Teachers’ Motivation and Professional Commitment in Secondary Schools of West Omo Zone

Abstract

The primary purpose of this study was to explore the relationship between teachers’ motivation and professional commitment. For this purpose a quantitative research method and correlation research design had employed. To this end, 94(77.7%) out of 122 teachers were selected from six secondary schools using simple random sampling technique. The researchers collected the relevant data from teachers using self-constructed questioner on teacher’s motivation and standardized professional commitment questionnaire (PCQ). The data from the questionnaires were analyzed by using mean, standard deviation, and correlation and regression analysis. The result showed that there was evidence of positive correlation between teachers’ motivation and their professional commitment in the sampled schools and intrinsic motivation has strong and positive relationship with affective and normative professional commitment but not with continence professional commitment. On the other hand extrinsic motivation shows strong and positive relationships only with continence professional commitment. In addition to both intrinsic and extrinsic motivation positively related with teachers’ over all professional commitment but the correlation value of intrinsic motivation is very strong and significant than extrinsic motivation. From the linier regression result (r²=.815) indicates in combination intrinsic and extrinsic motivation influence overall professional commitment by 81.5 %. Regarding their individual effects beta correlation coefficient indicated intrinsic motivation constitute (B=0.602; p=<0.05) and extrinsic motivation constitute only (B=0.349; P<0.05) of influence over professional commitment. Based up on this finding it was concluded that schools can 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 and those in educational eldership position should give attention to identify suitable motivation strategy for teachers if they want to effectively retain their professional commitment