Abstract:
The main purpose of this study was to investigate the relationship between teachers ‘commitment
and students’ academic achievement in Government Secondary Schools’ of Benchsheko Zone. This
study employed correlational research design including Quantitative and Qualitative methods. A
total of 239 sample size, including 154 students by using simple random sampling technique,70
teachers by using simple random sampling technique and 15 school principals using purposive
sampling were involved in the study. The researcher collected the relevant data from principals,
teachers and students using self-constructed and standardized questionnaires on teacher’s
commitment. the validity and reliability of the questionnaires were checked by pilot test from
secondary schools which are not included in the samples of the study. The data from the
questionnaires were analyzed by using mean, standard deviation, and correlation and regression
analysis. The correlation result showed that there was evidence of positive strong correlation between
teachers’ commitment and their students’ academic achievement in the sampled schools and individually
the three teachers ‘commitment areas commitment to (students’ learning, profession and the
community) with correlation and significant values (r=0.871, p=0.005, r=0.768, p=0.026 and
r=0.710, p=0.048) respectively. Each commitment has strong and positive relationship with
students ‘academic achievement. Commitment to students’ learning has more strong relation with
students’ academic achievement than others. In addition to that the overall teachers’ commitment
has strong relation (r=0.919, p=0.001) with students ‘academic achievement. From the linier
regression result (r²=.825) indicates in combination of teachers ‘commitment to
(students’learning, their profession and the community) influence overall students ‘academic
achievement by 82.5 %. Regarding their individual effects beta correlation coefficient indicated
commitment towards students’ learning constitute (B=78.55; p=0.015), and teachers
‘commitment towards their profession (B=54.79, p=0.038) both can influence individually on
students ‘academic achievement significantly. But teachers ‘commitment towards the community
(B=12.577, but p=greater than 0.05) individually cannot influence students’ academic
achievement significantly. Based up on this finding it was concluded that schools should enhance
the level of teachers’ professional commitment in their school by effectively managing teacher’s
motivation in terms of both intrinsic and extrinsic motivational factors. Therefore, school
principal, vice principals and supervisors should apply their instructional leadership role and they
should strength the relation of schools with the community. Finally, it can be recommending that
schools should create clear and shared schools vision and mission and communicate with all
stakeholders.
