The Relationship between Job Satisfaction Motivation and Commitment: A Focus on Teacher-Educators in Jimma Teachers’ College

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.