The Effect Of Motivational Factors On Teachers And Principals Job Satisfaction In Assosa Zone Secondary Schools Of Benishangul Gumuz Regional State

The purpose of this study was to examine the effects of motivational factors on teachers’ andrnprincipals’ job satisfaction in Assosa Zone secondary schools. To address the purpose of thernstudy four research questions were formulated; the questions were to what level are motivationalrnfactors being practiced in secondary schools of Assosa zone?, To assess the extent of teachers’rnand principals’ job satisfaction in Assosa Zone of secondary school?, What is the relationshiprnbetween motivational factors and job satisfaction in secondary school of Assoas zone? and Whatrnis the effect of motivational factors on job satisfaction in secondary schools of Assosa zone?.rnDescriptive survey research design was employed in the study. The size of population was 253.rnOf these, 155 teachers and 9 principals that is a total of 164 persons were selected as samples byrnusing availability sampling techniques because to address the participants found in the selectedrnschools. Closed ended questionnaire were used for gathering data. The reliability indices ofrn0.85, 0.88, 0.87, 0.89, and 0.84 for working condition, interpersonal relationship, organizationalrnpractice, job characteristics, and positive job attitude respectively was prepared by thernresearcher and employed to gather the necessary data for this study. Both descriptive andrninferential statistical analysis techniques: descriptive analysis, one sample t- test, correlation,rnand regression were employed to compute the data. A total of 164 questionnaires were properlyrnfilled and analyzed. Descriptive analysis results showed that both teachers and principalsrnperceived that motivational factors were not practiced enough so that it brings change inrnsecondary schools. This implies that they were not satisfied with the practice of their schools.rnThe results of a one sample t-test revealed that the mean score of both teachers’ and principals’rnjob satisfaction in relation to motivational factor shows that they were not satisfied with theirrnjob. The Pearson’s coefficient of correlation between motivational factors and job satisfactionrnshows that there is significant positive relationship with working condition, interpersonalrnrelationship, organizational practice, job characteristics, and positive job attitude. Thisrnindicated that there were positive correlation between job satisfaction and the five motivationalrnfactors. All motivational factors had significantly moderate positive correlation. Among thernfactors organizational practices had relatively high positive correlation while interpersonalrnrelationship had least of the factors according to the research findings. Finally, regression wasrnused to point out the effect of motivational factors on job satisfaction and it revealed that a totalrnof teachers’ and principals’ job satisfaction was explained by the five predicting variables of thernstudy. Thus, the increase in the five motivational factors; working condition, interpersonalrnrelationship, organizational practice, job characteristics, and positive job attitude would showrnthe way to increase the teachers’ and principals’ job satisfaction. Finally, in order to boostrnemployees’ job satisfaction, the researcher recommended that providing professionalrndevelopment training, recognizing their contribution, delegating responsibility and creatingrnpromotion opportunities. Moreover, it needs to supply adequate resources, be committed to payrnappropriately, allocate appropriate work load, and develop clear policies and procedures.

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