Abstract:
This study examined the relationship between teacher job satisfaction and work commitment in
government secondary schools of Ebantu District, East Wollegga Zone. For this study, a correlational
research design and a mixed research approach were used. Simple random and comprehensive sampling
techniques were used to draw a representative sample of 73 teachers out of the total of 144 teachers and
all 8 school leaders (4 principals and 4 vice principals), respectively. Both primary and secondary sources
of data were utilized. Data collection from respondents involved questionnaires, interviews, and document
analysis. Quantitative data were collected using two standardized instruments for both variables
separately. To analyze quantitative data, frequency, percentage, mean, standard deviation, Pearson
correlation, and multiple linear regressions were used with the help of Statistical Packages for Social
Science software (SPSS) version 26. On the other hand, qualitative data was analyzed by transcribing
respondents’ ideas and views through narration during the analysis of quantitative data. The study
results indicate that the level of teachers’ job satisfaction and the extent of teachers' work commitment in
the government secondary schools in Ebantu district were moderate. Teachers’ job satisfaction and work
commitments have a positive association with r = 0.876. According to multiple linear regression analysis
results, compensation had the highest standardized coefficient (β = 0.215, t = 2.238, p < 0.05), indicating
that it has a stronger predictive power compared to other variables. Following closely, promotion (β =
0.211, t = 2.089, p < 0.05), job security (β = 0.209, t = 2.116, p < 0.05), work conditions and facilities (β
= 0.207, t = 2.608, p < 0.05), and communication (β = 0.205, t = 2.475, p < 0.05) were also significant
predictors of teachers' work commitment. To conclude, the relationship between teachers’ job
satisfaction and work commitment is a critical area that requires attention and investment from
educational stakeholders from the bottom to the top. Based on the findings of the study, the researcher
offered the recommendation that the Ebantu district education office, school leaders, and other education
stakeholders should identify and address factors affecting teachers' job satisfaction, focusing on improved
working conditions, promotion opportunities, attractive compensation, a supportive work environment,
and the like.
