Influence of Technological Competence and Organizational Skills to Job Satisfaction among Teacher Coordinators in Selected Schools

In the Philippines, overworked teachers prioritize non-teaching tasks over student learning, leading to poor teaching performance and job satisfaction. The purpose of this study was to investigate how teacher coordinators' job satisfaction was influenced by their organizational skills and technological competence. Descriptive-correlational quantitative research design with regression analysis was used in the study which involved 140 teacher coordinators from 21 selected public elementary schools in the district of Carmen in the Division of Davao del Norte. A random sampling technique was used to choose the study's respondents. The data was analyzed using regression analysis, mean, and Pearson-r. The findings showed that there is a very high level of technological competence with overall mean of 4.214(SD=0.525), a high level of organizational skills with overall mean of 4.18(SD=0.392), and a very high level of job satisfaction among teacher coordinators with an overall mean of 4.273(SD=0.495). Furthermore, the correlation between technological competence and job satisfaction is determined to be 0.388*, which is significant at 0.05 and organizational skills and job satisfaction have an r-value of 0.717*, which is significant at 0.05. Indicating a strong link between technological competence and organizational skills and job satisfaction. However, the regression analysis revealed technological competence has a probability of 0.893 was higher than the significance level of 0.05 and organizational skills has a beta of 0.712* and a corresponding p-value of 0.001, this implies that the technological competence does not significantly influence job satisfaction while organizational skills significantly influence the job satisfaction of teacher coordinators. Extraversion, decision making, fixed vs. growth, and job performance were revealed as the domains of organizational skills that influence job satisfaction. This suggests that educational policymakers, school heads and teacher coordinators can work together to escalate.