CD Finnaly Reseach Desta Edpm
CD Finnaly Reseach Desta Edpm
CD Finnaly Reseach Desta Edpm
JIMMA UNIVERSITY
INSTITUTE OF EDUCATION AND PROFESSIONAL DEVELOPMENT STUDIES
DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT
JUNE, 2014
JIMMA, ETHIOPIA
1
ADVISORS:
Mitiku Bekele (PhD)
ACKNOWLEDGEMENT
First and foremost, I would like to thank the Almighty God for giving me an opportunity to this
wonderful opportunity to pursue a post-graduate program in Jimma University and for providing
me with good heath during the entire period of my studies.
My sincere gratitude goes to my advisor; Mitiku Bekele (PhD) for his unreserved professional
advice, guidance, and counseling by giving constructive comments and useful suggestions right
from the development of the research proposal, initiation of the study and to its completion and I
wish to thank all my instructors and educational leadership department members.
I am also grateful to sincere thanks for Hadiya Zone sample general secondary schools principals
and teachers, secondary schools supervisors and Woreda education office teachers, principals
and supervisors development coordinators for their participation to gave necessary information,
through questionnaire and unstructured interview, to finish the study successfully I would like to
extend my special regards to all my colleagues who provided me with moral support and
encouragement. Special thanks to Mr. Desalgn Demeka, Mr. Danile Hanidino, Mr. Ayira
Ashoro, Mr. Teshuma Ertiro, Mr. Mulatu Lombalo, Mr. Yayekob Ayele, Mr. Tadela Hayile, Mr.
Shugeta
Dajemo, Mr. Adimasu Melese, Ms. Misgena Temasegn, Mr. Mulatu Wolde, Dr.
Yimare Mulugeta, Ms. Makidase Tadel, Mr. Samule Hayile, Mr.Abebe Manedo, Mr. Berekete
Temasegn, Ms. Deselach Tadela, Mr. Tamerat Hayile, Mr. Desta Chufe, Mr. Markose Tadela,
Mr. Birhanu kachine and all my classmate for their financial, material as well as moral support
starting from the initial to the completion of this research work.
Finally, I do not forget my family (father, mother, brothers, and sisters). For their moral and
financial support and encouragement, and also their efforts to overcome various challenges
which affect my work as well as the life of the family.
Table of Contents
Contents ......pages
Acknowledgments ......i
Table of Contents....ii
List of Tables...v
List of figures.vi
Abbreviation/ Acronymsvii
Abstract.viii
CHAPTER ONE ........................................................................................................................................... 1
1. INTRODUCTION .................................................................................................................................... 1
1.1 Background of the Study .................................................................................................................... 1
1.2 Statement of the Problem .................................................................................................................... 4
1.3. Objectives of the Study ...................................................................................................................... 7
1.3.1. General Objective ....................................................................................................................... 7
1.3.2. Specific Objectives ..................................................................................................................... 7
1.4. Significance of the Study ................................................................................................................... 7
1.5. Delimitations of the Study ................................................................................................................. 8
1.6. Limitation of the Study ...................................................................................................................... 8
1.7. Operational Definition of Terms ........................................................................................................ 8
1.8 Organization of the Study ................................................................................................................... 9
CHAPTER TWO ........................................................................................................................................ 10
2. REVIEW OF RELATED LITERATURE .............................................................................................. 10
2.1. CONCEPT OF JOB SATISFACTION ............................................................................................ 10
2.2. Job Satisfaction and Educational Implication .................................................................................. 13
2.2.1. Hierarchy of Need Theory ........................................................................................................ 14
2.2.3 The Expectancy Theory ............................................................................................................. 20
2.2.4 Adams Equity Theory ............................................................................................................... 21
2.2.5. Locks Value Theory ................................................................................................................ 22
ii
Appendix A ..i
Appendix Bx
Appendix C .xix
Appendix D .xxi
Appendix E .xxii
iv
pages
vi
vii
viii
CHAPTER ONE
1. INTRODUCTION
This chapter deals with the main issue of the study comprised the background of the study,
statement of the problem, objective of the study, significance of the study, delimitation of the
study, limitation of the study, operational definition of key terms and organization of the study.
1.1 Background of the Study
Education is widely recognized as one indicator of development. One of the basic purposes of
educations is to produce trained human resource, which can overcome development impediments
of a given country. To achieve this, there should be a satisfied work force in the sector.
Employees who have high level of job satisfaction commit their time, energy and efforts to work
which result in high productivity (Scott, 2004). As Kousteliou (2001), job satisfaction is a most
interesting field for many researchers to study work attitude in workers. Due to better
performance shown by satisfied workers, it is the top priority of all organizations to achieve the
desired goals by increasing their satisfaction. Accordingly, Armstrong (2006) job satisfactions as
the attitudes and feelings people have about their jobs. For Armstrong, positive or favorable
attitudes about the work and the work environment indicate job satisfaction, and the inverse,
referring to negative or unfavorable attitudes towards the work indicate job dissatisfaction.
Zembylas, M., and Papanastasiou, E.(2006), viewed teacher job satisfaction as a function of the
perceived relation between what one wants from teaching, and what one perceives teaching is
offering to a teacher. Hongying, (2008) adds, job satisfaction refers to the overall attitude and
views of teachers toward their working conditions and profession
Teachers are the most important resources in a school. They are the key figures for any changes
(e.g., educational reforms) needed in schools. The provision of a high quality education system
depends on high quality teachers Jyoti & Sharma, (2009). A high teacher morale, relevant
subject knowledge, and the teachers specialized teaching skills (pedagogical knowledge) are
central to quality teaching and learning (Bolin, 2007).
1
The general objective of this study was to investigate relations of teachers job satisfactions and
their commitment in general secondary schools of Hadiya Zone.
1.3.2. Specific Objectives
10
various aspects of their jobs such as the kind of work they do, their coworkers, supervisors or
subordinates and their pay (George, J.M. and Jones G.R 2008)
Darboe (2003) defined job satisfaction as the extent to which a staff member has favorable or
positive feelings about work or the work environment while Faragher, Cass and Copper (2005)
added another dimension; by defining it as being the positive emotional reaction and attitudes
individuals have towards their job.
Job satisfaction means pleasurable emotional state of feeling that results from performance of
work (Simatwa, 2011). Employees operate at different levels of job satisfaction. Employees who
have high level of job satisfaction commit their time, energy and efforts to work which result in
high productivity (Scott, 2004).
Similarly, Schmidt (2007) observed that job satisfaction refers to an individuals understanding
of the degree of attractiveness of a job if both positive and negative outcomes are weighed up
against each other. It is an affective reaction to a job that results from the persons comparison of
the actual outcomes with those that are desired, anticipated or deserved (Okpara, 2006).
11
Abraham Maslow (1954) a well known figure in the area of psychology and psychologist by
profession believes that in the quest to fulfill the needs, individuals behaves and exhibit in a
certain manner .Human gets satisfaction only when their needs is fulfilled. His theory has three
assumptions i.e. human needs never ends, when one needs is fulfilled, the next hierarch of needs
to be fulfilled as soon as to be satisfied and lastly human needs can be divided in to various level
depending the importance as and when the lastly level of need is fulfilled, the next level needs to
be scaled and fulfilled to derive satisfaction.
According to Schermerhon et al. (2004), Abraham H. Maslows hierarchical model of human
needs can be used to identify the factors affecting job satisfaction. The hierarchy of needs
identifies five distinct levels of individual needs. These include physiological, safety, social,
esteem and self actualization needs.
Physiological needs according to Schermerhon et al. (2004) these represent the most basic of all
human needs which are the basic biological needs. These include food, water, shelter and
clothing: According Maslows theory people would first want to have these needs fulfilled
before they move on to the next level of needs.
14
15
Selfactual
ization
Esteem needs
Affiliation needs
Security needs
Physiological needs
Herzbergs (1959) two factor theory of job satisfaction and motivation has been widely used in
job satisfaction circles. According to Hewstone and Stroebe (2001) Herzbergs two- factor
theory holds that satisfaction and dissatisfaction are driven by different factors. Satisfaction is
influenced by motivational factors whilst dissatisfaction is influenced by hygiene factors.
Motivating factors are those aspects of the job that make people want to perform well and
provide them with satisfaction. For example, achievement, personal growth, recognition and,
work itself, responsibility. The motivating factors are considered to be intrinsic to the job as
individuals may have a degree of control over them. Hygiene factors include aspects of the job
that are extrinsic to the individual such as remuneration, policies, supervisory practices and other
working conditions. According to the two- factor theory hygiene factors are the non task
characteristics of the job that create dissatisfaction. They are also referred to as extrinsic factors
because the individual does not have control over them.
17
Promote job
satisfaction
Hygiene factor:
-Equality of
support
- Policy
-pay
-physical
working
condition
-recognition
Prevent job
dissatisfaction
19
The Expectancy Theory was first formulated by Vroom (1964) (Armstrong, 2006; Mullins, 2005;
The Certified Accountant, 2008:49). This Theory states that individuals have different sets of
goals (outcomes), and can be motivated if they have certain expectations (The Certified
Accountant, 2008). From their previous experiences, employees tend to develop expectations
regarding the level of their job performance. Employees also develop expectations regarding
performance-related outcomes. They tend to prefer certain outcomes over others. They then think
about what they have to do to be rewarded, and how much the reward means to them, before they
do the job (Aswathappa, 2005).
Expectancy Theory, effort arises from performance, motivation, and outcomes. The theory
suggests that motivations that lead to job satisfaction is a function of the perceived relationship
between an individuals effort and performance, and the outcomes associated with job
performance (Vroom, 1964). Making a greater effort was improved job performance. A high
level of performance, in turn, will bring a good reward (outcome). When the three variables
(effort, performance, and outcome) are high, we expect the motivation and satisfaction to be
high. However, effort alone will not necessarily lead to a high performance. There are other
variables that prevent a great performance, such as an individuals personality, knowledge, skills,
abilities, and experience, or the supervisors perceptions. Individuals who are under-qualified, or
who lack skills and experience, will not be effective in their performance, simply by making a
greater effort, for example.
Vrooms Expectancy Theory is referred to as the Valence or the Valence-InstrumentalityExpectancy (VIE) Theory.
Expectancy is the degree of certainty people have that the choice of a particular alternative will
indeed lead to a desired outcome (Miner, 2005:98). Individuals choose a particular alternative act
20
Adams(1963) equity theory explain that individuals has a tendency to compare and contrast
between the input the output of the job ,which means that they compare the work load they
shouldered and the number of hours they work with the salary benefits ,bonus and other they
21
The Theory assumes that behavior is a result of the individuals conscious goals and intentions
(Griffin & Moorhead, 2010). According to Locke, when employees perceive that the goals they
set for themselves or are set by the managers, are fulfilling and attainable, their commitment and
productivity will increase. This could lead to job satisfaction (Badenhorst, et al., 2008).
Successful attainment of the intended goal creates a pleasurable emotional state (called job
satisfaction) on the part of the individual. Exceeding the set goals increases satisfaction (Latham
& Locke, 2002). According to them (2002), the more goal-success an employee has attained, the
higher his/her job satisfaction. Locke (1969) also indicated that job dissatisfaction is a function
of the size of the perceived discrepancy between the intended and the actual performance (Miner,
2005).
Different variables affect the attainment of goal-directed performance. These variables include
effort, organizational support, individual abilities and personal traits (Griffin & Moorhead,
2010). In a study of goal-setting, Hansson, Hasanen, and Hellgren (2011), indicated that
providing organizational support (through a supervisor), and letting employees participate in
setting goals affected job satisfaction positively. Hansson, et al. (2011) also stated that rewarding
22
23
It is the
economic compulsions that make the professionals stay with the profession and its values
(Maheshwari et al., 2007). Teachers with continuance professional commitment remain within
the teaching profession because leaving the profession has high cost for them.
Normative Commitment reflects a feeling of obligation to continue employment. Employees
with a high degree or level of normative commitment feel that they ought to remain with the
organization (Meyer and Allen (1997). Internalized normative beliefs of duty and obligation to
make individuals obliged to sustain membership in the organization (Allen & Meyer, 1990).
Normative professional commitment in education refers to the feelings of moral responsibility of
people to stay in the profession (Allen & Meyer, 1993; Bagraim, 2003; Ware & Kitsantas, 2007).
It is the sense of obligation of the professional towards the profession to uphold the value
(Maheshwari et al., 2007). The adoption of the goals and values of the school constitutes the
25
26
27
overseeing certain group with the hope of seeking their cooperation in order for the supervisors
to be successful in their task of supervision (Ogunsaju, 1983). Supervision requires the
28
Intrinsic factors is related to psychological rewards such as the opportunity to use ones ability,
a sense of challenge and achievement, receiving appreciation, positive recognition and being
30
advancement,
unsupported
accountability
demands
and
low
undifferentiated
33
34
Name of general
Woreda/town
Teachers
secondary schools
administration
Population
sample
1.
Bushana
Gomibora
30
15(50%)
2.
Kosha
Soro
24
12(50%)
3.
Foniko
Anilemo
28
14(50%)
4.
Geja
Misha
24
12(50%)
5.
Heto
H. Admin
59
29(48.6%)
6.
Duna
Duna
27
14(51.9)
7.
Shurimo
Lemo
20
10(50%)
8.
Soda
Homacho
26
13(50%)
238
119(50.06%)
Total
Based on this, the population, samples and sampling techniques was summarized as follows.
36
Participants
Total population
Samples
Sampling techniques
Teachers
238
Principals
8(100%)
census
Supervisors
8(100%)
census
Vice principals
16
16(100%)
census
Woreda education
8(100%)
census
278
159
office of principal,
teacher& supervisor
devt coordinator.
Total
Questionnaire with both closed and open items was employed to collect quantitative and
qualitative data from teachers and principals, vice-principals and supervisors. This is because
questionnaire is convenient to conduct survey and to acquire necessary information from large
number of study subject with short period of time. The questionnaire was prepared in English
language, because all of the sample teachers can have the necessary skills to read and understand
the concepts that were incorporated in the questionnaires.
The questionnaires were dispatch and collected through the assigned data collectors. To make the
data collection procedure smart and cleared from confusions, the data collectors were properly
oriented about the data collection procedures by researcher. In addition to this, follow up was
kept by the researcher.
37
Unstructured interview was employed to get the detail information from 8 woreda education
office expertise of teachers, principals and supervisors development coordinators was included in
the study because, they are more related to problem. Thus, the purpose of the interview is to
collect more supplementary data by providing them the opportunity to their opinion, feeling
freely, and allow the researcher to use the idea that contrast with the questionnaires or to
triangulate the questionnaire response.
3.7.3 Document Analysis
The researcher got the opportunity to see the statistical data of turnover, absenteeism from
schools, tutorial providing rates for different level learners, job leaving rates of teachers and
related issues from general secondary schools woreda education office as well as zone education
office.
participants informed about the procedure that was used in the study; the researcher explains the
objectives and significance of the study to the respondents. To ensure this, the researcher removes
the respondents information that requires identification of names and other identity. During the data
collection and any activities that matter to the research, the researcher was made positive
interaction with respondent.
40
42
job satisfaction
Commitment
.774**
Sig. (2-tailed)
.000
105
105
Pearson Correlation
.774**
.000
105
105
Pearson Correlation
job
satisfaction
Sig. (2-tailed)
.712**
.000
30
30
Pearson Correlation
.712**
.000
30
30
45
No
Respondents
respondents
means
and SD
N
Mean SD
I am satisfied to become a
105
3.03
1.411
teacher
become a teachers.
30
2.63
1.098
I enjoy in my work.
105
3.03
1.397
30
2.17
.950
105
3.67
1.328
and knowledge
knowledge.
30
3.97
.809
105
2.34
1.125
teaching profession.
30
2.13
1.137
Teaching profession is
Teaching profession is
105
3.37
1.129
30
4.17
.699
I am interested to provide
105
3.43
1.216
level student
30
1.90
.607
105
2.76
30
2.57
105
3.09
1.27
30
2.79
0.93
Scales;
1.341
1.251
As the overall mean score of teachers 3.09 with a standard deviation of 1.27 indicates, the
teachers level of satisfaction towards their job is in the level of undecided. Overall score of
principals, vice-principals and supervisors 1.79 with standard deviation of 0.93 also indicates,
46
47
No
Mean SD
105
3.77
1.137
30
3.97
.850
105
1.90
.597
30
2.07
1.015
105
2.66
1.216
30
2.23
.858
105
2.08
.840
30
1.80
.761
105
2.36
1.170
30
2.43
1.357
105
2.55
0.99
30
2.5
0.96
respondents
Item for teachers ( n=105)
workshops enhance my
academic performance.
academic performance
Availability of opportunity to
Availability of opportunity to
school increased my
knowledge.
knowledge
of further professional
availability of further
development opportunity.
professional development
opportunity
Scales;
49
No
Mean SD
105
2.26
.866
30
1.90
.759
respondents
Item for teachers (n=105)
In my school I am recognized
105
2.44
.909
work I do.
30
2.03
.765
105
2.21
.874
education leaders.
2.03
.765
105
2.11
.812
30
2.17
.834
105
2.59
1.158
30
1.90
.403
105
2.32
0.92
30
2.00
0.70
leaders.
4
my work.
work.
teachers work.
Scales;
51
No
Mean SD
105
2.43
1.134
30
2.60
1.248
105
2.56
1.100
30
1.87
.819
105
2.40
.977
30
2.57
1.194
respondents
Item for teachers (n=105)
my job.
their job.
satisfaction.
My accomplishments of task
school is appropriate to
school.
teachers ability.
105
2.40
1.097
students successes.
30
1.87
.629
105 2.44
1.07
30
0.97
Scales;
2.22
As the overall mean score of teachers is 2.44 with a standard deviation of 1.07 and also overall
score of principals, vice-principals and supervisor mean is 2.22 with standard deviation of 0.97
indicates, the teachers achievement towards their job is in the level of disagreements. As the
value (1.07) and (0.97) of standard deviation shows, the variation of teachers and principals,
vice-principals and supervisor response from the mean score respectively. This shows that the
level of achievement of teachers is not satisfied teachers in the study area. The woreda education
52
53
No
Mean SD
105
3.35
1.177
30
2.17
1.053
105
3.46
1.241
30
2.50
1.280
105
3.35
1.344
30
2.43
1.223
105
3.05
1.340
30
2.63
1.351
105
3.09
1.272
30
2.33
1.213
105
2.87
1.323
30
2.30
1.149
105
3.19
1.28
30
2.39
1.21
respondents
Item for teachers (n=105)
I am comfortable with
appropriate execution of
appropriate execution of
professional responsibility.
professional responsibility.
my daily tasks.
my job.
in their job.
I am satisfied with my
autonomy.
autonomy.
Scales;
54
To obtain the teachers promotion and satisfaction on their promotion in the school, a list of
questions are administered. Table-8 below presents the overall mean and standard deviation
of the teachers and principals, vice-principals and supervisors response.
55
No
Mean SD
105
2.90
1.290
30
2.23
1.104
105
2.82
1.231
30
2.23
1.073
105
2.85
1.321
30
2.33
1.093
105
3.05
1.318
30
2.00
.910
105
2.90
1.29
30
2.17
1.04
respondents
Item for teachers (n=105)
Item for
principal
principal, viceand
supervisor
(n=30)
1
Fairness promotion
opportunities in school.
promotion opportunities in
school.
I am satisfied with
procedures used by my
promotion opportunities
availability of promotion
available to me as a teacher.
opportunities.
Scales;
As the overall mean score of teachers is 2.90 with a standard deviation of 1.29 in the level of
undecided but, overall score of principals, vice-principals and supervisor mean is 2.17 with
standard deviation of 1.04 level in the of disagreements whit practices of teachers promotions.
The item 2 and 3 are below overall score teaches promotion. The item 4 is also below overall
score principals, vice-principals and supervisor in the teachers promotion. This indicates that
56
57
No
Mean SD
105
2.79
1.349
30
2.97
1.402
105
2.89
1.347
30
2.50
1.167
respondents
Item for teachers (n=105)
satisfied me.
satisfied teachers.
satisfied me.
105
3.06
1.247
30
2.50
1.333
105
3.09
1.316
30
2.93
1.337
I am satisfied with my
105
2.98
1.248
involvement in school
involvement in school
decisions.
decisions.
30
2.57
1.278
105
2.68
1.312
complaints.
30
2.30
1.264
105
2.91
1.30
30
2.62
1.29
teachers.
Scales;
As table 9 above reveals that, overall mean score teachers is 2.91 with a standard deviation of
1.30 indicates the level in an undecided and also overall mean score of principals, vice58
59
No
Mean SD
105
2.75
1.254
30
3.00
1.462
respondents
Item for teachers (n=105)
Supervisors initiate me to
issues
issues
105
2.79
1.291
30
3.20
1.375
I am supervised in a supportive
105
2.88
1.335
3.27
1.311
105
2.53
1.352
30
3.23
1.382
manner
4
105
1.70
.942
30
2.90
1.322
105
2.53
1.23
30
3.12
1.37
Scales;
As the overall mean score of teachers in the above table is 2.53 with a standard deviation of 1.23
and the overall mean score of principals, vice-principals and supervisor 3.12 with standard
deviation 1.37 in both them are in the levels of undecided for practices of supervision in the
study area. Item 5 for teachers and principals, vice-principals, and supervisor are below from
overall scores of both teachers and principals, vice-principals and supervisor. The practices of
60
61
No
Mean SD
105
1.70
.921
30
1.73
1.143
respondents
Item for teachers (n=105)
My monthly salary is
important expenses.
expenses.
105
2.78
1.481
payment of salary.
payment of salary.
30
1.87
1.042
105
2.83
1.471
commitment.
commitment.
30
3.73
1.230
I am underpaid in relation
105
2.10
1.140
to my efforts.
to their efforts.
30
2.83
1.464
Additional incentive
105
1.93
1.094
30
1.97
1.326
105
3.11
1.219
30
1.90
.960
105
2.40
1.40
30
2.33
1.19
good pay.
Scales;
As table 11 above reveals that, overall mean score teachers is 2.40 with a standard deviation of
1.40 and also overall mean score of principals, vice-principals, and supervisor is 2.33 with
standard deviation of 1.19 shows in the level of disagreement with income. Item 1, 4, and 5 of
teachers below overall mean of teachers. Item 1, 2, 5, and 6 of principals, vice-principals and
supervisors below overall mean of principals, vice-principals and supervisors. This response
indicates that teachers level of satisfaction on income is low. The woreda education office
62
63
No
Mean SD
respondents
Item for teachers (n=105)
105
3.44
1.322
30
2.37
1.245
105
3.88
5.192
30
2.13
1.042
I am satisfied in relationship
105
3.34
1.350
relationship of students
30
1.93
1.172
105
2.81
1.359
30
2.27
1.230
105
2.84
1.331
relationship of supervisors
relationship of supervisors
30
2.13
1.167
105
3.26
2.31
30
2.16
1.17
Scales;
As table 12 above reveals that, overall mean score teachers is 3.26 with a standard deviation of
2.31 indicates the level of undecided with practice of work relation but, overall mean score of
principals, vice-principals, and supervisor is 2.16 with standard deviation of 1.17 show in the
level of disagreement with practice of work relation of teachers on job. Item 4 and 5 of teachers
mean is below from the overall mean scores of teachers. Item 3 and 5 of principals, viceprincipals and supervisor mean is below from the overall mean scores of principals, viceprincipals and supervisor. This shows that as teachers response practice of work relation
relatively better than the response of principals, vice-principals and supervisor in the practices of
work relation of teachers on the job. The opened question revealed that mass of teachers were
64
65
Mean
SD
105
2.61
1.334
30
2.17
1.206
working area.
105
2.20
1.180
of transportation.
accessibility of transportation.
30
2.10
1.125
105
2.87
1.264
to another school.
30
1.70
.794
105
2.91
1.272
in co-curricular activities in
participation in co-curricular
school.
activities in school.
30
2.33
1.155
105
3.12
1.299
30
2.23
.971
process.
process
105
2.70
1.372
the school.
the school.
30
2.23
1.006
105
2.28
1.319
my job satisfaction.
30
2.00
.947
I am satisfied refreshment
105
1.89
1.171
(DSTV, Tennis,..)
30
2.03
1.033
105
2.57
1.21
30
2.09
1.02
As table 13 above reveals that, overall mean score teachers is 2.57 with a standard deviation of
1.21 indicates the level of undecided with work condition teachers but, overall mean score of
principals, vice-principals, and supervisor is 2.09 with standard deviation of 1.02 show in the
level of disagreement with work condition of teachers on job. Item 2, 7, and 8 of teachers mean
is below from overall mean score of teachers. Item 3, 7, and 8 of principals, vice-principals and
supervisors mean is below from the overall mean score principals, vice-principals and
supervisors. This indicates that the responses of teachers are for work condition is relatively
better than the responses of principals, vice-principals and supervisor responses in the level of
work relation with in study area. Mass of open ended question revealed that unfavorable working
condition in the schools because, of lack of internet services, lack of DSTV and insufficient
refreshment material, inadequate computers access in new open high school, lack of proper
rental house for in rural high school teachers, lack of electric city in some high school, lack of
pure drinking water, low transferring opportunities, lack transportation availability in some rural
high school, high price of rental house in urban area teachers. Teachers also, rates the practice
of transfer of teachers within Zone and Woreda were 63 out of 105 (60%) are rates unfair, 3 out
of 105 (2.9%) rates slightly fair, and 39 out of 105 (37.1%) rate fair. In addition to this,
principals, vice-principals, and supervisors practice of transfer was 24 out of 30 (80%) are rate
unfair, 3 out of 30 (10%) rates slightly fair. This shows that large numbers of teachers not
satisfied on the practices of transfers rates within Zone and Woreda. An interview result on 18/
08/ 06 E.C also indicates that:
The school environment is not full satisfactory to enhance teachers job satisfaction,
because general secondary schools lack necessary school facilities and equipments due
to budget problems. Thus poor working conditions in the school block the teachers
access to do various works that support the teaching learning process.
Therefore, this problem has an effect on reducing the teachers level of job satisfaction, and this
affect the students academic achievement as well as schools goal achievement. Robbins, (2005),
stated that working condition sensible impact on an employees job satisfaction because the
employees prefer physical surroundings that are safe, clean, and comfortable for works.
67
Mean
Std. Deviation
96.40
28.212
105
78.80
18.165
105
The mean value of external factor is 96.40 with 28.21 std deviation but, the mean value of
internal value is 78.80 with the std deviation of 18.16 .The above table of teachers respondents
revealed that external factors are more influence than internal factor on teachers job satisfaction
in the study area.
Descriptive Statistics
Mean
Std. Deviation
External factor
83.6333
24.21952
30
Internal factor
68.6333
15.82116
30
Variable
The mean value of external factor is 83.63 with 24.21 std deviation but, the mean value of
internal value is 68.63 with the std deviation of 15.82. This above table of principals, viceprincipals, and supervisory responses shows that external factors are more influence than internal
factor on teachers job satisfaction in the study area.
68
69
Mean
SD
105
3.10
1.393
30
2.53
1.074
respondents
Item for teachers (n=105)
My teaching profession is
important to my self-image.
teachers self-image.
105
3.21
1.349
image is my image.
is teachers image.
30
2.40
1.102
I am proud to be in my
105
3.23
1.402
teaching profession.
teaching profession.
30
2.30
1.149
My profession is a great
105
3.08
1.357
2.27
1.230
for me.
5
105
3.29
1.261
to my teaching.
to teaching.
30
1.97
.890
I encourage my staff
105
3.04
1.337
2.13
1.074
105
2.56
1.351
30
2.00
.743
105
3.07
1.35
30
2.22
1.03
increases productivity of
school.
7
problems in my profession
work
70
As table 15 above reveals that, overall mean score teachers is 3.07 with a standard deviation of
1.35 indicates the level of undecided within teachers affective commitment but, overall mean
score of principals, vice-principals, and supervisor is 2.22 with standard deviation of 1.03 show
in the level of disagreement within teachers affective commitment on the job. Item 7 and 6 of
teachers mean is below the mean overalls score teachers. Item 7, 6, and 5 of principals, viceprincipals and supervisors mean is below overall score mean of principals, vice-principals and
supervisors in the above table. This indicates that the responses of teachers for affective
commitment relatively better than the principals, vice-principals and supervisors responses for
affective commitment in job. An interview result on 15/ 08/ 06 E.C also indicates that:
Majority of teacher in the school expects external force to do their job, and poorly
interested to achieve school goal. The levels of tolerance between teachers in different
issues in the schools are also poor because low commitment of teachers on the job.
This show that majority teachers are not strongly contributes to the success of school goal. Poor
contribution of teachers on the school goals and objectives make ineffective on the student
achievement.
4.5.2 Teachers Continuance Commitment on the Job.
For the sake of examining the teachers level of continuance commitment on the job the
following questioners distributed for teachers and principals, vice-principals and supervisor.
71
No
Mean SD
105
2.60
1.327
30
2.60
1.133
105
2.98
1.337
30
2.10
.803
105
2.64
1.302
respondents
Item for teachers (n=105)
to do.
teachers.
30
2.60
1.221
105
2.62
1.389
obligation to teaching.
30
2.10
.885
105
2.71
1.392
30
2.07
1.015
105
2.71
1.34
30
2.29
1.01
obligation to teaching.
5
sector.
Scales;
72
73
No
Mean SD
respondents
Item for teachers (n=105)
105
3.14
1.348
teaching profession.
30
2.13
1.042
I am in my teaching profession
105
2.96
1.414
to it.
30
2.03
.999
105
2.89
1.410
belonging to my teaching.
belonging to teaching.
30
2.13
.900
105
3.79
1.530
image of my teaching.
30
2.20
1.031
105
3.19
1.42
30
2.12
0.99
Scales;
As table 17 above reveals, overall mean score teachers is 3.19 with a standard deviation of 1.42
indicates the level of undecided within teachers normative commitment but, overall mean score
of principals, vice-principals, and supervisor is 2.12 with standard deviation of 0.99 show in the
level of disagreement within teachers normative commitment on the job. Item 1 and 3 teachers
of mean were below from the overall score of teachers mean. Item 2 of principals, viceprincipals and supervisor is below from overall score of principals, vice-principals and
supervisor in the table above. This indicates the level of normative commitment of teachers in
current job is not fully committed. An interview result interview result on 15/ 08/ 06 E.C also
indicates that:
74
75
How is the level of job satisfaction of teachers related with commitment in general
secondary schools of Hadiya Zone?
How the internal and external factors influence teachers job satisfaction in general
secondary school of Hadiya Zone?
What does the extent of teachers commitment looks like in general secondary schools?
To answer these research questions, mixed concurrent nested approaches was employed. To this
effect the study is conducted in 8 randomly selected general secondary schools of Hadiya Zone.
A total of 119 teachers were selected through random sampling technique, especially lottery
method, to participate in the study. Furthermore, 8 principals, 16 vice-principals, 8 supervisors
and 8 Woreda education office were selected through census, since they have direct relation in
supporting and monitoring activities of teachers. To gather necessary information on the issue
119 questionnaires were distributed to teachers, and only 105 are properly filled and returned, 32
questionnaires were distributed to principals, vice-principals, and supervisors and only 30 were
properly filled and retuned. In addition, unstructured interview was conducted with 8 Woreda
education offices to extract in-depth information regarding to teachers job satisfaction and
commitment.
76
A Pearson correlation analysis was computed to examine the relation between teachers
job satisfaction with their commitment in general secondary school of Hadiy Zone. The
results revealed significant and positive relationship between teachers job satisfaction
and commitment (r = .77, N = 105). The same tools computed for principals, vice
principals and supervisors were also result indicate significant and positive relationship
between teachers job satisfaction and commitment (r = .71, N = 30). The correlation was
strong and positive relationship in both teachers and principals, vice principals and
supervisors respondents. Higher levels of teachers job satisfaction were associated with
higher levels commitment in the study area.
77
5.2 Conclusions
Based on the findings of the study, the following conclusions were drawn.
The correlation between teachers job satisfaction and their commitment was strong and positive
relationship in both teachers and principals, vice principals and supervisors respondents. A
higher level of teachers job satisfaction was associated with higher levels commitment in the
study area. But, the level teachers job satisfaction and their commitment are not satisfactory in
78
In addition, the practice of work condition in the schools are not fully satisfied teachers
in the job because of lack of internet services, DSTV and other refreshment material,
inadequate computers access in new open high school, lack of proper rental house in rural
high school, lack of electric city in some high school, lack of pure water, lack transferring
opportunities, lack transportation availability in some rural high school, high price of
rental house in urban area in the study area reduce teachers job satisfaction on the job.
To sum up, external factors of teachers job satisfaction have relatively more influence
than internal factor on teachers job satisfaction in the study area. Therefore, better to
more focus on external factors of teachers job satisfaction rather than internal factor of
job satisfaction on the study area.
The level of teachers commitment on their job in the study area are low because the level
of affective, continuance, and normative commitment of teachers in the study area are
not committed because majority of teachers in the school expect external force to do their
job, and poorly interested to achieve school goal and objectives. The mass of teachers
also is not prefer to stay with teaching profession and low moral responsibility of in
teaching profession. Therefore, better to focuses on foster teachers commitment by
encouraging teachers in the job by fair and equitable rewards to achieve school goals.
5.3 Recommendations
To direct the teaching learning process in a better way the school practices on teachers job
satisfaction and commitment should be improved. Therefore, in order to sustain the quality of
education, to better use teachers knowledge and skills and to improve student achievement, the
following recommendations are forwarded to all concerned academic staffs (school principals,
supervisors, Woreda education offices and others) in Hadiya Zone.
1. Zone education department and Woreda education offices should makes special attention
for teachers job satisfaction and their commitment in the job. The attention area should
focus on the teachers job satisfaction and commitment like personal development and
training, fair benefits and incentive, constructive continuous support, fair and equitable
80
2. It is recommended that Zone education department, Woreda education offices, and school
should hold regular contacts with various training programs that encourages teaching
learning in effective manners. Furthermore, school principals and other management
teams should arrange teachers experience sharing within school and model schools out
the schools. All this make teachers to be effective as well as satisfied in the job.
3. To increases teachers job satisfaction and achievement in job it is important that schools
and woreda should allocate sufficient budget to supple necessary materials and
equipment that is vital for practical use in the laboratory, library, ICT center...etc as well
as schools principals and management teams should raise positive work competition
among within teachers by ranking performance of teachers weekly/monthly or semester
based notice levels of performance of teachers by fair and equitable monetary or other
initiatives rewards with their effort.
4. The schools, woreda education and others local government should support teachers
through facilitating transportations road access, building house, provision pure water,
facilitate access of electricity in rural general secondary schools by mobilizing the
community, giving land to build home in urban areas and supply good working condition
with necessary refreshment material like internets services, DSTV, tennis and other. This
helps teachers to increases status in the profession as well as increases their level of
satisfaction on job.
5. Insufficient support of educational experts and supervisors negatively affect teachers job
satisfaction in job. Therefore, to ensure job satisfaction educational experts of woreda and
supervisors should offer timely support for teachers and woreda education office fill the
technical skills gap of supervisor by training to be effective in supporting teachers in the
job. This help to develop team work or positive relationship between teachers and
supervisors in the job.
81
6. Schools, woreda education offices and Zone education department should be more focus
on external factors of teachers job satisfaction rather than internal factor of job
satisfaction because the external factors were more influence than internal factors on the
teachers job satisfaction. As finding indicates that external job satisfaction relatively
more influence than internal factor of job satisfaction. Therefore, schools, woreda
education offices and Zone education department work together with other governmental
sectors, non-governmental organization and local community to enhance teachers job
satisfaction in the job.
7. Inadequate level of teaches affective commitment in the school teachers are expect
external force to do their job, and poorly interested to achieve school goal and objectives.
Therefore, school should foster interest of teachers by encouraging teachers in the job
by fair and equitable rewards to achieve school goals by participating local community,
governmental and nongovernmental organization. This strongly contributes for the
success of school goals.
8. As finding indicates mass of teachers insufficient continuance commitment in the
profession and lack of alternative to leave their profession. Therefore, Zone education
department, Woreda education office and schools should facilitate good teaching-learning
environment by involvement of local community, governmental sector, privates investor
and nongovernmental originations. This helps teachers stay in their profession and
committed in job.
9. Unsatisfactory level of normative commitment of teachers in the job resulted in low
moral responsibility of teachers in the profession. Therefore, school, woreda and other
concerned bodies should maximize teachers levels of professional moral responsibility
in the job by facilitating attractive teaching learning environment in school in
collaborates with community, governmental and non-governmental organization. This
promotes encouragement of teachers in the job as well as improves the student
achievement.
82
83
84
85
87
89
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motivation and employees job performance: The moderating role of person job fit.
Journal of basic and applied scientific research Vol.2 (12)12177-12183
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93
94
Appendix A
Jimma University
Institute of Education and Professional Development Studies Department of Educational
Planning and Management.
Questionnaire to be filled by general secondary school teachers
Dear Respondents:
I am MA student of Jimma University. I am conducting a study on the topic: Teachers Job
Satisfaction and commitment in General Secondary Schools. Thus, the main purpose of this
questionnaire is only to collect relevant information for this research work. You are, therefore,
kindly requested to fill the questionnaire based on the necessary information related to the study.
The success of this study directly depends upon your honest and genuine response to each
question. Each data you supply will be used only for the purpose of academic issue and also
treated with utmost confidentiality.
THANK YOU!
Instructions: -No need of writing your name.
-Ask the data collector; if you need extra support before providing your answer in
not clear
-Your answer should represent you direct feelings.
-Be sure to keep the statement in mind when deciding how you feel about aspect of
your job
Be frank. Give a true current picture of your feeling about your job
satisfaction
Part I: - Personal information by marking once
1. School name_____________________________________
2. Sex: Male
Female
b) 26-30
c) 31-35
i
d) 36-40
b) BA/BSC/BEd degree
c) MA/MSc/MED degree
5. Service years: a) below 1 year
e) 16-20 years
6. Location of school Rural
b) 1-5
c) 6-10 years
d) 11-15 years
Strongly
Disagree undecided
agree
strongly
disagree
1
2
3
1. Please rate your level of job satisfaction and commitment on the current job. Very high
ii
agree.
Medium
Low
Very low
2. Rate your level of satisfaction for the items related to professional development or personal
advancement opportunities in the school.
1= strongly disagree, 2 = disagree, 3 = Undecided, 4 = agree and 5 = strongly agree.
N
Items
O
8
2. Rate your professional development or personal advancement strategies are accessible in your
school?
Very well
well
Not decide
poor
Very Poor
3. Rate your level of satisfaction for the items related to recognition.
1= strongly disagree, 2 = disagree, 3 = Undecided, 4 = agree and 5 = strongly agree.
NO
Items
13
14
15
16
17
iii
Items
O
18 I am satisfied with my professional ability to perform my job.
19 Received academic rewards from school is increased my job
satisfaction.
20 My accomplishments of task are similar with the schedule of school.
21 I am satisfied with the successes gained by my students.
Items
O
22 I am comfortable with appropriate execution of professional
responsibility.
23 I am satisfied with autonomy I have in making decisions about my daily
tasks.
24 Responsible to raise the awareness of the community.
25 Freedom to use your judgment in the work.
26 I feel comfortable with my present level of responsibility in my job.
27 I am satisfied with my perceived level of professional autonomy.
iv
6. Rate your level of satisfaction for the items related to promotion opportunities.
1= strongly disagree, 2 = disagree, 3 = Undecided, 4 = agree and 5 = strongly agree.
NO
Items
28
29
31
7. Rate your level of satisfaction for the items related to organizational policy and administration.
1= strongly disagree, 2 = disagree, 3 = Undecided, 4 = agree and 5 = strongly agree.
N
Items
O
32 The presence of clear school based rule and regulation is satisfied
me.
33 Implementation of rule and regulation with in school is satisfied
me.
34 Treatment all teachers equally in the school.
35
Items
38
39
40
41
42
9. Rate your level of satisfaction for the income related condition listed below.
1= strongly disagree, 2 = disagree, 3 = Undecided, 4 = agree and 5 = strongly agree.
N
Items
o
43 My monthly salary is sufficient to satisfy all important expenses.
44 I am satisfied with timely payment of salary.
45 My salary enhanced job commitment.
46 I am underpaid in relation to my efforts.
47 Additional incentive received for extra work.
48 I entered the teaching profession because of its good pay.
10. Items that focused on school and work relationship are listed below; please show your
position from the given alternatives. 1= strongly disagree, 2 = disagree, 3 = Undecided, 4
= agree and 5 = strongly agree.
No
Items
49
50
51
52
53
vi
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________.
11. Items that focused on yours working condition in the school are listed below; please show
your position from the given alternatives.
1= strongly disagree, 2 = disagree, 3 = Undecided, 4 = agree and 5 = strongly agree.
N
Items
o
54 I am satisfied with creating clean, initiating and comfortable working
area.
55 I am satisfied with accessibility of transportation.
56 I would not like to be transferred to another school.
57 I am satisfies with participation in co-curricular activities in school.
58 I am satisfies with supply of sufficient amount of material, tools for
teaching learning process.
59 I am interested to attend all the time in my instructional class in the
school.
60 Student attitudes towards education in school is enhanced my job
satisfaction.
61 I am satisfied refreshment material of within school (DSTV, Tennis,.)
3. How do you rate the practice of transfer of teachers within zone and woreda?
.
highly unfair.
Unfair.
Slightly fair
Fair.
highly fair
4. What do you say about your work condition? (school facilities, attractiveness
etc.)__________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
vii
o
1
2. Items that focused on teachers continuance commitment in the school are listed below; please
show your position from the given alternatives.
viii
Items
o
8
Items
13
14
15
16
1. The relation between teachers job satisfaction and their commitment are:
A/ very low B/ low C/ no relation D/ high E/ very high.
THANK YOU!
ix
b) 26-30
c) 31-35
Female
Urban
Rural
d) 36-40
Strongly
disagree
undecided
agree
strongly
disagree
1
agree.
1. Please rate teachers level of job satisfaction and commitment on the current job.
Very high
High
Satisfactory
xi
Low
Very low
Items
O
8
poor
Not decide
Very well
Items
13
14
15
16
Teachers get enough recognition from immediate supervisor for their work.
17
xii
Items
O
18 Teachers satisfied with professional ability to perform their job.
19 Received academic rewards from school are increased teachers job
satisfaction.
20 The chance to do work in the school is appropriate to teachers
ability.
21 Teachers accomplishments of task are similar with schedule of
school.
5. Rate teachers level of satisfaction for the items related to responsibility.
1= strongly disagree, 2 = disagree, 3 = Undecided, 4 = agree and 5 = strongly agree.
N
Items
O
22 Teachers
are
comfortable
with
appropriate
execution
of
professional responsibility.
23 Teachers satisfied with autonomy in the making decisions about
daily tasks.
24 Teachers are responsible to raise the awareness of the community.
25 Teachers have freedom to use their own judgment for effective
work.
26 Teachers are comfortable with present level of responsibility in
their job.
27 Teachers satisfied with perceived level of professional autonomy.
xiii
Items
O
28
29
30
31
7. Rate teachers level of satisfaction for the items related to organizational policy and
administration.
1= strongly disagree, 2 = disagree, 3 = Undecided, 4 = agree and 5 = strongly agree.
N
Items
O
32 The presence of clear school based rule and regulation satisfied
teachers.
33 Teachers are satisfied with implementation of rule and regulation
with in school.
34 Teachers are satisfied with equally treatment all teachers.
35 The way principals lead the school is satisfied teachers.
36 Teachers satisfied with involvement in school decisions.
37 The way the school deals with complaints are satisfied teachers.
8. Questions that focused on supervision (technical) are listed below. Please, indicate your
position by selecting the options that represents your feeling.
xiv
No
Items
38
39
40
41
42
9. Rate your level of satisfaction for the income related condition are listed below.
1= strongly disagree, 2 = disagree, 3 = Undecided, 4 = agree and 5 = strongly agree.
No
Items
Items
xv
Items
2 3
Unfair.
Slightly fair
Fair.
highly fair
5. What do you say about your work condition? (school facilities, attractiveness etc.)
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________________________
xvi
o
1
2. Items that focused on teachers continuance commitment in the school are listed below; please
show your position from the given alternatives.
xvii
Items
o
8
10 For teachers personally, the cost of leaving teaching would be far greater
than the benefit.
11 Teachers would not leave teaching right now because teachers have a
sense of obligation to teaching.
12 Teachers will not change teaching if teachers offered better working
condition and safety in some other sector.
3. Items that focused on teachers normative commitment in the school are listed below; please
show your position from the given alternatives.
1= strongly disagree, 2 = disagree, 3 = Undecided, 4 = agree and 5 = strongly agree
No
Items
13
14
15
16
The relation between teachers job satisfaction and their commitment are:
A/ very low B/ low C/ no relation D/ high E/ very high.
xviii
Appendix C
Jimma University
Institute of Education and Professional Development Studies Department of Educational
Planning and Management.
Interview guidelines for worad education office teachers, principals, and supervisors
development coordinators.
The main objective of this interview guideline is to collect extensive information about general
secondary school teachers job satisfaction. Thus, your genuine participation to give necessary
data has great importance for effectiveness of the research.
Sex __________ Age ______
Current position ___________________________
1. How do you feel about relation between teachers job satisfaction and their commitment in
their job?
2. How does the teachers perceive job itself among general secondary school of Hadiya Zone?
3. How teachers see current professional development or personal advancement in general
secondary school?
4. How the practice of teachers recognition in their job?
5. How do you feel about achievement of teachers in their work?
6. How does teachers practice their responsibility in the job?
7. The promotions of teachers are adequate with relation of their work in school?
8. What do you say about practice of policy and administration in the school?
9. How do you feel about the practices supervision in the generally secondary school?
xix
xx
Male
Female
Total
25& below
Age
26 30
31 35
Above 36
Total
Below 1 yr
Service year
1-5
6-10
11-15
16-20
Above 21
Total
Qualification
Diploma
Degree
Location
Rural
Urban
Total
Frequency
88
Percent (%)
83.8
17
16.2
105
100
23
21.9
49
46.7
16
15.2
17
16.2
105
100
4.8
41
39.0
35
33.3
8.6
10
9.5
4.8
105
100
1.9
103
98.1
51
48.6
54
51.4
105
100
xxi
ii