Teachers’ Job Satisfaction and Commitment In General Secondary Schools of oromia Special Zone around Finfine, Oromia Region
No Thumbnail Available
Date
2020-12
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
AAU
Abstract
The purpose of this study was to investigate teachers’ job satisfaction and commitment in general
secondary school of Oromia Special Zone Around Finfine. A descriptive survey design was
employed to accomplish this research. The participants the study of 69, 53(76.81%) properly filled
and returned the questionnaire. This includes 41(77%) teachers and 12(100%) principal, viceprincipals, and supervisors and 4 wereda teachers, principal and supervisors coordinates
interview were conducted. The analysis of the data was done by percentage, mean, standard
deviation and Pearson product correlation. The Pearson product correlation shows that, there is
solid and positive relationship between teachers’ job satisfaction and their responsibilities. More
significant level of teachers’ job satisfaction is related with more elevated responsibilities and vice
versa. However, the degree of teachers’ job satisfaction and their dedication are not acceptable in
investigated region. The restricted degree of satisfaction and dedication affects instructing and
students’ achievements in investigation zone. The finding also indicated that the internal and outer
variables factors led for teachers’ disposition to their present place of employments are not to be
positives. However, as the mean and standard deviation shows, the external factors have more
influence than internal factors. The result also indicated that there is restricted full feeling,
durational and unregularized commitment of teachers in the investigation area. Finally, the
researcher recommend that; the zone schooling office and wereda education office should attempt
to improve teachers job satisfaction and then to improve teachers’ job dedication. The school and
wereda education office should work as a team to satisfy various materials and administration
which causes teachers to apply their maximum knowledge and ability then to make students more
pragmatic. Such as: the access to laboratory, library, pedagogy and ICT centers especially in the
newly opened high schools, improving the school leadership, cooperative work of the school, the
community, government and none governmental organization to improve the school infrastructure,
and above all, improving teachers’ income and others incentives. The wereda education office and
CRC supervisors should work to develop the culture of recognition promotion, should improve the
act of oversight to be continual and pointed towards academic instruction than side issue finding.
The principal and other management personals should work to create strong social relationship
among staff members. This may develop psychological belongness to the school and the staff.
Finally, the collaborative work of the zone, wereda educational offices as well as the school to
improve the full feelings, durational responsibilities and regularizing the duties of teachers is very
essential.