Abstract:
The purpose of this study was to examine the contribution of teachers' job satisfaction, occupational stress, subject matter knowledge, and pedagogical competencies to academic achievement among Limu Genet secondary school students. A mixed-method (quantitative and qualitative) research design was employed to achieve the research objectives. About 403 total participants from Limu Genet secondary schools were selected using a simple random sampling technique via a lottery method. Open and closed-ended Questionnaires were used. Quantitative data were analyzed using Pearson correlation coefficient, and multiple linear regressions. Qualitative data were analyzed via thematic analysis. The result showed that teachers’ job satisfaction, occupational stress, subject matter knowledge, pedagogical competence not predicted students’ academic achievement. Moreover, the result from the Pearson correlation Coefficient showed that there was no statistically significant relationship between teachers' job satisfaction, occupational stress, pedagogical competence, subject matter knowledge and students' academic achievement (r=-.04 to r=.03). Conclusively, teachers' subject matter knowledge has a contribution to students' academic achievement. Thus, the Jimma Zone Education Office should provide professional development training as well as life skill training to improve the academic performance of Limmu Genet Secondary school students
