The intervening effects of school climate innovativeness on the employees'job satisfaction of the university of Cagayan valley

The quality of the staff of a school has a large impact and is one of the primary factors that determines student achievement in a school. Such achievement is strongly linked to preparation and ability to deal with diverse students. Certification and experience also play a huge role in tests scores and the better delivery of instruction. This study attempted to determine the intervening effects of school climate innovativeness on the employees’ job satisfaction of the University of Cagayan Valley.The respondents of the study were the members of the administration, faculty, and personnel of the University. Vice Presidents and Maintenance group were excluded in the study. The instrument used was a questionnaire consisting of a 57-item statements on the 9 dimensions of school climate innovativeness. The tool used was patterned from the Organizational Survey O.P. Services crafted by TiiaVahalummukka (2011). Added to the instrument are statements from the Dimensions of the Learning Organization Instrument by Victoria J. Marsick and Karen E. Watkins (2010) and the Innovative Work Behavior Scale by Jansen (2000). The instrument was modified to fit in to the level of the respondents and to the objectives of the study. For the assessment of teachers’ job satisfaction, the researcher made used of the Teacher Job Satisfaction Questionnaire developed by Lester (1982) with nine factors.This study made used of the descriptive-correlational research design. The descriptive design was used to describe the respondent's existing school climate innovativeness and correlated with the employees’ mean job satisfaction. Different statistical tools were used to treat the data gathered. The weighted mean was used to find the level of school climate innovativeness of the respondents.The Pearson r Correlation was used in finding the significant relationship of the extent of school climate innovativeness of respondents’ mean job satisfaction. Likewise, the F-test was used to compare the assessment of the three groups of respondents on their assessment of school climate innovativeness and their job satisfaction. Based on the findings of the study, there is a high level of school climate innovativeness influences employees job satisfaction. This therefore explains the interrelationship between and among school climate innovativeness and job satisfaction Thus, a positive organizational climate, stimulates positive behavior among employees which ultimately results to job satisfaction. To ensure a school interpersonal relationship among employees’ compensation, working conditions, programs and policies of the school have yet to be optimized, to avoid factions, confusions, and communication gap in the organization. Therefore, if the school desires to get the best from its human resources, then it must reflect on what it offers to ensure that the university performs at its maximum efficiency. Having arrived at the findings, the researcher recommends that the school should do something to increase the level of job satisfaction of the employees, team building activities must be conducted among administrators, faculty, and personnel to encourage collaboration and teamwork, recognition of outstanding performance of employees should be conducted and rewarded. Top management must provide a recognition and reward system to increase job satisfaction and devise a way to motivate employees, information availability mechanisms of the institution should be improved, the institution may opt to introduce a more technology-driven capability in keeping employee database, and additional opportunities may be provided to ensure that administrators feel that they are in a path of constant advancement if they perform according to expectations.