The relationship between teachers commitment and students Academic achievement in government secondary schools Ofbenchsheko zone

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.