MOTIVATION AND JOB SATISFACTION AMONG FACULTY OF NEGROS ORIENTAL STATE UNIVERSITY

This study examined faculty motivation and job satisfaction at Negros Oriental State University, investigating their relationship with socio-demographic factors to ensure quality education and meet accreditation requirements. Faculty motivation is essential in shaping future generations, yet studies indicate that educators in developing countries face low job satisfaction due to various challenges (Michaelowa, 2002). Employee satisfaction significantly impacts faculty retention, productivity, and overall institutional success (Tack & Patitu, 1992). A descriptive survey research design was employed to gather data through a structured questionnaire. The study involved regular faculty members and employed purposive sampling. The questionnaire assessed socio-demographic characteristics, motivation, and job satisfaction. The researcher adapted this study from the Teacher Motivation Questionnaire developed by the Iwate Chapter of the Japan Association of Language Teachers. At the same time, the researcher derived the job satisfaction measures from the Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP) Area II Faculty Instrument. Responses were analyzed using weighted mean, standard deviation, and ordinal logistic regression. The findings indicate that faculty motivation influences recognition, job security, and professional development opportunities. Job satisfaction is associated with workload, salary, benefits, faculty development, and institutional culture. Results show a significant correlation between faculty motivation and job satisfaction, aligning with previous studies (Yaya et al., 2016; Khan & Parveen, 2014). Younger faculty members demonstrated stronger motivation when presented with career opportunities. The study emphasized the significance of cultivating a supportive work environment to boost faculty motivation and job satisfaction, ultimately enhancing institutional performance and enriching student learning outcomes.