TEACHERS’ JOB SATISFACTION AND SCHOOL PERFORMANCE INSECONDARY SCHOOLS

Edgat school
1. INTRODUCTION
Although the job satisfaction of teachers is a well-researched area in other parts of the world, this
research is motivated by two important issues. Firstly, the deterioration of the quality of education in
Ethiopia (Centre for British Teachers [CfBT], 2008:69) which may be linked to the lack of job
satisfaction of the teachers. Secondly, there is a dearth of research being conducted in the area of job
satisfaction in Ethiopia. This issue will be addressed again later in this section. In the following section,
the importance of teacher job satisfaction is explained.

1.1 Back ground of the Study

It is important to note that maintaining the provision of effective education at school requires a
coordinated effort from all the bodies concerned. Among others, it demands the devotion of policy
makers, administrators, teachers’ associations, the parents, the students themselves, as well as members of
the wider community. It requires the provision of effective facilities and spaces, and the training and
assignment of qualified administrative and other support staff. However, while each of the mentioned
groups has important contributions to make, providing effective learning environments in schools
depends in particular on the skills, morale, knowledge and commitment of the teachers (Tekleselassie,
2005:618). Teachers are the most important resources in a school. They are the key figures for any
changes (e.g., educational reforms) needed in schools.
The provision of a high quality education system depends on high quality teachers (Jyoti & Sharma,
2009:52; Perie, Baker & The American Institute for Research, 1997). High teacher morale, 2 relevant
subject knowledge, and the teachers’ specialised teaching skills (pedagogical knowledge) are central to
quality teaching and learning (Bolin, 2007:48). The quality of the teachers, their commitment, satisfaction
and motivation are the determinant factors for the students to benefit from the education system. Teachers
act as role-models, since they are the pillars of the society (Jyoti & Sharma, 2009:51) who help the
students, not only to grow, but also to be the potential leaders of the next generation, and to shoulder the
responsibility of taking their nation ahead. Satisfaction with the teaching component has important
consequences. It means that the teachers are happy, dedicated and committed, and it also helps them to
bring their best qualities to their schools, so that students, parents, and the society may benefit from their
services (Ofoegbu, 2004:82). As indicated by Jaiyeoba and Jibril (2008:97), satisfied and motivated
teachers are important for any educational system.
The success or failure of the education system depends mainly on satisfied teachers, but also on satisfied
school managers and administrators. Teachers, specifically, spend a great amount of time with their
students in class, and hence they have a significant impact on student achievement (Correnti, Miller &
Rowan, 2002; Jyoti & Sharma, 2009:52). Thus, as outlined above, satisfaction with their teaching career
not only plays an important role in the lives of the teachers themselves, but also in the lives of the
students and the parents, and for the sustainment of quality education at large. Studies indicated that the
quality of education depends on the professionalism and devotion of the teachers. It is impractical to
realise positive changes in the schools without the teachers’ commitment to and participation in reform.
The quality and morale of the teachers are essential to the success of any educational reform (Kim,
2000:35). The teachers’ job satisfaction has a significant influence on, and important implications for
their effectiveness and their delivery of quality education. Shann 3 (1998:67) maintains that teacher job
satisfaction is a predictor of teacher retention, a determinant of teacher commitment, and a contributor to
school effectiveness.
The teachers’ overall career satisfaction in general, and satisfaction with their jobs in particular, are
pivotal to maintaining quality teaching, and to retaining motivated and quality individuals in the teaching
profession (Turner, 2007:1). In a study by Chang, Kim and Tickle (2010:6) it was found that the teachers’
job satisfaction was the most significant predictor of their intent to remain in the profession. Weasmer and
Woods (2004:118) also argue that teacher satisfaction reduces attrition, enhances collegiality between and
among superiors, teachers, students and parents, improves job performance, and has an impact on student
outcomes. Satisfied teachers are committed and motivated to do what is expected of them. According to
Johnson (2007:1), motivated and satisfied teachers are the primary contributors to a positive academic
environment, and therefore, this has a high premium, among others, for maintaining quality in the
education system.
Motivated teachers are more likely to motivate students to learn in the classroom, to warrant the
implementation of educational reforms and progressive legislation, and will result in feelings of
satisfaction and fulfilment (Conboy & De Jesus, 2001:131). Seco (2002) also believes that for a number
of years, teacher job satisfaction has been accepted as extremely important for the implementation of
educational reform, for the sustainment of the teacher in life-long learning, for the quality of the
teachinglearning process, and for satisfaction with life in general. Further support for this conclusion is
provided by Christodoulidis and Papaioannou (2007:359), who succinctly stated as follows, “One should
wonder whether education could be improved with demoralised and unsatisfied teachers”.
1.2 Statement of the Problem
The previous 1994 Education Policy declared that non-political education would be provided at all
education levels. The teachers in the sample however, thought that they were exposed to political
influences, due to their school principals’ ideologies. This confirms previous views. An education sector
development program indicated the need for improvement in school leadership (Psacharopoulos &
Partinos, 2004). The document indicated that irrelevant and un coordinated training courses by the school
leaders had not succeeded in over-coming the challenges related to school leadership, and that remained
poor. This study shows that poor management had a negative effect on the job satisfaction of teachers. In
similar way, teachers Continuous Professional Development (CPD) training and resource utilization
facilitated at cluster school levels were improved which in turn increased the teachers’ skill and
effectiveness. But the education policies, program and plans have not been made the serious effort to
pinpoint the causes of low motivation or de motivation of teachers and its’ relationship with educational
outcomes (MoE, 2010). Therefore, a very serious issue, considering that one of the main objectives of the
Ethiopian Ministry of education is to bring quality education to all level of the education system. To
achieve this objective, the better satisfied and responsible teachers are required. It has assumed that"…the
more teachers are happy the better they are"(Garrett & Hean, 2001:375). Therefore, the first objective of
the Education Ministry should be minimized teachers’ job dissatisfaction and maximize satisfaction, for
the benefit of teachers and students. According to Luthans (1998), if people work in a clean and friendly
environment, they were finding it to come work. If the opposite happen, they find it difficult to
accomplish tasks. When needs are not fulfilled an individual may be affected psychologically, morally
and economically. In relation to this idea the social context of work is also likely to have a significant
impact on workers attitude and behavior (Marks, 1994). If teachers’ moral is diversely affected, it is not
be easy to expect optimum devotion in their profession. As West and Belington (2001:103) stated,
teachers are the most important sources available in the school. Therefore, pattern of support for teachers’
development is the most important determinant of the school efficiently
Therefore, considering this gap the study will focus primarily on investigating the gaps between teachers’
job satisfaction and school performance in Edgat secondary schools which are the current challenges of
quality education. The study focuses on Edgat secondary school which is taken as sample to generate the
accurate information about teachers, job satisfaction and school performance.

1.3 Research Question

The study tried to answer the following questions. The questions were;
1. What is the status of teachers’ job satisfaction in Edgat secondary school?
2. What is the status of school performance in Edgat secondary school?
3. Is there a relationship between teachers’ job satisfaction and school performance?

1.4 Objective of the study

1.4.1 General Objective
The general objective of this study is to find out teachers’ job satisfaction and school performance in
government Edgat Secondary school.
1.4.2 Specific Objectives of the study
From the base of general objective of the study, the following specific objectives were focused on:
1. To explain the status of teachers’ job satisfaction and dissatisfaction factors in Edgat secondary School
2. To distinguish the status of school performance in Edgat secondary
3. To examine the relationship between teachers’ job satisfaction and school performance in Edgat
secondary school.

1.5 Significance of the Study

This study out- come addressed the lack of research on the issue of teachers’ job satisfaction and school
performance in Edgat secondary school. This empirical study showed that teachers experienced the
significant job dissatisfaction which demotivated them and in some cases prevented the occurrence of
quality education at the schools and in relation to schools’ poor performance. Therefore, this is a very
serious issue, considering that of the major objective of the study in Edgat secondary school that the
Ethiopian Ministry of Education should bring the quality education system to all secondary schools’ level
in Oromia. To achieve this objective better, satisfied and motivated responsible teachers are needed. It
has been assumed that"...the more teachers are happy the better they are"(Garrett & Hean, 2001:375).
1.6 Delimitation of the Study
The target focus of this study is investigating on teachers’ job satisfaction and School performance in
government secondary schools of Kafa Zone. This study was delimited in Kafa Zone government
secondary schools of teachers’ job satisfaction and school performance containing different variables. The
variables were related to whether teachers were satisfied or dissatisfied on their professional job and the
school performance where they were working. The demographic variables related to teachers job
satisfaction or dissatisfaction such as age, teaching experience, education qualification and career
structure.
CHAPTER TWO
REVIEW OFTHE RELATED LITERATURE
2.1 INTRODUCTION
This chapter contained the related literature to job satisfaction and school performance. The most
important and very relevant theories for this study are Maslow’s Hierarchy of Needs Theories, Motivator-
Hygiene Theory, the Expectancy Theory, Reinforcement Theory, Herzberg’s Two- factor Theory,
Hawthorne Effect Theory and the Three– Dimensional Theory of attribution. In general, the target
objective of this study was to assess the relationship between teachers’ job satisfaction and school
performance in the government secondary schools of Kafa Zone. Therefore, this study chapter deals with
reviewing the literature of different scholars related to achieve the objective of the study.
2.2. Concepts of Teachers’ Job Satisfaction, Motivation and School Performance
2.2.1. Teachers’ Motivation and Job Satisfaction
Organization dynamism, whether public or private, comes from the motivation its employees, although
their abilities play just as crucial role in determining their performance. The term employee motivation is
a complex and difficult term to define; therefore, a precise definition of this concept is intangible as the
notion comprise the characteristics of individual and situation as well as the perception of that situation
by the individual Ifinedo, (2003 ). In addition, Dessler (2001) defined that motivation as the intensity of a
person’s desire to engage in some activity. From the above definition we could understand that
motivation deals with what starts and empowers human behavior; how those forces are directed and
sustained as well as the performance they being about. On the other hand, many workers are satisfied in
even the least high-status jobs. That is, they simply like what they do. In any case, job satisfaction may be
as an individual one’s feelings or state of mind. The most widely accepted definition of job satisfaction as
a pleasurable or positive emotional state resulting from the appraisal of one’s job or job experience
(Sergio and Brain, 2014). Locke as cited in Lawrence (2011). Job satisfaction is defined as the degree of
pleasure or positive affect that an employee has toward his or her job.
2.2.2 School performance and its Indicators
In the modern climate, the success of a school is measured by the school’s achievement of set
performance indicators. These indicators are intended to demonstrate how effectively the school is
preparing pupils to perform in the real world. Different countries or states may have varies specific
regulation in measuring and grading their performance schools. Some of them use academic performance,
learning environment and efficiency, others may use standardized test performance, attendance rate,
completion and achievement of adequate yearly progress (Schrein, 2011). In Ethiopia context the
educational policy goal, strategies and programs are addressing the problem of access, equity, quality and
relevance that considered as the indicators. In education, access in education development can measured
through the number of schools and teachers by gender. Equity to education can be expressed in terms of
school distribution between rural and urban gender parity and equality treatments given for special needs.

2.3 The Importance of Teachers’ Job Satisfaction for Effective School

Performance School
Education is imparted quantitatively and qualitatively by teachers who have academic excellence
competent and pertinent training. Besides job satisfaction plays a vital role in imparting excellent
education to the student as a motivating factor (Jalaja, 2007). In general, the heart matter in education is
the interaction between the student and the teacher that create quality education. Thus quality education
for all should be made reality, a sufficient number of well qualified and satisfied teachers are necessary.
Recognizing, the essential role of teachers in educational advancement and the importance of their
contribution to the development of man and modern society, concerned to ensure that teachers enjoy the
status commensurate with this role (VSO, 2002). Teachers’ professional knowledge, skills and
competencies can be seen when one is participating and mastering challenging tasks directed at
educational success and performance (Filak and Sheldon, 2003). Teachers are very important resources in
a school. They are the key factors for any change needed to schools and the whole development students
through education. In some cases students’ dropout rate, repetition rate and students’ unwanted discipline
were demotivation conditions whereas the students’ educational success motivated teachers and good
school performance. As indicated by a scholar (Bolin, 2007; 48) stated as a high teacher morale, relevant
subject knowledge and the teachers’ specialized teaching skills (pedagogicalknowledge) are central to
quality teaching and learning. Teachers’ provision of a quality education system depends on a high
quality teachers (Jyoti and Sharma, 2009; 52).
2.4 The Relationship between Teachers’ Job Satisfaction and School Performance
The link between job satisfaction and performance has controversial issues on the presence, strength and
flow of the variables. Concerning those issues, different literatures assessed and presented as follows.
Fred and Allan (2008) citing Cecil (1980) stated that a significant relationship exists between motivation,
job satisfaction and performance for a sample of secondary and higher education teachers. Other studies
have shown that there is a correlation between job satisfaction and performance. A correlation indicates
that there is a relationship between these variables. However, it does not explain either, caused the
relationship (Steinberg, 2008). Motivation expected to have a positive effect on quality performance,
employees who are characterized by a high level of motivation show a higher work and life satisfaction
(Guddisa , 2012).
2.5 Factors Affecting Teachers’ Job Satisfaction
In today’s competitive environment organizations thrive and survive on their human resources. Most
employees recognized that the way they feel about their work and their job is affected by a number of
factors. It is a key factor in realizing organizational and individual goals that in turn greatly depends on
individual’s self-motivation and job satisfaction. Different scholars categorize factors affecting job
satisfaction in different ways. Some of them are as follows; Financial and non- financial factors, others
based on the characteristics like personal, work and organizational characteristics. Guddisa (2012) citing
Sakar (2000), organizational management uses financial and nonfinancial motivation to motivate its
employees.
Abraham Maslow’s connects the creation of the existence of people’s sense of satisfaction with the
maintenance of the classified needs. These are physiological needs, security, affiliation, self-esteem and
self- actualization needs
2.5.1 Leadership Style
The first and foremost determinant of job satisfaction is the administrators of the school supervision and
the style of leadership. Studies have revealed that the leadership styles exhibited by principals in school
have a marked effect upon the job satisfaction of the staff (Bogler, 2001). Much as it is logical to think
that leadership styles and teachers’ job satisfaction affect school performance. In addition Kaila (2007)
stated that satisfaction tends to be high when people believe their best interest in mind and treat them with
dignity and respect.
2.5.2 Organization Policies
Policies that are clear, fair and applied equally to employees will decrease dissatisfaction. Therefore
fairness and clarity are important and can go a long way in improving employee attitude (Pasrasad, 2007).
According to Michael (2012) citing Brodinky and Neil (2003) shared governance participatory
management enhances teacher’s professional status and their ownership in the planning and operation of
the school. They concluded that shared governance gives teachers a vested interest in school performance
and also promotes harmony and trust among teachers.
2.5.3 Salary, Incentive Pay and Fringe Benefits
Desseler G. (2001) stated that, yet even with all our more modern motivation techniques like job
enrichment, there is no doubt that money is still the most important motivator. Salary which is the most
payment for employees on the bases of time they put in job contributes fundamental change in motivation
and job satisfaction. Fringe benefits have the potential to increase the job satisfaction of employees such
as teachers (Arttz;2010:627). Employees choose these benefits as a means to decrease turnover rates.
2.5.4 Interpersonal or Social Relation
Allowing employees to develop a social aspect to their job may increase satisfaction as well as develop a
sense of team work. Co-worker relationships may also benefit the organization as a whole; given that
team work is a very important aspect of organization productivity and success. Moreover, when people
are allowed to develop work relationships they care more about pulling their own weight and not letting
co-workers down.
2.5.5 Working Conditions
Keeping up to date facilities and equipment and making sure employees have adequate personal work
space can decrease dissatisfaction. Job satisfaction might be motivated by the nature of the job which is
pervasive and peculiar working conditions that are similar to local and international standard, and extent
to which they resemble work conditions of other professions in the locality Oshagbemi, 2000. Moreover,
Kaila 2007 stated that job satisfaction is reduced by overcrowded, dark, and noisy environment.
2.6 Demographic Variables of Job Satisfaction
On the teachers’ job satisfaction and besides to that the relationship to the specific characteristics,
research has been made. By the action of this research some constant situation is clearly seen in the
findings. The most often examined characteristics are gender, age, salary tenure, experience, adequate
training, etc.
2.6.1 Salaries
An employee’s salary is related to the individual’s achievement level and successfulness. The suggestion
is raised from the author about the salaries of satisfied employees Hoppock (1977) suggested that there is
a significant difference findings in the average salaries of the most satisfied and the least satisfied
teachers. The teachers who earn higher salaries were more satisfied than who earn low salaries.
2.6.2 Students’ academic achievement and success
Academic achievement or academic performance is the extent to which a student, a teacher or institution
has attained their short or long- term educational goals, completion of educational bench marks such as
secondary school diplomas and bachelor’s degrees represent academic achievement
CHAPTER THREE 3
RESEARCH DESIGN AND METHEDOLOGY
3.1 Introduction
Chapter three the part of chapter one and chapter two it is Research Design and Methodology contained
Source of data, Population, sample and Sampling Techniques, Data collection instruments, Data
collection procedures, Methods of analysis, Validity and Reliability and Ethical consideration. Though,
the researcher focus was based on Edgat secondary school, the sampled were 10 secondary school
teachers.
3.2 Research Design and Methodology
3.2.1 Research Methods
This research study used quantitative and qualitative research methods to investigate the status of
teachers’ job satisfaction and school performance in secondary schools of Kafa Zone. Both the
quantitative and qualitative research methods were used to identify what factors influenced teachers’ job
satisfaction or dissatisfaction and the status of school performance. In this research the contribution of
quantitative research method was used to ensure the objectivity, generalizability reliability cover the ways
research participants were selected randomly from the study population in unbiased manner whereas the
qualitative research emphasizes on describing and understanding explaining the complex phenomena in
words through interview and documents to explored and explain a phenomena.
3.3. Sources of Data
In this section both primary and secondary data sources are employed.
3.3.1. Primary sources of Data
In this research both quantitative and qualitative data will be gathered from first-hand sources. The
quantitative primary data is gathered from Edget secondary school student, teachers, school principals,
and educational officers. Questionnaires were applied for students and teachers whereas interview
questions were used for the school principals and education officers.
3.3.2. Secondary Sources of Data
The secondary sources of data are obtained from the annual reports of Education office and those of the
sampled ten secondary schools. As long as, the completion rate, drop- out, and students’ achievement data
were collected.

3.4 Data Collection Procedures

There were four phases which taken place when data were collected from the teachers
The first one pre- test of questionnaire is taking place before conducting the actual research.
The second one is pilot study is conducted to ensure the clarity of questions and asses the
teachers understanding level. The third one is that data will be collected from the teachers
organized. The fourth one is that the quantitatively analyzed data that is gathered through
questionnaire which was organized to descriptive statistics with using frequency, mean and
percentage and correlation to analyze and interpret. After the above procedures, the researcher
was distributed the questionnaire papers and at the end collected them. Finally, the researcher
conducted an interview with the secondary schools’ principals and education officers at the
appointment time and place.

3.5. Methods of Data Analysis

The quantitative was collected, coded, tabulated and presented by using five point Likert scales
that was interpreted by SPSS version. Furthermore, it was analyzed by frequency, mean,
percentage and correlation. On the other hand, the qualitative data was obtained from the
interview questions has been presented and analyzed by using narrative form.

CHAPTER FOUR

4.1 PRESEN TAION, ANALYSIS AND INTERPRETAION OF DATA

4.1.1 Introduction
As indicated in the previous chapters, the objective of this study was to find out the relationship
between teachers’ job satisfaction and school performance of Edget secondary school teachers
nwere employed to analyze the data. The total respondents for the study were 12. Among these
for the questionnaire were 8 teachers; for the qualitative data interview questions were applied 4
teachers were taken as the respondents and to ensure the reliability of data. The basic question
related with teachers job satisfaction/ dissatisfaction in demographic back ground of teacher
respondents was:
1. What is the status of satisfied or dissatisfied of teachers’ job in the Edget secondary
school?

4.2 Results of the Study

The result of collected data from the students’ general views on teachers’ job satisfaction
The investigator assumed that students are the best customer of the teachers and; the teachers are
day to day server of their students. Therefore the investigator belied that students might explore
their teachers’ real life through the given questionnaire to collect data from the respondent
students
Recognition and Leadership Recognition is a motivator, according to Maslow’s hierarchy of
needs that esteem-needs. Recognition leads to motivation, and to job satisfaction. As affirmed by
Karsli and Iskender(2009:2253), teachers need the kind of appreciation, approval and respect of
school administrators, and others. Teachers as professionals, in all cultures, need to be
recognized for their accomplishments, and be appreciated by the parents, communities,
governments and by their colleagues.

Organization policies and autonomy Policies, clarity of rules and autonomy related factors on
teachers’ job satisfaction has been seen and in this study with the frequencies, means and
percentages were indicated whether teachers satisfied or dissatisfied with the factors was
indicated with the following table