The School Climate Factors That Affect Teachers’ Job Satisfaction: A Comparative Analysis Between Public and Private Secondary Schools In Shashemene City Administration
No Thumbnail Available
Date
2021-08
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
AAU
Abstract
The major purpose of this study was to assess and compare the school climate factors that affect
teachers „job satisfaction in private and public secondary schools in Shashamanne City
Administration. To achieve this purpose, mixed approach (both the qualitative and quantitative)
was employed. Data was collected from teachers, and directors of both schools through
questionnaire, and interview. Thus, the researcher has surveyed 82 teachers from public and
private secondary schools through a self-constructed structured questionnaire that focused on
five work factors that were identified during the literature review namely salary and benefit,
management, work characteristics, interpersonal relationships and organizational policy. Data
analysis was made using the Statistical Packages for Social Science studies (SPSS). Percentage,
mean, standard deviation, t-test, Pearson correlation, and one-way analysis of variance
(ANOVA) employed to identify if there were significant difference, similarity and relationship
among the responses of the respondents on several variables. Moreover personal correlation
was used to see the relationship between the factors that affect teacher‟s satisfaction. In the
second, namely the qualitative phase, interviews were conducted with a sample of 10 directors
who were purposefully selected. Data were analyzed qualitatively in narrative form and used to
supplement and/or triangulate the responses given and the results obtained through the
questionnaires. The data were analyzed thematically by using the constant comparative method.
Accordingly, the result of the study has revealed that the teachers‟ intimate behavior, a teacher
engagement and supportive principal behavior have a direct and significant effect on job
satisfaction. The principal directive behavior emerged as the primary dissatisfying aspect of all
the work factors. The other areas of dissatisfactions related to teacher workload, school facility,
leadership and administration, the lack of decision-making opportunities for the teachers, lack of
promotion and recognition, student disciplinary problem and organizational rule and policies
implemented in rowing way. Overall, public secondary school teachers were more satisfied than
private secondary school teachers because of the permanency of the school. In addition, among the four
school climate factors, except teachers frustrated behavior all identified factors were found to have
statistically significant correlations with job satisfaction. Finally, recommendations were made in
order to enhance the job satisfaction of both private and public secondary school teachers in
Shashamane City Administration, and for further research.