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Thus, the School Administrators are expected by their teachers to possess adequate knowledge and skills to make teaching-learning process more effective. They appreciate their teachers and believe in their capabilities and they are also interested in the varied characteristics and potentials of each pupil. It is also expected that the School Administrators perform very well their professional obligation such as giving information about the instructional program which is the most important thrust. They are also expected to be well-versed in supervisory proficiency which includes in the preparation of supervisory plan to check the teachers methods and strategies and give feedback to teachers for improvement; conducts in-service trainings to the teachers to improve their teaching skills. Most of all, they are expected to be true and sincere in their leadership proficiency by setting performance targets to everyone in school. Thus, in the words of Edwards (2005) it does not mean that proficient administrators are superhuman leaders with extra ordinary powers. It is believed that committed principals in schools can learn to become proficient-they can start acquiring knowledge and skills required to move underperforming schools to remarkably improved results. On the other hand, the teachers can work best when they feel they are satisfied in what they are doing. Job satisfaction then is also important especially for teachers .It may be the work itself which make them satisfied and happy; it might be the work environment or the salary, etc. or the way the Administrator is dealing with them as an instructional leader. However, what could happen if the teachers are working in the hinterlands or in far flung areas; where transportation is scarce and the road is sometimes too rocky and too rough, or worst, there is no road for vehicles. Will the teachers attest that they are satisfied if time is not flexible enough and they are marked

late or absent when some force majeure prevent them from arriving to school on time.; or the school is not conducive to effective teaching-learning process because there are no instructional materials, the pupils are too poor to provide for themselves; or the pupils are not healthy; or the supervisors can hardly reach their school for a visit to look at their situation or know their needs and problems; or where their opportunity for job promotion is not likely because of lack of prepare evaluation; where the opportunity to use their creative skills and abilities are not possible and where support for training is
absent? This is the main reason why this study is conducted. The researcher had been assigned in the

hinterlands for the past 7 years and she is interested to find out the inner feelings of the teachers as they rate their School Administrators proficiency and how it affects their job satisfaction as teachers.

Theoretical Framework This study used some theories which provided a strong framework such as Herzbergs Two Factor Theory as cited by Payos (2010) ; Affect Theory of Edwin Locke as cited by Newstrom (2008) ; Likert, McGregor and Argyris (2000) for Job Satisfaction. It also took into consideration the Education act of 1982 and the appraisal Model of Danielson as cited by Abba (2003). HerzbergsTwo-Factor Theory as cited by Payos (2010) specifies that there are two factors that could satisfy and dissatisfy employee in his job. The first factor is the motivational factors that would encourage an employee to have a better work performance and as a result, attain satisfaction. These factors can include promotion,

bonuses and public recognition. The second factor is the hygiene factors , employees enjoy their job in terms of extrinsic benefits. It includes the supervision, administration, inter-personal relations, and working conditions. The Affect Theory of Edwin A. Locke as cited by Newstrom states that a

persons job satisfaction can depend on two factors: the expectation he has for a job and the actual things that he is going to get in that job. The lesser the gap between the two, the more chances he is satisfied. In addition Likert, McGregor and Argyris (2000) developed the Human Resource Model, proposes that individual processes are very important to the success of any organization. It proposes that the individual is the most important and the central consideration for maximizing the success of the organization. For the Administrators Proficiency the researcher used the Education Act of 1982 which provides that every school administrator shall perform his duties to the school by discharging his responsibilities in accordance with the philosophy, goals and objectives of the school, be accountable for the efficient and effective administration and management of the school, develop and maintain harmonious and progressive school personnel relationship. This study also took reference on the Appraisal Model to enhance school principals performance by Danielson as cited by Abba (2003) and Disomimba (2011). This model includes five major domains of responsibilities and expectations: It includes Preparation and Learning experiences of the Administrators; Professional Obligations; Supervisory proficiency; Leadership Proficiency; and

Resource Management proficiency.

Conceptual Framework Variables in the study were categorized into independent and dependent variables. The independent variables of this study were the following: age, educational qualification, and number of years in the present station, distance of station from residence, position title and competencies. Age ,educational qualification, number of years in teaching in the present station, distance of station from residence, position title and personal and social competencies of teachers are included. Another group of independent variables is the administrators proficiency which includes preparation and experience, professional obligations, supervisory proficiencies, leadership proficiency and management proficiency. The dependent variables of this study is the level of job satisfaction of the teachers in the hinterland which includes (a) General Working Condition which includes hours of worked each week, flexibility in scheduling, location of work, and amount paid for vacation time/sick leave offered;(b) Pay and Promotion Potential includes the salary, opportunities for promotion, benefits (health insurance, life insurance), job security, recognition for work accomplished;(c) Work Relationship includes relationship with coworkers, relationship with your supervisors, relationship with your subordinates (if any);(d) Use of Skills and Abilities includes opportunity to utilize your skills and abilities, opportunity to learn new skills, support for additional training and education;(e) Work Activities includes variety of job responsibilities, degree of independence associated with your roles and adequate of opportunity for change in duties. After relationships

between the independent and dependent variables were established, an enhancement program was proposed.

Independent Variables

Dependent Variables

Outcomes

Profile of the Teachers Respondents Age Educational Qualification

Number of years in teaching in the present station

Distance of station from the residence Position Title Competencies

JOB SATISFACTION General Working Conditions Pay and Promotion Potential Work Relationships Use of Skills and Abilities Work Activities

PROPOSED

ENHANCEMENT

( Personal and Social )

School Principals/ Administrators Proficiency Preparation and learning experiences Professional Obligation Supervisory Proficiency Leadership Proficiency Resources Management Proficiency

PROGRAM

Figure1. Schematic Diagram of the Study.

Statement of the Problem This present study attempted to determine the Administrators Proficiency and Job Satisfaction of Teachers in the Hinterland Public Elementary Schools of Iligan City Division: Basis for Enhancement Program. Specifically, it answered the following queries: 1) What is the profile of the teacher respondents in terms of their: 1.1 age 1.2 educational qualification 1.3 number of years in the present station 1.4 distance of station from residence 1.5 position title 1.6 competencies? 2) What is the teachers rating on their school principals/administrators proficiency in terms of the following aspects; 2.1 preparation and experience 2.2 professional obligation 2.3 supervising proficiency 2.4 leadership proficiency 2.5 management proficiency? 3) What are the teachers rating of the level of their job satisfaction in terms of: 3.1 General Working Conditions; 3.2 Pay and Promotion Potential; 3.3 Work Relationships; 3.4 Use of Skills and Abilities; and 3.5 Work Activities?

4)

Is there a significant relationship between the teacher respondents profile

and their administrators proficiency? 5) Is there a significant relationship between the profile of the teachers

respondents and their job satisfaction? 6) Is there a significant relationship between their responses on the

principal/administrators proficiency and the level of job satisfaction of the teachers respondents? 7) What enhancement program can be produced to improve the level of the

satisfaction of the teachers and the level of the school principals/administrators proficiency? Null Hypotheses Ho1: There is no significant relationship between the respondents profile and their administrators proficiency. Ho2: There is no significant relationship between the profile of the teacher respondents and their level of job satisfaction. Ho3: There is no significant relationship between the administrators proficiency and the teachers level of job satisfaction. Scope and Limitations This present study was limited to the profile of the public elementary teachers who are assigned and stationed in the hinterland areas of the various Districts of the City Schools Division of Iligan City for S.Y 2012-2013. The profile consists of the teachers age , educational qualification, number of years in teaching in the present station, distance of station from residence, position title and their competencies.

This study also encountered problems especially in the floating and retrieving of the questionnaires due to the time constraints considering the distance and means of transportation in reaching the respondents. However the researcher was able to meet the teachers during In- Service Trainings and faculty meetings. Significance of the Study A thorough understanding of the levels of job satisfaction of hinterland public elementary school teachers and administrators proficiency in Division of Iligan City will be greatly beneficial to the following: Teacher. They will be enlightened with the empirical evidence as reference for them to develop improvement in their level of job satisfaction so that they will be effectively in their work ; School Administrators/Principals. The findings of the study will provide the school administrators including the officials of the Department of Education an assessment on the factors that will become the basis for developing improvement mechanism and intervention alternative to enhance teaching processes especially those in the hinterlands. They should also include the welfare of the teachers and their pupils; Pupils/Students. The pupils being the direct recipients of the well- satisfied teacher who will always do his/her best to make the students learn; Parents. The results will also provide the parents with objective assessments given the academic performance of their children in line with the proficient administrators and satisfied teachers with a teaching performance of the teacher;

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Local Government Officials. The results of the study will provide the local government in the barangay level, the present state of the schools in their respective barangays and this will become the logical basis to extend support to improve the schools performance; The future researchers. The findings of this study will have the opportunity to initiate further researches venues on the subject to improve the administrators proficiency and job satisfaction and capability of the teachers.

Definition of Terms For the purpose of this present study, the following terms are defined theoretically and operationally. Hinterland Public Elementary School Teachers. Hinterland Public Elementary School Teachers refer to the teachers whose stations are about 6 kilometers from the District Office. Perez (2001)

Human

Resource Management

and Proficiencies.

Human

resources

management proficiencies deal with school heads responsibility to ensure the smooth function of the school. It also pertains to the school heads professional development and management information. Danielson, 1996 as cited by Disomimbe (2012). Job satisfaction. Job satisfaction is an employees general attitude toward his or her job. It is an affective attitude- a feeling of relative like and dislike toward something./Coulter(2001) .As used in the study, it includes the general working conditions, pay and promotion potential, work relationship, use of skills and abilities and work activities of the hinterland teachers.

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Leadership Proficiencies. Leadership proficiencies refer to the school heads adequate knowledge and competencies so that they will strive willingly and enthusiastically toward the accomplishment of the school goals and objectives (Danielson as cited by Disomimba). As used in the study, it refers to the proficiency in setting performance targets, increasing pupils achievement and improving performance indicators, takes initiative in assisting teachers, directs through cooperative planning and teamwork, encourages teachers participation. Preparation and Experience. Preparations and experience pertains to the minimum level of proficiencies or entry level qualification that a school head should acquire and maintain, even develop in the course of practice . Professional obligation. Professional obligation deals with the school heads responsibility to pursue professional development and contribute to the development of their colleagues . As used in the study it refers to the administrators proficiency in giving information about the instructional program, leadership and direction , community projects and cooperation of the colleagues. Pupil Performance Evaluation. Pupil performance evaluation refers to the method and techniques adopted by the teacher and authorized by the school to know the strength and weaknesses in the learning skills of individual students in specific areas. (Danielson, 1996) School Administrators Proficiency. School administrators proficiency refers to the persons expertise in all activities both academic and non-academic. In this study it refers to the application of knowledge and skills to acquire competency in the five

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areas of responsibilities and expectations which are preparation and experience and management proficiencies. Danielson as cited by Disomimba (2012)). School-community Relations. School-community relation refers to the aspect of a teachers career fulfillment that focuses on the realization of the responsibility of the school and community toward each others welfare. Supervisory proficiencies. Supervisory proficiencies pertain to school heads responsibility of providing support and assistance to teachers for the improvement instruction and teachers performance. As used in the study, it refers to implementing school instructional, and supervisory plan, assessment of teachers methods and strategies and gives suggestions for improvement, conference skills, creative and innovative ways of assessing pupils, gives in-service training for teachers.