Abstract:
The purpose of this research was to investigate teachers’ job satisfaction and school
performance in secondary schools of Kafa Zone. The literature review of important theories
on job satisfaction and school performance was discussed. In the empirical research, the
mixed methods explanatory design was used. In the quantitative phase, data collection was
done by self-constructed structured questionnaire which focused on for teachers’ job
satisfaction or dissatisfaction factors that were identified during the literature review, such
as recognition and leadership, salary, incentives and fringe benefit, promotion and
advancement, organizational policies and autonomy, interpersonal or social relationship,
working conditions and school performance. The simple random sampling technique was
used for selected 97 teachers, lottery method sampling technique for10 principals, purposive
sampling technique was for12 education officers and stratified random sampling technique
for252 students were used. The data were statistically analyzed by using the Social Sciences
(SPSS) computer software programmed and the results were appropriately interpreted. In the
second, the qualitative phase, interviews were conducted with the lottery method sampled of
10 principals from 10 secondary schools and 12 purposely selected education officers from
three woredas and one administration town. The data were analyzed by using the frequency,
mean, percentage and correlational statistics. The results from the findings were indicated
that teachers were dissatisfied with dissatisfying factors related to their professional job. The
most identified dissatisfying factors such as leadership style and recognition, salary, fringe
benefits, promotion and advancement were included as primary dissatisfying factors of all
their work aspects. The next dissatisfaction areas were interpersonal or social relationship
and organizational policy and autonomy to the teachers’ job satisfaction. The third aspect of
dissatisfying area related to teachers’ job was the working conditions. The last school
performance level was measured with students’ academic achievement and discipline rate,
and teacher-student relationship. The findings of the study revealed that 55.7% teachers were
dissatisfied with their job and analysis of the school performance was 44.8% which was
needed a great attention.
Finally the researcher recommended that school principals, parents and the whole societies
and education sector with all woreda education office leaders, experts and administration
office in all woredas in Kafa Zone should have to create suitable opportunities to maximize
the satisfying factors for teachers’ professional jobs
