Abstract:
This study investigated the relationship between job satisfaction, motivation and
commitment by focusing on teacher-educators in Jimma Teacher Training College through
explanatory research design. The core objective was to examine how teachers’
commitment (i.e., commitment to organization, commitment to profession, and
commitment to students) was affected by employees’ job satisfaction and motivation.
More specifically model containing nine subscales: work, pay, promotion, supervision,
coworker, job in general satisfaction, intrinsic motivation, and extrinsic motivation were
correlated against teachers’ commitment. The responses of 51(77%) participants were
analyzed via zero-order Pearson Correlation and multiple linear regression. Cronbach’s
alpha coefficient for all items relating to each variables of the study showed strong
reliability ranging from 0.65 to 0.868.
In conclusion, multiple regressions computed to investigate the model containing the job
satisfaction subscales (work, pay, promotion, supervision, and coworker), motivation
dimensions (intrinsic and extrinsic) and teachers’ commitment found the model
statistically significant association between the variables(ANOVA 0.005 < 0.050). The
relationship showed by the results of R=0.652, R2=0.426, adjusted R square (0.302), P=
0.005 at significant level p< 0.05 contributing 42.5% variability on dependent variable.
However, promotion and extrinsic motivation are statistically more significantly
associated with teachers’ commitment, F(2 43)= 9.693 , p= 0.000, R2= 0.311, R= 0. 557,
and contributing 31.1% variability on dependent variable out of the 42.6% variability of
all the eight variables. The result generally showed that teachers’ job satisfaction and
motivation is to the large extent affected by the lack of promotion or growth and extrinsic
motivators in their job.
