Teachers’ job satisfaction and commitment in general secondary schools of Hadiya Zone, in southern nation nationality and people of regional state
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The purpose of this study was to investigate relations of teachers’ job satisfactions and commitment in selected general secondary schools of Hadiya Zone. Hence, it examined internal and external factors of teachers’ job satisfaction as well as, the levels of teachers’ commitments in the selected general secondary schools of Hadiya Zone. To accomplish this purpose, the study employed a concurrent nested research design. A total of 159 individuals have participated in the study. Among them 119 teachers were included through simple random sampling technique. Additionally, 8 general secondary school principals, 16 vice-principals, 8 supervisors and 8 Woreda education office expertise were included through census technique. Questionnaire and interview were the main instruments of data collection. The analysis of the quantitative data was carried out by using percent, mean, standard deviation and Pearson product correlation coefficient. Pearson product correlation coefficient results revealed of teachers’ were a significant and positive relationship between teachers’ job satisfaction and commitment (r = .77, N = 105), (r = .71, N = 30) teachers’, and principals, vice principals and supervisors respondents respectively. Higher levels of teachers’ job satisfaction were associated with higher levels commitment in the study area. As the mean and standard deviation teachers’, and principals, vice-principals and supervisors’ revealed that the external factors have more influence than internal factor on teachers’ job satisfaction in the study area. The practices of affective, continuance, and normative commitment in the study area are not satisfactory. Based on the findings, it is recommended that general secondary schools, Woreda education and Zone education Department provide necessary equipment and material for general secondary school, give fair incentives and benefit for teachers through building house in rural general secondary schools teachers by mobilizing the community, should supply pure waters, electricity, access of transportation, and giving place to build home in urban areas and furnish the working conditions with refreshment facilities.