Abstract:
This study explored the extent of organizational commitment and
how this may support or hinder a range of job satisfaction of teachers
examined in the Ethiopian primary schools.The research employed
correlation design. To this end, one hundred and eighteen 118 (58.1%)
teachers were selected from six primary schools using simple random
sampling technique and participated in the study. The researchers collected
the relevant data from teachers using Spector’s (1997) adopted version of job
satisfaction survey (JSS) and Meyer and Allen’s (1990) organizational
commitment questionnaire (OCQ). The researchers analyzed the data using
mean, standard deviation, correlation analysis and t-test. The result showed
that there was evidence of positive correlation between teachers’ job
satisfaction and their organizational commitment in the sampled schools.
Regardless of this, the findings of the study revealed that gender was the
only demographic variable that had significant positive relationship with job
satisfaction. The other demographic variables such as age, gender, marital
status and level of education did not show significant relationship with
teachers’ job satisfaction in the sampled schools. Consequent up on this
finding it was concluded that schools can enhance the level of teachers’
organizational commitment by creating a more satisfying working
environment. As to the demographic variable, since some of the finding
contradicts with the existing literature, we need to undertake more studies to
have better understanding of the nature of the relationship between teachers
demographic variables, job satisfaction and organizational commitment in
developing countries context.
