Teachers Job satisfaction
This study aimed to examine the influence of various factors on teacher job satisfaction, service quality, and performance in Sidama Regional State public secondary schools. Moreover, the research aimed to establish or reject four hypotheses to achieve its primary objective, and these hypotheses were: H1. Working conditions have a very positive impact on teachers' job happiness. H2. The level of job satisfaction among teachers would increase with compensation and incentives. H3. Professional development opportunities would improve instructors' job satisfaction. H4. Coworker and other relationships have a strong favorable effect on teachers' job satisfaction. Survey design and mixed (quantitative and qualitative) methods were used to collect and analyze the data needed to conduct the research. Sidama Regional State public secondary school teachers and principals were used as the study population. A sample size of 170 teachers and 10 school principals and supervisors (total N = 180) was chosen as a sample by using simple random sampling techniques. Closed-ended questionnaires and semi-structured interviews were used to generate the primary data for the study from teachers and school principals, respectively. This study used descriptive correlational analysis, multiple regression analysis, frequency, percentage, mean, and standard deviation to measure the relationship between variables and the effect of independent factors on the dependent variable. The results showed that teachers' job satisfaction was found to be positively correlated with working conditions, salary and reward systems, relationships with colleagues, and professional development opportunities (predictors). These factors also had a substantial impact on teachers' performance and the quality of service they provided to stakeholders.
Steps to reproduce
This study aimed to investigate the impact of various factors on the job satisfaction of teachers, the quality of services provided, and their performance in public secondary schools in Sidama Regional State. A sample of 180 teachers and principals from 17 secondary schools was selected using simple random and purposive sampling techniques. Data was collected through a self-administered Likert-scale questionnaire and semi-structured interviews. The participants’ chosen language, Amharic, was used for the interview (the official language of the country). The questionnaire underwent pilot testing to ensure its validity and reliability. The study used descriptive statistics and inferential statistical techniques to calculate the association between the dependent and independent variables. The data was processed using SPSS Version 25 for data analysis using descriptive and inferential statistics. Semi-structured interviews were conducted with school principals and supervisors to understand the job satisfaction of their teachers. The results were interpreted using a range of mean scores, with low being a mean score below 3.39, moderate being 3.40 to 3.79, and high being 3.8 and above.