The Effect of Motivational Factors on Teachers' and Principals' Job Satisfaction in Assosa Zone Secondary Schools of Benishangul Gumuz Regional State
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Date
2017-09-01
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Addis Ababa University
Abstract
The purpose of this study was to examine the effects of motivational factors on teachers ' and principals' job satisfaction in Assosa Zone secondary schools. To address the purpose of the study four research questions were formulated; the questions were to what level are motivational factors being practiced in secondary schools of Assosa zone?, To assess the extent of teachers ' and principals ' job satisfaction in Assosa Zone of secondary school?, What is the relationship between motivational factors and job satisfaction in secondary school of Assoas zone? and What is the effect of motivational factors on job satisfaction in secondary schools of Assosa zone? Descriptive survey research design was employed in the study. The size of population was 253. Of these, 155 teachers and 9 principals that is a total of 164 persons were selected as samples by using availability sampling techniques because to address the participants found in the selected schools. Closed ended questionnaire were used for gathering data. The reliability indices of 0.85, 0.88, 0.87, 0.89, and 0.84 for working condition, interpersonal relationship, organizational practice, job characteristics, and positive job attitude respectively was prepared by the researcher and employed to gather the necessary data for this study. Both de~'CI'iptive and inferential statistical analysis techniques: descriptive analysis, one sample t- test, correlation, and regression were employed to compute the data. A total of 164 questionnaires were properly filled and analyzed. Descriptive analysis results showed that both teachers and principals perceived that motivational factors were not practiced enough so that it brings change in secondary schools. This implies that they were not satisfied with the practice of their schools. The results of a one sample t-test revealed that the mean score of both teachers' and principals' job satisfaction in relation to motivational factor shows that they were not satisfied with their job. The Pearson 's coefficient of correlation between motivational factors and job satisfaction shows that there is significant positive relationship with working condition, interpersonal relationship, organizational practice, job characteristics, and positive job at/itude. This indicated that there were positive correlation between job satisfaction and the five motivational factors. All motivational factors had significantly moderate positive correlation. Among the factors organizational practices had relatively high positive correlation while interpersonal relationship had least of the factors according to the research findings. Finally, regression was used to point out the effect of motivational factors on job satisfaction and it revealed that a total of teachers ' and principals ' job satisfaction was explained by the five predicting variables of the study. Thus, the increase in the five motivational factors; working condition, interpersonal relationship, organizational practice, job characteristics, and positive job attitude would show the way to increase the teachers ' and principals ' job satisfaction. Finally, in order to boost employees' job satisfaction, the researcher recommended that providing professional development training, recognizing their contribution, delegating responsibility and creating promotion opportunities. Moreover, it needs to supply adequate resources, be committed to pay appropriately, allocate appropriate work load, and develop clear policies and procedures.
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Effect of Motivational Factors on Teachers' and Principals' Job Satisfaction