the nature of job satisfaction and
formed a basis for the development of job satisfaction assessment.
Job satisfaction is the positive and negative feelings of an
employee towards his job or it is the amount of happiness connected
with the job. Therefore, job satisfaction is one of the most widely
researched topics in the field of organizational psychology. According
to Locked, job satisfaction is the positive and enjoyable feeling that
results from the evaluation of one’s job or job experience. When an
employee is satisfied, he will perform at his level best to achieve the
organization's objectives. Highly satisfied employees are usually
regular and punctual, more productive, more committed, and more
satisfied in their lives.
According to Newstrom (2017), “job satisfaction is a set of
favorable or unfavorable feelings and emotions with which employee
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view their work and the supervisors need to be alert about employee
job satisfaction level”. Job satisfaction refers to the feelings and
emotions of employees in an organization. It includes the behavior
patterns of people that can be favorable or unfavorable. The progress
of work is directly related to job satisfaction. If employees are not
satisfied with their jobs, the overall progress of the system is affected.
The administrators should periodically study the job satisfaction of the
employees and try to improve it by promoting human values and
dignity. The importance of job satisfaction in an education system is
much more vital than in other organizations. Education is not merely
the transfer of information but the overall development of human
personality. This can only be possible if teachers are satisfied with
their jobs. Quality education and human development are only
possible if the people involved in the system are satisfied with their
work.
There are two types of factors affecting job satisfaction
Situational characteristics and situational occurrence: these are
considered major factors of job satisfaction. Situational characteristics
are salary, supervisory practices, working environment, and
promotion, Whereas situational occurrences are either positive like
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extra vacation time, rewards, etc or negative like faulty equipment
(Quarstein, McAfee & Glassman, 2020). Another view is that job
satisfaction is a behavior that shows the satisfaction level of an
individual at their workplace (Griffin, 2019).
Teaching Practices
Effective, nurturing, and responsive teaching practices and
interaction are key for all learning in an early childhood setting. They
foster trust and emotional security; are communication and language-
rich; and promote critical thinking and problem-solving. They also
support social, emotional, behavioral, and language development;
provide supportive feedback for learning; and motivate continued
effort. Teaching practices and interactions are responsive to and build
on each child’s pattern of development and learning. They can be
measured by the classroom Assessment Scoring System (CLASS) and
other child interaction tools. This observation may then be used to
support professional development. Teaching practices also include
how schedules are routines are carried out, how settings are managed,
and how children’s challenging behaviors are addressed.
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Constructivism implies the notion that learners. The resources
master teachers use should be focused on encouraging, aiding, and
allowing the teachers and students to uncover the main principles on
their own. Communication between them, the students and teachers
is the key concept. This concept of instructional competence and
leadership skills of master teachers primarily work with delivering
effective classroom instruction, analyzing student data obtained
through their performance, conducting action research, giving
technical assistance, mentoring fellow teachers through INSETs, and
helping the implementation of the curriculum in their respective
schools are the main and duties which are stipulated in their
Individual Performance and Commitment Review form (IPCRF) (Bruner
2016)
These tools are practical to use, give preference to quality over
quantity, ensure teacher effectiveness, and motivate professional
growth and development. This set of RPMS tools was made by and for
the teachers, resolving the issues of teachers having difficulty coming
up with their IPCRF compiling irrelevant and voluminous MOVs, and
ensuring that their performance and practice of teaching are measured
in a standardized and objective manner. It is important to note that
30
GRADUATE STUDIES
with the development of these tools, teachers shall no longer craft/
develop their own Individual Performance and Commitment Review
Form (IPCRF) given the developed RPMS tools in the Manual allowing
them to focus on teaching. It exists to check and monitor as well as to
balance the duty of the teacher, to see if the work is diligently and
efficiently done. So that it. In conclusion, the IPCRF is the notifying
factor for the teacher to exert more effort in teaching and in complying
with the standard and guidelines (DepEd, 20180).
Age
Abdulgane (2018), as cited by Saguira (2014), disclosed that age
is a period of human life, measured by years, usually marked by a
certain stage of degree of mental or physical development and
involving legal responsibility and capacity length of life or existence to
the time spoken of or referred to.
Gwenith Fisheret, al (2017) made a study on how age affects
performance. Using a within-subjects 2 x 3 x 2 experimental vignette
methodology across tree samples, the study examined the influence of
successful aging at work (successful and not successful), the age type
31
GRADUATE STUDIES
of the job (young type of job, age-neutral, and old), and performance
pattern (younger or older) on performance ratings, promotion, layoff
decisions, recommendations for upgrade training, bonus money
administration, and organizational resource investment. Results
showed significant main effects for successful aging at work on
performance-based outcomes. Less consistent relationships were
found with job type and performance pattern. These results are
discussed in previous research on age-performance research
relationships, theoretical support, as well as implications for future
research people will live longer, obtain higher levels of education,
remain in the workforce longer, and retire later. In addition, multiple
generations work together. As the demographic composition of the
workforce population continues to become more diverse, it is
important to have a greater understanding of the challenges that age
diversity may bring to psychosocial variables at work and human
resource practices in the workplace. One such challenge is how
alternative conceptualizations and perceptions of age may influence
assessments of work performance and performance-based
organizational decisions.
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According to Landy (2015), age can influence perceptions
involved with human resource decisions. Additionally, it is important
to acknowledge that age biases may be mitigated by specific contextual
factors. One such context factor is the job or occupation that a person
holds. Like how people hold stereotypes about the ages of people, there
are stereotypes associated with the type of job a person works. The
age- type of a job is the perception that people hold regarding whether
the job typically is comprised of older individuals, and so on. The aged
type of job has been shown to influence performance evaluation, where
older workers are rated lower than younger workers when they occupy
young-type jobs Age indicates that a person is performing or behaving
highly on aspects of performance that are typically associated with a
younger or an older worker. Cleveland (2021) notably manipulated
performance patterns (i.e., typifying the performance of what usually is
expected from an older worker or young worker) and found an
interaction between that and job type. When the performance pattern
was inconsistent with the age type of the job, employees received lower
ratings than when it was consistent. In addition, participants with
young performance patterns working in 15 young jobs were more likely
33
GRADUATE STUDIES
to receive more bonus money than those behaving with older patterns
of performance.
Sex
Wikipedia (2021) defines sex as a trait that determines an
individual reproductive function, male or female, in animals and
plants that propagate their species through sexual reproduction
involves the recombination of genes by meiosis followed by the
formation of specialized haploid cells known as gametes. According to
Fosson (2020), the influence of sex on performance has been
investigated in several studies with widely differing conclusions. Most
of the differences in reported findings are due to varying contexts such
as the subject of study and gender interaction.
The source of sex differences has long been a topic of heated
debate. Linda (2018) stressed that though tests of general intelligence
suggest overall differences between men and women, there are large
sex differences between men and women, and there are large sex
differences in scores of cognitive tasks.
34
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research design and the method
used in the study. It describes the source of data, locale, sampling
methods, research procedure undertaken, instrumental used,
validation process, and statistical treatment employed.
Research Design
This study used a descriptive method design. Part of the study
such as the level of satisfaction and the teaching practices of Islamic
and Arabic Language (ISAL) are presented descriptively.
Locale of the Study
This research was conducted in public elementary schools of
Datu Piang, Maguindanao Del Sur Division.
35
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Figure 2. The map of Datu Piang, Maguindanao Del Sur Division

Showing the Locale of the Study
Respondents of the Study
The respondents were the ISAL teachers in the twelve (12)
selected public elementary schools in Datu Piang, Maguindanao Del
Sur.
Table 1. The Respondents of the Study

Name of School Number of
Respondents
Datu Gumbay Piang Central Elementary 4
School
Masigay Elementary School 2
Dado Elementary School 6
Duaminanga Elementary School 4
Montay Elementary School 1
Balanaken Primary School 2
Kalipapa Primary School 1
Ambadao Primary School 2
Kanguan E. Uy Central Elementary School 7
Reina Regente Elementary School 3
Lintukan Elementary School 3
Damabalas Elementary School 3
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Total 38
As can be seen in the table, there is a total number of thirty-
eight (38) ISAL teachers who were chosen as respondents of the study
in public elementary schools in Datu Piang, Maguindanao Del Sur.
Data Gathering Instrument
This study utilized a research-made questionnaire as a means of
collecting data for the research. It has five (5) parts. Part I contains the
socio-demographic profile of the respondents, in terms of age, sex, civil
status, and highest educational attainment. Part II deals with job
satisfaction in terms of management, supervision, co-workers,
communication, and salary. Part III deals with the teaching practices
of the ISAL teachers in terms of instruction, lesson planning,
classroom management, resource management, assessment, and
evaluation. And technology integration. Part IV is on the challenges
encountered while Part V involves suggestions and recommendations
on how to improve the performance of ISAL education in Maguindanao
Del Sur.
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Data Gathering Procedure
Before the survey is conducted, consent from the Dean of
Graduate Studies, Gani L. Abpi Colleges, Incorporated is obtained.
Permission is likewise secured from the Maguindanao Del Sur School
Division Superintendent, District Supervisor, and School
Heads/Principal to allow the ISAL teachers to participate in the study.
The purpose of the study and the mechanics of the survey are properly
explained to the respondents as well as to their school heads.
Statistical Treatment
After the researcher had gathered the needed data, the
statistical tools used were:
1. Frequency and percentage are used to determine the profile of the
teachers as respondents and TJQS rating.
Formula:
P=(f/N)*100
Where: P = Percentage
f = frequency
N = Total number of respondent
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100= constant
2. The mean is used to determine the common experiences of teachers of
Datu Piang, Maguindanao Del Sur related to job satisfaction in the
teaching practices of the respondents.
WM=TP/N
Where:
WM= weighted mean
TP= total weighted points
N= the total number of respondents
3. Likert Scale
5 - Very Satisfied
4 - Satisfied
3 - Neither Satisfied nor Dissatisfied
2 - Dissatisfied
1 - Very Dissatisfied
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CHAPTER IV
PRESENTED, ANALYSIS, AND INTERPRETATION OF DATA
This chapter consists of tabular presentations and
discussions of the results, analyses, and interpretations of the data
collected during the conduct of the study.
The data of this study were based on the responses of the
thirty-eight (38) ISAL teachers in public elementary schools in Datu
Piang Maguindanao Del Sur. Data were tabulated, graphed,
analyzed, and presented in figures and tables.
The Teachers’ Profile
Figures 1 to 7 present in tables and graphical manners the
profile of the respondents of the study, in terms of age, sex, civil
status, and highest educational attainment.
Age Profile
Figure 1 below illustrates the age distribution of the ISAL
teachers in public elementary schools in Datu Piang Maguindanao
Del Sur. The ages of the respondents were categorized into six (6)
brackets, namely: 19 years old below, 20 to 25 years old, 26 to 30
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years old, 31 to 35 years old, 36 to 40 years old, and 41 years old
and above.
18%
5%
58% 11%
5%
3%
19& Up 20-25 26-30 31-35 36-40 41& up
Figure 1. Pie Chart of the Age Profile of the Respondents
As indicated in the figure, fifty-eight percent (58%) or more
than one-half (½) of the respondents have ages ranging from 41
years old and above while eighteen percent (18%) or more than one-
fourth (¼) of them were 19 years old below. In addition, eleven
percent (11) or less than one-fourth (¼) of them were 26 to 30 years
old. On the other hand, five percent (5%) or less than (1/8) of them
were the same 20 to 25 years old and 31 to 35 to 35 years old while
three percent (3%), the smallest percentage were 36 to 40 years old.
This distribution suggests that most of the respondents belong to
their prime age which is 41 years old and above. This implies most
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of the Islamic and Arabic Language teachers in public elementary
schools in Datu Piang, Maguindanao Del Sur are in their prime
years this SY 2023-2024.
Sex Profile
Figure 2 below presents the sex distribution of the Islamic
and Arabic Language teachers in public elementary schools in Datu
Piang Maguindanao Del Sur. The respondents are categorized into
male and female.
Sex
Female
39%
Male
61%
Male Female
Figure 2. Pie Chart of the Sex Profile of the Respondents
The pie chart shows the sex classification of the ISAL
teachers as respondents of the study. As shown, sixty-one percent
(61%) of the respondents were males while thirty-nine (39%) were
females.
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This reveals that the majority of the respondents were males.
This implies that ISAL teachers in Datu Piang, Maguindanao Del
Sur were dominated by males.
Civil Status
Figure 3 below shows the civil status distribution of the ISAL
teachers in public elementary schools in Datu Piang, Maguindanao
Del Sur. The civil status of the respondents was categorized into
three (3), namely: single, married, and separated.
Civil Status
Separated Single
8% 3%
Married
89%
Single Married Separated
Figure 3. Pie Chart of the Civil Status of the Respondents
As indicated in the figure, eighty-nine percent (89%) or more
than three-fourths (¾) of the respondents were married, eight
percent (8%) or less than (¼) were separated, and three percent
(3%) or less than (1/8) were single.
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This implies that the ISAL teachers in public elementary
schools in Datu Piang, Maguindanao Del Sur were dominated by
married teachers. This further indicates that the classroom
teaching and learning process of the ISAL basic education sector is
dominated by married teachers.
Highest Educational Attainment
Figure 4 below illustrates the highest educational attainment
distribution of the ISAL teachers in public elementary schools in
Datu Piang, Maguindanao Del Sur. The highest educational
attainment of the respondents was categorized into four (4)
brackets, namely: Arabic, Shariah, Tarbiyah, and Dawah.
Arabic
11%
Dawah
24% Shariah
5%
Tarbiyah
Arabic Shariah Tarbiyah Dawah
Figure 4. Pie Chart of the Educational Attainment of Islamic

and
Arabic Language Teachers
44
GRADUATE STUDIES
As indicated in the figure, sixty-one percent (61%) or more
than (2/3) of the respondents have the highest educational
attainment of Tarbiyah while twenty-four percent (24%), or more
than (¼) had taken Dawah. On the other hand, eleven percent
(11%) or (¼) of them had an Arabic education while five percent
(5%) or less than (1/8) of them had Shariah. Data reveal that the
majority of the respondents were Tarbiyah holders which is also the
basic requirement for an individual to become an ISAL teacher.
Level of Job Satisfaction
Tables 5 to 9 illustrate the level of job satisfaction of the ISAL
Del Sur. The level of job satisfaction of the respondents was
categorized into (6) brackets, namely: management, supervision, co-
workers, communication, and salary.
Level of Job Satisfaction in Terms of Management
Table 5 presents the level of job satisfaction of the ISAL

teachers in terms of management.
45
GRADUATE STUDIES
Table 5. Level of Job Satisfaction of ISAL Teachers in Terms

of Management
Indicators Mean Interpretation
1. There is effective communication between 3.74 Satisfied
the management and ISAL teachers.
2. I am satisfied with the level of support 3.74 Satisfied

and guidance provided by the
management.
3. The management provides a conducive 3.61 Satisfied

and respectful work environment for ISAL
teachers.
4. I am satisfied with the management 3.63 Satisfied

decision-making process regarding
curriculum and teaching materials.
5. I am satisfied with the management's 3.39 Neither

recognition and appreciation of the efforts Satisfied nor
and contributions of ISAL teachers. Dissatisfied
________________________________
Mean 3.62 Satisfied
__________________________________________________________________
Legend: Mean Adjectival Meaning
4.51-5.00 Very Satisfied
3.51-4.50 Satisfied
2.51-3.50 Neither Satisfied nor Dissatisfied
1.51-2.50 Dissatisfied
1.00-1.50 Very Dissatisfied
Table 5 shows that the ISAL teachers were satisfied with the
communication between the management and ISAL teachers as
revealed by the mean of 3.74, which can be described as “Satisfied”.
They were also satisfied with the level of support and guidance
provided by the management as shown by the equal mean of 3.74
which can also be described as “Satisfied”. The same level of
satisfaction was observed when the management provided a
conducive and respectful work environment for ISAL teachers and
with the management decision-making process regarding
46
GRADUATE STUDIES
curriculum and teaching materials as revealed by the means of 3.63
and 3.61, respectively. However, the ISAL teachers were neither
satisfied nor dissatisfied with the management's recognition and
appreciation of their efforts and contributions as revealed by the
mean of 3.39, which can be described as “neither satisfied nor
dissatisfied”.
These results show good management can produce quality
education, making easy and continuous improvement. By
implementing these management strategies, teachers can create a
supportive and engaging learning environment that fosters student
success and growth.
Level of Job Satisfaction in Terms of Supervision
Table 6 presents the job satisfaction of ISAL teachers in terms
of supervision in public elementary schools in Datu Piang,
Maguindanao Del Sur.
47
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Table 6. Level of Job Satisfaction of ISAL Teachers in Terms of

Supervision
Indicators Mean
Interpretation
1. I am satisfied with the frequency and 3.71 Satisfied

quality of supervision provided by the
immediate supervisor.
2. I am satisfied with the level of support 3.50 Neither

and guidance provided by the Satisfied nor
Dissatisfied
3. There is an observe effective feedback 3.42 Neither

and constructive criticism provided by Satisfied nor
Dissatisfied
the immediate supervisor.
4. I am satisfied with the level of trust 3.71 Satisfied

and professionalism displayed by my
co-workers.
5. There is an observed availability and 3.47 Neither

accessibility of an immediate Satisfied nor
Dissatisfied
supervisor for addressing concerns and
queries.
_________________________________
Mean 3.56 Satisfied
__________________________________________________________________
Legend:
Mean Adjectival Meaning
3.51-4.50 Satisfied
Shown in Table 6 is the level of job satisfaction of the ISAL
teachers in terms of supervision in public elementary schools in
48
GRADUATE STUDIES
Datu Piang, Maguindanao Del Sur. Data reveal that there are two
equal highest mean of (3.71) rated as “Satisfied”. This means that
they are satisfied with the frequency and quality of supervision
provided by their immediate supervisor and with the level of trust
and professionalism displayed by their co-workers. However, three
indicators were rated with 3.50, 3.47, and 3.42 which were all
described as “neither satisfied nor dissatisfied”. This means the
ISAL teachers were on neutral grounds in terms of the level of
support and guidance provided their the immediate supervisor, the
availability and accessibility of an immediate supervisor for
addressing their concerns and queries, and the provision of effective
feedback and constructive criticism provided by their immediate
supervisors.
Level of Job Satisfaction in Terms of Co-Workers
Table 7 presents the job satisfaction of the ISAL teachers in
terms of co-workers in public elementary schools in Datu Piang,
49
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Co-Workers
Indicators Mean
Interpretation
1. There is cooperation and teamwork 3.79 Satisfied
among my co-workers.
2. I am satisfied with the support and 3.63 Satisfied

collaboration I receive from my co-
workers.
3. There is an effective form of 3.58 Satisfied

communication and information
shared with my co-workers.
4. I am satisfied with the level of respect 3.68 Satisfied
and professionalism displayed by my
co-workers.
5. There is collaboration and support in 3.63 Satisfied

addressing challenges and solving
problems with my co-workers.
________________________________
Mean 3.66 Satisfied
________________________________________________________________
Legend:
3.51-4.50 Satisfied
As shown in Table 7 the level of job satisfaction of the ISAL
teachers in terms of their co-workers in public elementary schools
in Datu Piang, Maguindanao Del Sur. The highest mean of 3.79 was
50
GRADUATE STUDIES
rated as “Satisfied”, followed by the second highest mean of 3.68
rated as “Satisfied”, while two equal mean ratings of 3.63 were rated
as “Satisfied”, and the lowest mean rating of 3.58 was rated as
“Satisfied”. This means that all the indicators for the level of
satisfaction for their co-workers were rated by the ISAL teachers as
“Satisfied” which means they were satisfied with the kind of co-
workers they have at work as further revealed by the overall mean
of 3. 66 which can be described as “Satisfied”.
These results show good co-workers a positive relationship
with co-workers is essential for one’s growth as a teacher. By
surrounding themselves with supportive and knowledgeable
colleagues, they can have a wider perspective, and become better
educators.
Level of Job Satisfaction in Terms of Communication
of communication in public elementary schools in Datu Piang,
51
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Communication
Indicators Mean
Interpretation
1. There is observed effective communication 3.68 Satisfied

between the management and ISAL
teachers.
2. I am satisfied with the clarity and 3.74 Satisfied

frequency of communication from the
management regarding policies,
procedures, and expectations.
3. There is effective communication between 3.68 Satisfied

ISAL teachers and students.
4. I am satisfied with the level of support and 3.68 Satisfied

guidance provided by the management in
improving my communication skills as an
ISAL teacher.
5. There is effective communication among 3.63 Satisfied

ISAL teachers within the school or
institution.
____________________________________
Mean 3.68
Satisfied
Legend:

3.51-4.50 Satisfied
52
GRADUATE STUDIES
teachers in terms of communication in public elementary schools in
Datu Piang, Maguindanao Del Sur. The indicators have the highest
mean of 3.74, described as satisfied, followed by three equally
higher means of 3.68, described as “Satisfied” and the lowest mean
rating of 3.63, described as “Satisfied”. This means that there is
effective communication between and among ISAL teachers and
management within the school or institution.
Level of Job Satisfaction in Terms of Salary

of salary in public elementary schools in Datu Piang, Maguindanao
Del Sur.
Salary
Indicators Mean Interpretation
1. I am satisfied with my current salary as an 3.39 Neither Satisfied

ISAL Teacher. nor Dissatisfied
2. There is transparency and fairness in the 3.50 Neither Satisfied

salary structure within my institution. nor Dissatisfied
3. I am satisfied with the salary increment and 3.53 Satisfied

promotion opportunities provided by my
institution.
4. My salary is competitive enough compared to 3.50 Neither

similar positions in other institutions. Satisfied nor
Dissatisfied
5. I am satisfied with the benefits and allowance 3.49 Neither Satisfied
53
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provided in addition to your salary as an ISAL nor Dissatisfied
teacher.
Mean 3.39 Neither Satisfied nor

Dissatisfied
__________________________________________________________________
Legend:
3.51-4.50 Satisfied
teachers in terms of salary in public elementary schools in Datu
Piang, Maguindanao Del Sur. The overall mean of 3.39, which can
be described as neither satisfied nor dissatisfied means that ISAL
teachers are not receiving enough salaries commensurate to their
services.
Summary of the Level of Job Satisfaction of the ISAL Teachers
Table 10 presents the summary of the level of job satisfaction
of the ISAL teachers. Their level of satisfaction is classified into five
(5) categories such as management, supervision, co-workers,
communication, and salary.
Table 10. Summary of the Level of Job Satisfaction of the ISAL

Teachers
Indicator Mean Verbal Description
Management 3.62 Satisfied
Supervision 3.56 Satisfied
Co-Workers 3.66 Satisfied
Communication 3.68 Satisfied
Salary 3.39 Neither Satisfied nor Dissatisfied
Overall Mean 3.58 Satisfied
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Legend:
3.51-4.50 Satisfied
Table 10 presents the level of satisfaction of the ISAL teachers
in terms of management, supervision, co-workers, communication,
and salary. As shown, the teachers were satisfied with
communication (3.68), co-workers (3.66), management (3.62), and
supervision (3.56). This means that they are good in terms of these
categories. However, the teachers were neither satisfied nor
dissatisfied with the salary (3.39) they were receiving. This implies
that ISAL management shall have to look into the salaries of ISAL
teachers for they believed that the compensation they were
receiving compared to their services being rendered as ISAL
teachers is not enough.
Teaching Practices of ISAL Teachers
Tables 11 to 16 present the teaching practices of ISAL
Del Sur. The teaching practices of ISAL teachers were categorized
into (6) brackets, namely: instruction, lesson planning, classroom
management, resource management, assessment and evaluation,
and technology integration.
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Teaching Practices of ISAL Teachers in Terms of Instruction
Table 11 presents the teaching practices of ISAL teachers in
terms of instruction at public elementary schools in Datu Piang,
Table 11. The Teaching Practices of ISAL Teachers in

Terms of Instruction
Indicators Mean
Interpretation
1. There is a high level of integration of 3.61 Moderately

Islamic values in the teaching and Observed
learning process.
2. Teachers incorporate Islamic values 3.21 Sometimes
and principles into the instructional Observed
practices.
3. Teachers use the Qur’an as a source 3.26 Sometimes
of guidance and reference in classroom Observed
instruction.
4. Teachers encourage collaboration and 3.26 Sometimes
group work among students from Observed
diverse backgrounds.
5. Immediate superiors are satisfied with 3.32 Sometimes
the instructional practices of ISAL Observed
teachers.
________________________________________
Mean 3.33 Sometimes
Observed
Legend:
4.51-5.00 Always Observed
3.51-4.50 Moderately Observed
2.51-3.50 Sometimes Observed
1.51-2.50 Less Observed
1.00-1.50 Least Observed
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Table 11 shows the teaching practices of ISAL teachers in
terms of instruction in public elementary schools in Datu Piang,
Maguindanao Del Sur. As shown, the high level of integration of
Islamic values in the teaching and learning process has the highest
mean of 3.61, which can be described as “moderately observed”.
Consequently, indicators such as immediate superiors being
satisfied with the instructional practices of ISAL teachers (3.32),
teachers encouraging collaboration and group work among students
from diverse backgrounds (3.26), teachers using the Qur’an as a
source of guidance and reference in classroom instruction (3.26),
teachers incorporate Islamic values and principles into the
instructional practices (3.21) were all described as “Sometimes
Observed”. This means that these indicators were sometimes
observed in the teaching and learning process of the ISAL teachers.
Teaching Practices of ISAL Teachers in Terms of Lesson
Planning
terms of lesson planning in public elementary schools in Datu
Piang, Maguindanao Del Sur.
57
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Table 12. The Teaching Practices of ISAL Teachers in Terms of

Lesson Planning
Indicators Mean
Interpretation
1. Lesson objectives align with Islamic 2.76 Sometimes

teaching. Observed
2. Objectives are clearly stated and 2.97 Sometimes

understood by the students. Observed
3. The lesson plan integrates Islamic 3.24 Sometimes

values and principles. Observed
4. Ethical considerations are emphasized 3.39 Sometimes

throughout the lesson. Observed
5. The lesson plan includes an 3.21 Sometimes

introduction, main activities, and Observed
conclusion.
________________________________________
Mean 3.11Sometimes
Observed
__________________________________________________________________
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Legend:
Weighted Mean Adjectival Meaning
Shown in Table 12 are the teaching practices of ISAL teachers
in terms of lesson planning in public elementary schools in Datu
Piang, Maguindanao Del Sur. Data revealed that the indicator,
“ethical considerations are emphasized throughout the lesson” has
the highest mean of 3.39, which can be described as “Sometimes
Observed” while the indicator “lesson objectives align with Islamic
teaching” has the lowest mean of 2.76, which can also be described
as “Sometimes Observed”. This means that in terms of lesson
planning, the ISAL teachers were emphasizing ethical
considerations that are aligned with Islamic values in their day-to-
day activities as teachers.
Teaching Practices of ISAL Teachers in Terms of Classroom

Management
terms of classroom management in public elementary schools in
Datu Piang, Maguindanao Del Sur.
59
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Classroom Management
Indicators Mean
Interpretation
1. The teacher effectively maintains a 3.29 Sometimes

positive and respectful classroom Observed
environment.
2. Islamic values are integrated 3.27 Sometimes
seamlessly into classroom management Observed
strategies.
3. The teacher handles disciplinary 3.18 Sometimes

issues consistently and fairly. Observed
4. The classroom rules are 2.92 Sometimes

communicated and understood by Observed
students.
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5. The teacher encourages active student 2.82 Sometimes

participation and engagement. Observed
________________________________________
Mean 3.09
Sometimes
Observed
__________________________________________________________________
Legend:
in terms of classroom management in public elementary schools in
Datu Piang, Maguindanao Del Sur. As shown, Indicator 1 says, “the
teacher effectively maintains a positive and respectful classroom
environment” and has the highest mean of 3.29, which can be
described as “Sometimes Observed”. It is followed by Indicator 2
which states that “Islamic values are integrated seamlessly into
classroom management strategies” with a mean of 3.27 and can
also be described as “Sometimes Observed”. Indicator 3 that says
“The teacher handles disciplinary issues consistently and fairly”
comes next with a mean of 3.18, which can be described as
“Sometimes Observed”. Furthermore, this is followed by Indicator 4
which says “The classroom rules are communicated and
understood by students” which has a rating of 2.92, which can be
described as “Sometimes Observed”. Finally, Indicator 5 which
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states that “The teacher encourages active student participation
and engagement” has the lowest mean of 2.82, which can also be
described as “Sometimes Observed”. This means that all these
indicators of classroom management were sometimes applied by the
ISAL teachers in their daily teaching and learning activities.
Teaching Practices of ISAL Teachers in Terms of Resource

Management
terms of resource management of public elementary schools in

Resource Management
Indicators Mean
Interpretation
1. The teacher effectively utilizes 2.87 Sometimes
instructional material to enhance Observed
learning.
2. Islamic resources, such as Qur’anic 3.26 Sometimes

materials and Islamic literature, are Observed
integrated into the lesson.
3. The teacher efficiently organizes and 3.24 Sometimes

manages classroom resources. Observed
4. Resources are distributed equitably 2.87 Sometimes
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GRADUATE STUDIES
among students. Observed
5. The teacher creatively adapts 3.24 Sometimes

resources to meet diverse learning Observed
needs.
__________________________________________
Mean 3.09
Sometimes
observed
__________________________________________________________________
Legend:
Table 14 shows the teaching practices of ISAL teachers in
terms of resource management in public elementary schools in
Datu Piang, Maguindanao Del Sur. As shown, the overall mean of
3.09. which is described as ‘Sometimes Observed” reveals that the
indicators for resource management were only practiced sometimes
by the ISAL teachers. This means that they are not doing it most of
the time, especially in the utilization of instructional materials to
enhance learning.
Teaching Practices of ISAL Teachers in Terms of Assessment

and Evaluation
terms of assessment and evaluation in public elementary schools in
Table 15. The Teaching Practices of ISAL Teachers in

Terms of Assessment and Evaluation
63
GRADUATE STUDIES
Indicators Mean
Interpretation
1. The teacher provides clear 3.29 Sometimes

assessment criteria for assignments and Observed
exams.
2. Islamic values are integrated into the 3.03 Sometimes
assessment method used by the teacher. Observed
3. Assessments effectively measure 3.16 Sometimes

students’ understanding of Islamic Observed
concepts.
4. Feedback on assessments is 2.97 Sometimes
constructive and helps students Observed
improve.
5. The teacher uses a variety of 2.89 Sometimes
assessment methods to cater to different Observed
learning styles.
________________________________________
Mean 3.06
Sometimes
Observed
__________________________________________________________________
Legend:
Data in Table 15 reveal that the overall mean of the indicators
for assessment and evaluation is 3.06, which can be described as
“Sometime Observed”. This means that in terms of teaching
practices, these stated indicators were only observed a few times in
the daily activities of the ISAL teachers in public elementary schools
in Maguindano Del Sur, particularly in the practice of using a
64
GRADUATE STUDIES
variety of assessment methods to cater to the different learning
styles of the learners which garnered the lowest mean.
Teaching Practices of ISAL Teachers in Terms of Technology

Integration
terms of technology integration in public elementary schools in
Table 16. The Teaching Practices of ISAL Teachers in Terms Of

Technology Integration
Indicators Mean
Interpretation
1. The teacher effectively integrates 2.47 Less

technology tools to enhance Islamic Observed
lessons.
2. Islamic educational software and apps 2.50 Less
are used appropriately in the classroom. Observed
65
GRADUATE STUDIES
3. The teacher encourages students to 2.68 Sometimes

use technology for research related to Observed
Islamic studies.
4. Technology is employed to facilitate 2.61 Sometimes
collaborative learning among students. Observed
5. The teacher effectively navigates 2.53 Sometimes

online resources to enrich Islamic Observed
lessons.
________________________________________
Mean 2.55
Sometimes
Observed
________________________________________________________________
Legend:
in terms of technology integration in public elementary schools in
Datu Piang, Maguindanao Del Sur. It can be noted that Indicator 1
“The teacher effectively integrates technology tools to enhance
Islamic lessons” (2.47) and Indicator 2 “Islamic educational
software and apps are used appropriately in the classroom” (2.50)
have the lowest means which can both be described as “Less
Observed”. This means that in terms of using technology tools to
enhance learning in the classroom are less likely used by teachers.
On the other hand, Indicator 5 “The teacher effectively navigates
online resources to enrich Islamic lessons” (2.53), Indicator 4
“Technology is employed to facilitate collaborative learning among
66
GRADUATE STUDIES
students” (2.61), and Indicator 3 “ The teacher encourages students
to use technology for research related to Islamic studies” (2.68) were
described to be “Sometimes Observed”. This means that the
teachers sometimes encourage the learners to use technology in
their teaching and learning activities to enrich their Islamic lessons.
Summary of the Teaching Practices of the ISAL Teachers
Table 17 presents the summary of the teaching practices of
the ISAL teachers. Their teaching practices were classified into six
(6) categories such as instruction, lesson planning, classroom
management, resource management, assessment and evaluation,
and technology integration.
Table 17. Summary of the Teaching Practices of the ISAL Teachers

Indicator Mean Verbal Description
Instruction 3.33 Sometimes Observed
Lesson Planning 3.11 Sometimes Observed
Classroom Management 3.09 Sometimes Observed
Resource Management 3.09 Sometimes Observed
Assessment and Evaluation 3.06 Sometimes Observed
Technology Integration 2.55 Sometimes Observed
Overall Mean 3.04 Sometimes Observed
Legend:
67
GRADUATE STUDIES
Table 17 presents the summary of the teaching practices of
the ISAL teachers in terms of instruction, lesson planning,
classroom management, resource management, assessment and
evaluation, and technology integration. As shown, instruction has
the highest mean of 3.33, followed by lesson planning with 3.11,
then classroom management and resource management with both
means of 3.09, then assessment and evaluation with a mean of
3.06, and technology integration with a mean of 2.55. The overall
mean of 3.04 can be described as “Sometimes Observed”. This
means that in terms of the teaching practices of the ISAL teachers,
they were not observing the given indicators all the time.
Challenges Encountered by the ISAL Teachers
Table 18 below illustrates the challenges encountered by the
ISAL teachers in public elementary schools in Datu Piang,
Table 18. Challenges Encountered by ISAL Teachers
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GRADUATE STUDIES
Indicators Mean
Interpretation
1. Integrating technology into the Islamic 3.63 Highly

lessons. Challenged
2. Managing classroom behavior 3.53 Highly
consistent with Islamic principles. Challenged
3. Finding and using appropriate Islamic 3.79 Highly

teaching resources. Challenged
4. Assessing and evaluating students 3.71 Highly
using Islamic concepts. Challenged
5. Aligning instructional methods with 3.68 Highly

diverse learning styles. Challenged
6. Managing and organizing classroom 3.45 Moderately
resources efficiently. Challenged
7. Maintaining a positive and inclusive 3.76 Highly
learning environment in line with Islamic Challenged
values.
8. Balancing workload and maintaining 3.50 Moderately
job satisfaction. Challenged
_______________________________________
Mean 3.63
Highly
Challenged
__________________________________________________________________
Legend: Mean Adjectival Meaning
4.51-5.00 Very Highly Challenged
3.51-4.50 Highly Challenged
2.51-3.50 Moderately Challenged
1.51-2.50 Slightly Challenged
1.00-1.50 Less Challenged
As shown in Table 18, the challenges encountered by the
ISAL teachers in public elementary schools in Datu Piang,
Maguindanao Del Sur are the following: Finding and using
appropriate Islamic teaching resources (3.79), maintaining a
69
GRADUATE STUDIES
positive and inclusive learning environment in line with Islamic
values (3.76), assessing and evaluating students using Islamic
concepts (3.71), aligning instructional methods with diverse
learning styles (3.68), integrating technology into the Islamic
lessons (3.63), managing classroom behavior consistent with
Islamic principles (3.53), balancing workload and maintaining job
satisfaction (3.50), and managing and organizing classroom
resources efficiently (3.45). The overall mean of 3.65, which can be
described as “Highly Challenged” reveals that the respondents were
highly challenged in their day-to-day lives as ISAL teachers.
Suggestions and Recommendations to Improve the Teaching

Performance of ISAL Teachers
Table 19 shows the suggestions and recommendations to
improve the teaching performance of ISAL teachers in public
elementary schools in Datu Piang, Maguindanao Del Sur.
Table 19. Suggestions to Improve the Implementation of ISAL

in Public Elementary Schools in Datu Piang,
Maguindanao Del Sur
______________________________________________________________
Suggestions Rank
__________________________________________________________________
1. More trainings and seminars 1
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GRADUATE STUDIES
2. Salary Increase 2
3. Reward and Incentives 3
4. Improvement of Instruction and

Supervision 4
5. Conducive Workplace 5
___________________________________________________________
The suggestions and recommendations to improve the
teaching performance of ISAL teachers are shown in Table 19. First,
training and seminars to equip ISAL teachers with sufficient
knowledge conduct training and seminars for teachers on teaching
pedagogies and to equip them with knowledge and skills in using
technology as we are in the digital era and technologies to integrate
into teaching. It also helps to be updated in modern instructional
devices.
Second, salary increases can motivate teachers to perform
better and feel more satisfied in their profession. It can serve as
recognition for their hard work, dedication, and the important role
they play in shaping the future.
Third, rewards and incentives can serve as motivators for
teachers to perform at their best. When teachers are recognized and
rewarded for their accomplishments, it can boost their morale, job
satisfaction, and overall motivation to excel in their profession.
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GRADUATE STUDIES
Fourth, improvement of instruction and supervision
instructional leaders and supervisors need to provide constructive
feedback, create a supportive environment, and offer professional
development opportunities that are tailored to the specific needs of
teachers. By investing in instruction and supervision, educational
institutions can empower teachers to deliver high-quality
instruction and positively impact student learning outcomes.
Fifth, a conducive workplace is an important institution to
prioritize creating and maintaining a conducive workplace for
teachers. This includes providing adequate resources, supportive
leadership, professional development opportunities, and a culture
that values and supports the well-being of teachers. By investing in
a conducive workplace, schools can create an environment that
promotes teacher effectiveness, job satisfaction, and ultimately
student success.
CHAPTER V
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SUMMARY OF FINDINGS, CONCLUSION, AND COMMENDATION
This chapter deals mainly with the summary of findings,

conclusion, and recommendations of the study.
Summary and Findings
The sense of quality and standard of education is strongly
associated with the quality and effectiveness of its teachers.
Utilizing the descriptive method of research, the main purpose of
this study was to determine job satisfaction and teaching practices
in public elementary schools in Datu Piang, Maguindanao Del Sur.
The gathered data were tallied, tabulated, and analyzed using

appropriate statistical tools. The major findings of the study are
summarized as follows.
1. On this age profile of the teachers as the respondent of this

study:
1.1 Fifty-eight percent (58%) or more than one-half (½) of the
respondents have ages ranging from 41 years old and above
while eighteen percent (18%) or more than one-fourth (¼) of
them were 19 years old or below. In addition, eleven percent (11)
or less than one-fourth (¼) of them were 26 to 30 years old. On
the other hand, five percent (5%) or less than (1/8) of them were
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GRADUATE STUDIES
the same 20 to 25 years old and 31 to 35 years old, while three
percent (3%) the smallest percentage were 36 to 40 years old.
1.2 Most of the teachers had ages ranging from 41 years old and
above.
2. On the sex profile of the respondents:
2.1 Sixty-one percent (61%) of the respondents were males while
thirty-nine (39%) were females.
2.2 Majority of the teachers were males.
3. On the civil status of the respondents:
3.1 Eighty-nine percent (89%) or more than three-fourths (¾) of
respondents were married eight percent (8%) or less than (¼)
were separated and three percent (3%) or less than (1/8) were
single.
3.2 Majority of the teachers who were respondents to this study
were married.
4. On the highest educational attainment of the respondents:
4.1 Sixty-one percent (61%) or more than (2/3) of the
respondents have the highest educational attainment of Tarbiyah
while twenty-four percent (24%) or more than (¼) were taken of
Dawah. On the other hand, eleven percent (11%), or (¼) of them
hold Arabic while five percent (5%), or less than (1/8) of them
hold Shariah.
74
GRADUATE STUDIES
4.2 Majority of the teachers were Tarbiyah holders.
5. On the level of job satisfaction of the ISAL teachers:
5.1 Job satisfaction in terms of management has a mean of
3.62, which can be interpreted as “satisfied”.
5.2 Job satisfaction in terms of supervision has a mean of
3.62,
which can be interpreted as “satisfied”.
5.3 Job satisfaction in terms of co-workers has a mean of
3.66,
which can be interpreted as “satisfied”.
5.4 Job satisfaction in terms of communication has a mean of
3.68, which can be interpreted as “satisfied”.
5.5 Job satisfaction in terms of salary has a mean of 3.49,
which can be interpreted as “neither satisfied nor
satisfied”.
6. On the teaching practices of the ISAL teachers:
6.1 Teaching practices in terms of instruction have a mean of
3.33, which can be interpreted as “sometimes observed”.
6.2 Teaching practices in terms of lesson planning of 3.11,
which can be interpreted as “sometimes observed”
6.3 Teaching practices in terms of classroom management
has a mean of 3.09, which can be interpreted as “sometimes
75
GRADUATE STUDIES
observed”.
6.4 Teaching practices in terms of resource management has
a mean of 3.09, which can be interpreted as “sometimes
observed”.
6.5 Teaching practices in terms of assessment and evaluation
observed”.
6.6 Teaching practices in terms of technology integration
observed”.
7. On the challenges encountered by the ISAL teachers:
7.1 On the challenges encountered by the ISAL teachers has
an overall mean of 3.63, which can be interpreted as “highly
challenged”.
8. Suggestions and Recommendations to Improve the Teaching

Suggestions and recommendations to improve the teaching
performance of ISAL teachers are the following: more training and
seminars, salary increase, rewards and incentives, improvement of
instruction and supervision, and the provision of a conducive
workplace.
76
GRADUATE STUDIES
Conclusion
Based on the findings, the following conclusions are hereby
formulated:
Most of the ISAL teachers in public elementary schools who
were respondents of the study were above 41 years old, the majority
were males. However, results showed that the male and female
teaching practices were at the same level.
The Different school administration may have their unique
approaches to motivating teachers based on their specific needs.
Consequently the ISAL teachers are a little satisfied with their
salaries and benefits.
Recommendation
Based on the conclusion, the following recommendations are
hereby proposed:
1. The school administration may encourage their teachers to
grow professionally through training and seminar.
2. The school administration may boast the interest of ISAL
teachers to perform duties and responsibilities in school.
3. School administration and teachers should work together or
listen to one another inputs so there is a smooth implementation of
the set objectives.
77
GRADUATE STUDIES
4. It is very important to be motivated in any activities for
teachers and the benefits of the whole administration in school.
5. The sense of quality and standards of education are strongly
associated with the quality and effectiveness of its ISAL teachers.
The MBHTE-BARMM may look at its implementation, especially on
teachers. The basis of its standard should be creatively developed,
not only conferring marginal scholarship but also offering just
inducement to everyone. There should also be an upgrading of the
quality of the teaching profession by increasing teacher incentives,
more frequent training especially during the deployment of a new
curriculum, and establishing better facilities for education in public
elementary schools in Datu Piang, Maguindanao Del Sur.
6.Further studies shall be conducted to validate the findings of
the study.
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GRADUATE STUDIES
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Appendix A
Documentations
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APPENDIX B
March 2, 2024
NORIE M. MAMALINTA, Al Haj
Schools Division Superintendent
Division of Maguindanao Del Sur
Shariff Aguak, Maguindanao Del Sur
Madam:
Assalamo Alaikum Warahmatullahi Wabarakatuho!
I am Johaira A. Alimudin a graduate student of Master of Arts Major in

Educational Management at Gani L. Abpi College, Inc. (GLACI), Buayan, Datu
Piang, Maguindanao Del Sur. I am conducting a research study titled, “Job
Satisfaction and Teaching Practices of Islamic Studies and Arabic Language
Teachers in Datu Piang, Maguindano Del Sur” as a partial requirement to
finish the said course.
I have selected twelve (12) respondent schools in your Division such as Datu
Gumbay Piang Central Elementary School, Masigay Elementary School,
Dado Elementary School, Duaminanga Elementary School, Montay
Elementary School, Balanaken Primary School, Kalipapa Elementary School,
Ambadao Primary School, Kanguan E. Uy Central Elementary School, Reina
Regente Elementary School, Lintukan Elementary School, Damabalas
Elementary School.
In this regard, may I request a favor I may be allowed to conduct my survey

questionnaire to the Islamic Studies and Arabic Language (ISAL) teachers of Datu
Piang, Maguindanao Del Sur who are the respondents of this study? Rest
assured that all data will be treated with utmost confidentiality and anonymity.
Thank you very much for being a part of the success of this great endeavor.
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GRADUATE STUDIES
March 2, 2024
AISA U. GANANG
District Supervisor
Datu Piang District I
Datu Piang, Maguindanao Del Sur
Madam:
I am a graduate student of Gani L. Abpi College, Incorporated

(GLACI) taking up a Master of Arts Major in Educational
Management (MAEd).
Presently, I am conducting a study titled: “Job Satisfaction and

Teaching Practices of Islamic Studies and Arabic Language
Teachers in Datu Piang, Maguindanao Del Sur” for my master’s
thesis.
Given this, I would like to ask permission from your office to allow
me to conduct my study through the distribution of a questionnaire
to obtain relevant data needed for the completion of my study.
Hoping for your benevolent and candid support in the context of

professional development.
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GRADUATE STUDIES
March 2, 2024
BAI SIRIKIT T. KAMAONG

District Supervisor
Datu Piang District II
Madam:
I am a graduate student of Gani L. Abpi College, Incorporated (GLACI)

taking up a Master of Arts Major in Educational Management (MAEd).
Presently, I am conducting a study titled: “Job Satisfaction and

Teaching Practices of Islamic Studies and Arabic Language Teachers
in Datu Piang, Maguindanao Del Sur” for my master’s thesis.
Given this, I would like to ask permission from your office to allow me to
conduct my study through the distribution of a questionnaire to obtain
relevant data needed for the completion of my study.
Hoping for your benevolent and candid support in the context of

professional development.
94
GRADUATE STUDIES
March 2, 2024
NORODIN M. PATIKAY
Principal
Rena Regente Elementary School
Sir:
The undersigned is conducting a study on “Job Satisfaction and

in Datu Piang, Maguindano Del Sur” in partial fulfillment of the Degree,
Master of Arts Major in Educational Management (MAED) at Gani L. Abpi
College, Incorporated (GLACI) situated at Brgy. Buayan, Datu Piang,
Maguindanao Del Sur. Your school is chosen as one of the venues of the
study.
She is then asking permission from your office to administer her

questionnaire to you as a school administrator and to your teachers.
Rest assured that your responses will treated with utmost confidentially
and will be used solely for this study.
Thank you very much
95
GRADUATE STUDIES
March 2, 2024
DAYANG S. KEMPAO AL-HADJA

Principal
Kanguang E. Uy Central Elementary School
Sir:

study.

Thank you very much
96
GRADUATE STUDIES
March 2, 2024
KAMIDON G. PATEKAY
Principal
Lintukan Elementary School
Sir:

study.

Thank you very much
97
GRADUATE STUDIES
March 2, 2024
MRS. ELVIE MASUKAT

Principal
Montay Elementary School
Sir:

study.

Thank you very much
98
GRADUATE STUDIES
March 2, 2024
EBRAHIM U. TATUANG
Principal
Dado Elementary School
Sir:

study.

Thank you very much
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GRADUATE STUDIES
March 2, 2024
SAUDA S. USMAN
Principal
Ambadao Elementary School
Sir:

study.

Thank you very much
100
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March 2, 2024
BAINA D. URAG
Principal
Kalipapa Primary School
Sir:

study.

Thank you very much
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March 2, 2024
ROHAINIE A. AKMAD
Principal
Masigay Elementary School
Sir:

study.

Thank you very much
102
GRADUATE STUDIES
March 2, 2024
MR. MAMA C. PALAO

Principal
Datu Gumbay Piang Central Elementary School
Sir:

study.

Thank you very much
103
GRADUATE STUDIES
March 2, 2024
NORMINA A. ABDULLAH
Principal
Balanaken Primary School
Sir:

study.

104
GRADUATE STUDIES
March 2, 2024
TENG D. SUMAPAL
Principal
Dalambas Elementary School
Sir:

study.

Thank you very much
105
GRADUATE STUDIES
APPENDIX C
Dear Respondents
I am happy to inform you that you are hereby selected

as respondents of this study entitled: “Job Satisfaction and
Teaching Practices of Islamic Studies and Arabic Language
Teachers in Datu Piang Maguindanao”. The main objective of this
study is to determine the Job Satisfaction and Teaching Practices of
Islamic Studies and Arabic Language Teachers in Datu Piang
Maguindanao. The result of this study will be the basis of a
teacher's improvement and strategies to help learners study more.
Your active participation during the whole duration of

the study will contribute much to the success of this endeavor. Rest
assured that your answers are purely for research purposes and
will be treated with utmost confidentiality and anonymity.
Thank you!!
Johaira A. Alimudin
Researcher
106
GRADUATE STUDIES
APPENDIX D
QUESTIONNAIRE
Part I- PROFILE OF THE RESPONDENTS
Please provide the following demographic information for analysis
purposes. (Please check the corresponding box of your answer.)
Age:
_____19 below
_____20- 25 years old
_____26- 30 years old
_____31- 35 years old
_____36- 40 years old
_____41 years and above
Sex:
_____Male
_____Female
Civil Status:
_____Single
_____Married
_____Separated
_____Widow/Widower
Highest Educational Attainment:

_____Arabic
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GRADUATE STUDIES
_____Shariah
_____Tarbiyah
_____Dawah
Part II- LEVEL OF JOB SATISFACTION

Directions:
Please answer the questionnaire honestly by ticking () the
appropriate boxes as to your perception of the level of job
satisfaction.
Legend:
5 - Very Satisfied
4-Satisfied
3-Neither Satisfied nor Dissatisfied
2- Dissatisfied
1- Very Dissatisfied
Management 1 2 3 4 5
6. 1.There is effective communication
between the management and ISAL
teachers
7. 2.I am satisfied with the level of support
management.
8. 3.The management provides a conducive

and respectful work environment for ISAL
teachers.
9. 4. I am satisfied with the management

decision-making process regarding
curriculum and teaching materials.
5. I am satisfied with the management's

recognition and appreciation of the efforts
and contributions of ISAL teachers.
________________________________
Supervision
6. 1. I am satisfied with the frequency and
108
GRADUATE STUDIES
quality of supervision provided by the

7. 2. I am satisfied with the level of support

and guidance provided by the immediate
supervisor.
8. 3. There is an observe effective feedback
and constructive criticism provided by the
9. 4. I am satisfied with the level of trust and

professionalism displayed by my co-
workers.
5. There is an observed availability and
accessibility of an immediate supervisor
for addressing concerns and queries.
_________________________________
Co-Workers
6. 1. There is cooperation and teamwork

among my co-workers.
and collaboration I receive from my co-
workers.
8. 3. There is an effective form of
communication and information shared
with my co-workers.
9. 4. I am satisfied with the level of respect
and professionalism displayed by my co-
workers.
5. There is collaboration and support in
addressing challenges and solving
problems with my co-workers.
________________________________
Communication
6. 1.There is observed effective
communication between the management
and ISAL teachers.
7. 2. I am satisfied with the clarity and

frequency of communication from the
management regarding policies,
procedures, and expectations.
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GRADUATE STUDIES
8. 3. There is effective communication

between ISAL teachers and students.
management in improving my
communication skills as an ISAL teacher.
5. There is effective communication

among ISAL teachers within the school or
institution.
____________________________________
Salary
6. 1. I am satisfied with my current salary as

an ISAL Teacher.
7. 2. There is transparency and fairness in
the salary structure within my institution.
8. 3. I am satisfied with the salary increment
and promotion opportunities provided by
my institution.
9. 4. My salary is competitive enough

compared to similar positions in other
institutions.
5. I am satisfied with the benefits and
allowance provided in addition to your
salary as an ISAL teacher.
110
GRADUATE STUDIES
III- TEACHING PRACTICES OF ISAL TEACHERS

Directions:
The following items are the indication of Practices of ISAL teachers.
Based on the rating scales below, just write the corresponding
number in which you perceived teaching performance.
Rating Scales
1- Never Observed
2- Not Observed
3- Sometimes Observed
4- Observed
5- Always Observed
ITEMS 1 2 3 4 5
A. Instruction:
1. High level of integration of
Islamic values in the instructional
practices of your Islamic teacher.
2. Teachers incorporate Islamic
values and principles into the
instructional practices.
3. Teachers use the Qur’an as a
source of guidance and reference
in classroom instruction.
4. Teachers encourage
collaboration and group work
among students from diverse
backgrounds.
5. immediate superiors are
satisfied with the instructional
practices of ISAL teachers.
B. Lesson Planning
111
GRADUATE STUDIES
1. Lesson objectives align with

Islamic teaching.
2. Objectives are clearly stated
and understood by the students.
3. The lesson plan integrates
Islamic values and principles.
4. Ethical considerations are
emphasized throughout the
lesson.
5. The lesson plan includes an
introduction, main activities, and
conclusion.
C. Classroom Management
1. The teacher effectively
maintains a positive and
respectful classroom
environment.
2. Islamic values are integrated
seamlessly into classroom
management strategies.
3. The teacher handles
disciplinary issues consistently
and fairly.
4. The classroom rules are
communicated and understood by
students.
5. The teacher encourages active
student participation and
engagement.
D. Resource Management
1. The teacher effectively utilizes
instructional material to enhance
learning.
112
GRADUATE STUDIES
2. Islamic resources, such as

Qur’anic materials and Islamic
literature, are integrated into the
lesson.
3. The teacher efficiently
organizes and manages classroom
resources.
4. Resources are distributed
equitably among students.
5. The teacher creatively adapts
resources to meet diverse learning
needs.
E. Assessment and Evaluation
1. The teacher provides clear
assessment criteria for
assignments and exams.
2. Islamic Values are integrated
into the assessment method used
by the teacher.
3. Assessments effectively
measure students’ understanding
of Islamic concepts.
4. Feedback on assessments is
constructive and helps students
improve.
5. The teacher uses a variety of
assessment methods to cater to
different learning styles.
F. Technology Integration
integrates technology tools to
enhance Islamic lessons.
2. Islamic educational software
and apps are used appropriately
113
GRADUATE STUDIES
in the classroom.
3. The teacher encourages
students to use technology for
research related to Islamic
studies.
4. Technology is employed to
facilitate collaborative learning
among students.
navigates online resources to
enrich Islamic lessons.
114
GRADUATE STUDIES
IV- CHALLENGES ENCOUNTERED BY THE ISAL TEACHERS

Directions:
The following items, respondents can rate their level of agreement
on a scale from 1 to 5:
Rating Scales
1 - Not Challenged
2 - Slightly Challenged
3 - Moderately Challenged
4 - Challenged
5 - Very Challenged
ITEMS 1 2 3 4 5
1. Difficulties in integrating technology into
your Islamic lessons.
2. Difficulties in managing classroom
behavior consistent with Islamic principles.
3. Difficulties encountered challenges in
finding and using appropriate Islamic
teaching resources.
4. Difficulties in effectively assessing and
evaluating students of Islamic concepts.
5. Difficulties aligning your instructional
methods with diverse learning styles.
6. Difficulties in managing and organizing
classroom resources efficiently.
7. Difficulties in maintaining a positive and
inclusive learning environment in line with
Islamic values.
8. Difficulties in balancing workload and
maintaining job satisfaction.
115
GRADUATE STUDIES
Suggestions and Recommendations to Improve the Teaching

Direction: Please check the box that corresponds to your answer for
suggestions and recommendations to improve the teaching
performance.
________1. More trainings and seminars
________2. Salary Increase
________3. Reward and Incentives
________4. Improvement of Instruction and

Supervision
________5. Conducive Workplace

________6. Positive Environment
________7. Technology Orientation
________8. Minimize Workload
________9. Provide updated syllables and modules
________10. Professional Development
Sukran!
116
GRADUATE STUDIES
APPENDIX E
CERTIFICATION
This is to certify that the undersigned has received a close

thesis of JOHAIRA A. ALIMUDIN, LPT, a Master of Arts in
Education Major in Educational Management student, as to the
content, organization, mechanics, and format for its improvement.
This certification is issued as a requirement for her master's

thesis final printing and binding.
Issued this 18th day of May, 2024 at Gani L. Abpi College,

Incorporated, Buayan Datu Piang, Maguindanao.
PANGI P. BALUBUGAN, PH.D

Critic Reader
117
GRADUATE STUDIES
APPENDIX F
CERTIFICATION
This is to certify that the undersigned has received a close

thesis of JOHAIRA A. ALIMUDIN, LPT, a Master of Arts in
Education Major in Educational Management student, as to the
appropriate statistical tools and techniques for its improvement.
This certification is issued as a requirement for her master's

thesis final printing and binding.
Issued this 18th day of May 2024 at Gani L. Abpi College,

Incorporated, Buayan Datu Piang, Maguindanao.
BAIPINA M. BALUBUGAN, PhD

Statistician
118
GRADUATE STUDIES
APPENDIX G
APPLICATION FOR FINAL PRINTING AND BINDING
MAY 18, 2024
FELINO M. MANIPOL, PhD
Dean of Graduates Studies
Gani L. Abpi College Incorporated
Sir:
The undersigned would like to apply for the FINAL PRINTING
AND BINDING of the thesis which was successfully defended on
April 20, 2024, at Gani L. Abpi College Incorporated.
Likewise, the advisory Committee approved the final draft as
they affixed their respective signature as shown below.
Thank you very much.
Very truly yours,
JOHAIRA A. ALIMUDIN
MAED Student
PANGI P. BALUBUGAN, PhD BAIPINA M. BALUBUGAN, PhD

Critic Reader Thesis Adviser
IMELDA OLIVEROS, PhD ALIBAI B. ALIK, PhD

Member, Advisory Commitee Member, Advisory Committee
Dr. MARJUNI M. MADDI

Director, MBHTE
Recommending Approval:
Member, Advisory Committee
JOCELYN “RAIZA” A. ISMAEL, AL-HADJA
MAED Program Committee
Approved by
119
GRADUATE STUDIES
FELINO M. MANIPOL, PhD
APPENDIX H
CURRICULUM VITAE
Personal Data:
Name : JOHAIRA ABDULLAH ALIMUDIN

Birthdate : October 27, 1991
Place of Birth : Labulabu, Shariff Aguak Maguindanao
Del Sur
Age : 32 years old
Home Address : Poblacion, Datu Piang Maguindanao Del
Sur
Educational Background:
Elementary : Labulabu Elementary School

: Labulabu, Maguindanao Del Sur
: 2003-2004
Secondary : Esperanza National High School
: Esperanza Sultan Kudarat
: 2007-2008
Tertiary : Gani L. Abpi College, Incorporated
: Formerly Central Maguindanao Institute
: Buayan, Datu Piang, Maguindanao
Degree : Bachelor in Elementary Education
: 2012-2013
120
GRADUATE STUDIES
Graduate Studies : Gani L. Abpi College, Incorporated

: Buayan, Datu Piang, Maguindanao Del
Sur
Course : Master of Arts in Education
Major : Educational Management
: 2023-2024
Occupational Background:
2013-present : Gani L. Abpi College, Incorporated

: Elementary Training Department-Main
Campus
: Buayan, Datu Piang, Maguindanao
Del Sur
121
GRADUATE STUDIES
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Formerly: Central Maguindanao Institute

GANI L. ABPI COLLEGE, INC.

Background of the Study

In human society, the most basic job is education, and the

person. It is according to this definition that prophets are called

human teachers. Parents and other family members also have a

teacher role compared to the younger ones. But in naming the

educating our children from childhood and primary education to youth

and higher education.

Job satisfaction plays an essential role in the overall

commitment and productivity of the school organization. The teachers’

job satisfaction significantly influenced their commitment to the

committed to working in the organization. The more the employers are

the organization. The satisfied and happy feeling of the teachers

towards the organization affects the overall process of carrying their

job, thus, contributing to the school's success as a whole. Recent

studies (Frederick Herzberg) theorized that employee satisfaction has

two dimensions: “hygiene” and motivation. Hygiene issues, such as

salary and supervision, decrease employees’ dissatisfaction with the

work environment. Motivators, such as recognition and achievement,

make workers more productive, creative, and committed.

Any achievement or performance of an individual stems

always from motivation. Thus an administrator first of all should

stress keeping on top of what is happening with his or her

subordinates. Performance, in turn, is seen as heading to intrinsic and

extrinsic rewards, as tempered by what the individual sees as

equitable, which leads to satisfaction but performance also influences

Different authors theorized that human nature is based on

needs, whether consciously or subconsciously felt. An Administrator

gets things done with and through people. To be an effective

administrator, he must have an understanding of needs and

motivation. Motivation is the feeling or factor that drives a person

toward achieving a particular objective. Stated differently, motivation

is what causes people to act, to perform, and to want to do something

but before a need will motivate, however it must be recognized as a

and action designed to accomplish relief.

In the same vein contention, Vroom (2015) has another

approach to explaining motivation. He holds that people will be

motivated to do things to reach a goal if they believe in the worth of

Porter and Lamlu (2016) support such an idea by stating that

the amount of effort the strength of motivation and energy exerted

depends on the value of a reward plus the amount of energy a person

believes is required and the probability of receiving the reward. The

perceived effort and probability of actually getting a reward are in turn,

also influenced by the record of actual performance.

Statement of the Problem

Generally, this study aimed to determine the job satisfaction

and teaching practices of Islamic Studies and Arabic Language (ISAL)

teachers in public elementary schools in Datu Piang, Maguindanao Del

Specifically, this research study was designed to answer the

1. What is the demographic profile of the ISAL teachers as respondents of

this study, in terms of:

1.3 civil status; and,

1.4 highest educational attainment?

2. What is the level of job satisfaction of the respondents, in terms of:

2.4 communication; and,

3. What are the teaching practices of ISAL teachers in terms of:

3.2 lesson planning;

3.3 classroom management;