Multigrade Teaching Work Tasks and Conditions as Correlates of Teachers’ Job Performance And Satisfaction

Aim: This study aimed to examine the significant relationships between multigrade teaching work tasks, working conditions, and teachers' job performance and satisfaction.Methodology: A descriptive-correlational research design was employed, using a semi-structured survey questionnaire.Descriptive statistics such as the mean and standard deviation were used to describe respondents' teaching work tasks, working conditions, job performance, and job satisfaction in multigrade schools.Pearson's product-moment correlation coefficient was applied to determine significant relationships between the independent and dependent variables.Results: Findings revealed significant relationships between multigrade teachers' job performance and both their teaching work tasks and working conditions.Conclusion: While teachers' profiles and working conditions showed no significant direct influence on job satisfaction, specific multigrade teaching work tasks exerted a strong and meaningful impact on job performance.Strengthening teachers' competencies in core tasks-such as lesson planning, development of instructional materials, lesson delivery, and learner assessment-can enhance both performance and satisfaction.Providing targeted support in these areas is vital for ensuring quality education and retaining motivated teachers in multigrade settings.