TEACHING Autonomy and Emotional Functioning as Predictors of Physical Education Teacher Job SATISFACTION

Abstract

This study aimed to examine the extent to which autonomy and emotional functioning predict the job satisfaction of junior high school physical education teachers. A descriptive-correlational design was used for a quantitative study focused on private school PE teachers in Bislig City, Surigao del Sur, using complete enumeration. Data were collected using adapted research instruments that were validated by a panel of experts and subjected to reliability testing.  The mean, standard deviation, Pearson product-moment correlation, and multiple regression were used for data analysis. Based on the findings, the levels of teaching autonomy, emotional functioning, and job satisfaction were all high. Emotional functioning showed a significant positive relationship with job satisfaction, while teaching autonomy showed an insignificant negative correlation.