“ Relationship between Teachers’ Job Satisfaction and Work Commitment in Government Secondary Schools of Ebantu District, East Wollega Zone

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.