Teachers job satisfaction and professional commitment in primary schools in gombora woreda

Abstract

The purpose of this study was to investigate relationship between teachers’ job satisfaction and professional commitment in primary school teachers in Gombora woreda. Specifically, to investigates the level of job satisfaction and professional commitment. To accomplish this purpose, a mixed research approach was used. This study was used both primary and secondary data sources. Data obtained from 10 primary school teachers, principals, and supervisors of Gombora woreda by using Questionnaires, Interview and Document analysis. A total of 230- study population were participated in the study 125(54%) respondents were included as a sample through simple random Sampling method. The analysis of the quantitative data were done by using descriptive statistics like frequency, mean, standard deviation, Pearson product correlation coefficient, One-way ANOVA and t-teats. In addition, qualitative data was analyzed by transcribing respondent’s ideas and views through narrations during the analysis of quantitative data. The correlation results shown as there were a significant and positive relationship between teachers’ job satisfaction and professional commitment (r = .818**, N = 96). This indicates that positive and strong relation between teachers’ job satisfaction and professional commitment. The findings revealed that there was low teachers job satisfaction due to lake of fair and equitable internal and external satisfaction, due to low job satisfaction there is low teachers professional commitment. Based on the findings, it recommended that Woreda education office, particularly primary School principals, vice-principals and primary school supervisors should give special attention to encourage teachers’ professional commitment by providing fair and equitable internal and external rewarding systems to achieve school goals and objectives