Exploring the level of instructional contentment of teachers in science education

Abstract

This study assessed the level of instructional contentment of teachers and student performance in Science among Grade V learners at Don Vicente Rama Memorial Elementary School, Cebu City, for the 2024-2025 school year, aiming to inform a practical guide. Findings revealed that most teachers are middle-aged, female, married, and highly experienced, holding advanced degrees and receiving “Very Satisfactory” performance ratings. The majority of learners are 11 years old, with a higher proportion of female students. Teachers reported feeling generally positive about their professional growth, decision-making opportunities, and recognition, although they expressed moderate contentment regarding promotion opportunities. The learners performed well in science, with most achieving mastery in competencies such as motion, light, and material conductivity. A significant number of students demonstrated mastery in describing motion and understanding material properties. A significant relationship was found between teachers’ contentment and students’ science performance, suggesting that teacher satisfaction may positively impact student outcomes. Teachers expressed concerns about large class sizes, addressing diverse student needs, low salaries, and insufficient incentives. Other issues included limited access to technology, lack of teaching resources, inadequate professional development, and challenges with new curricula and policies. In conclusion, while teachers are generally satisfied with aspects of their professional growth and recognition, improvements are needed in areas like promotion opportunities and support for career advancement to enhance both teacher satisfaction and student performance.