Assessment of teachers’ job satisfaction level in secondary schools of Sidama National Regional State, southeast Ethiopia

Abstract

The study was conducted in public secondary schools of Sidama regional state, southeast Ethiopia. Public secondary schools of the study region are faced with teacher’s weak teaching performance, commitment, motivation, low level of job satisfaction which negatively affects the achievements of quality education. The objective of this study was to assess the major factors that affect teachers’ job satisfaction, teaching performance, commitment, and low level of service. Descriptive research design was used for the study. The survey was targeted on a total of 340 respondents, of which 37 were purposively selected principals while 303 were randomly selected teachers of the public secondary schools of the study region. The data were analyzed using statistical method such as SPSS version 20, excel, regression model, t-test, chi-square, mean, graphs and tables. Qualitative data gathered from 8 Focus Group Discussion (FGD), 37 Key Informant Interview (KII), and personal field observations were also analyzed qualitatively. The key findings showed that nearly 60% and 40% secondary school teachers are satisfied and dissatisfied respectively with their professional teaching job. The major causes for job dissatisfaction of teachers are inadequate salary, lack of school facilities, resources, incentives, administrative supports and students’ disciplinary problems. In conclusion, strong administrative support, conducive school climate, rewards, payment of adequate salary, and cooperation are essential to enhance teachers’ job satisfaction in schools. Finally, the authors recommended that Policy makers, experts, NGOs, and other concerned stakeholders should design relevant strategies that enable to increase teachers’ salary, commitment, and level of job satisfaction.