Teachers Job Satisfaction And Professional Commitment In Government Secondary Schools In Hadiya Zone

This study was aimed at investigating the professional commitment and job satisfaction of government secondary school teachers in Hadiya Zone and the relationship between them. To accomplish this purpose, both quantitative and qualitative methods were employed to investigate the level of teachers’ job satisfaction and their commitment in government secondary schools of Hadiya Zone. For this research, a quantitative research method was adopted for teachers, and qualitative research method was carried out for principals and supervisors in order to get their opinions on the current situation of schools. In order to get relevant and sufficient information on research problem, descriptive and correlation survey designs were employed. The designs were selected to investigate adequately the current practices of teachers’ job satisfaction and professional commitment in government secondary schools in Hadiya Zone so that the intended purpose was achieved. This study used both primary and secondary sources of data. The primary data was obtained from teachers, principals, and supervisors by using questionnaire and interview. To handling the study more manageable, 276 (11.64%) teachers were selected by lottery technique. Correspondingly, 14(20.59%) principals,7(21.89%) supervisors and 17 (21.79%) vice principals were included by using census because as the researcher decision, they are relevant bodies to provide appropriate information for the study due to their high intimacy with teachers in their day to day activities. The analysis of the quantitative data were carried out using descriptive and inferential statistics like mean, standard deviation, Pearson product correlation coefficient, one way ANOVA, and simple sample t-test. In addition, qualitative data was analyzed by transcribing respondent’s ideas and views through narrations. The findings revealed that the working environment and facilities (arrangement of office equipments, cafeteria services, and laboratory resources), financial benefits and compensation systems, promotional opportunities and practices, responsibilities, and recognition of teachers were not adequate in satisfying their needs. Similarly, teachers had a very low commitment (affective, continuance, and normative) towards to government secondary schools of Hadiya Zone. The professional commitment and job satisfaction of the secondary school teachers was also found to be having a strong positive correlation (rxx = .814, N =267). The conclusions which revealed those teachers’ job satisfaction and commitment are very critical to improve the students’ achievement and behavior. There is evidence to prove that when teachers are satisfied with their job, they become committed to their job and hence there is effectiveness in the work they do, thus benefiting the students. From the ongoing discussion it is important to state that whatever form that teachers can be made to be satisfied and thus committed to their job, the ultimate target is to reduce lateness, absenteeism, tardiness and turnover among teachers. Thus, satisfaction will therefore enhance teacher effectiveness, which will definitely improve students’ performance as well as their achievement. Based on the findings, it is recommended that an effort should be made to increase teachers overall job satisfaction where by increasing teachers’ emotional attachment with their profession. Therefore, it is important to examine feelings of teachers continually and take measures by concerned bodies of Hadiya Zone

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