Teachers Job Satisfaction And Commitment In General Secondary Schools Of Oromia Special Zone Around Finfine Oromia Region

The purpose of this study was to investigate teachers’ job satisfaction and commitment in generalrnsecondary school of Oromia Special Zone Around Finfine. A descriptive survey design wasrnemployed to accomplish this research. The participants the study of 69, 53(76.81%) properly filledrnand returned the questionnaire. This includes 41(77%) teachers and 12(100%) principal, viceprincipals, and supervisors and 4 wereda teachers, principal and supervisors coordinatesrninterview were conducted. The analysis of the data was done by percentage, mean, standardrndeviation and Pearson product correlation. The Pearson product correlation shows that, there isrnsolid and positive relationship between teachers’ job satisfaction and their responsibilities. Morernsignificant level of teachers’ job satisfaction is related with more elevated responsibilities and vicernversa. However, the degree of teachers’ job satisfaction and their dedication are not acceptable inrninvestigated region. The restricted degree of satisfaction and dedication affects instructing andrnstudents’ achievements in investigation zone. The finding also indicated that the internal and outerrnvariables factors led for teachers’ disposition to their present place of employments are not to bernpositives. However, as the mean and standard deviation shows, the external factors have morerninfluence than internal factors. The result also indicated that there is restricted full feeling,rndurational and unregularized commitment of teachers in the investigation area. Finally, thernresearcher recommend that; the zone schooling office and wereda education office should attemptrnto improve teachers job satisfaction and then to improve teachers’ job dedication. The school andrnwereda education office should work as a team to satisfy various materials and administrationrnwhich causes teachers to apply their maximum knowledge and ability then to make students morernpragmatic. Such as: the access to laboratory, library, pedagogy and ICT centers especially in thernnewly opened high schools, improving the school leadership, cooperative work of the school, therncommunity, government and none governmental organization to improve the school infrastructure,rnand above all, improving teachers’ income and others incentives. The wereda education office andrnCRC supervisors should work to develop the culture of recognition promotion, should improve thernact of oversight to be continual and pointed towards academic instruction than side issue finding.rnThe principal and other management personals should work to create strong social relationshiprnamong staff members. This may develop psychological belongness to the school and the staff.rnFinally, the collaborative work of the zone, wereda educational offices as well as the school tornimprove the full feelings, durational responsibilities and regularizing the duties of teachers is veryrnessential.

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