JOB MOTIVATION AND SATISFACTION AS PREDICTORS OF TEACHERS' ORGANIZATIONAL COMMITMENT IN SOME SELECTED SECONDARY SCHOOLS OF HADIYA ZONE, HOSANNA TOWN, ETHIOPIA

Abstract

The purpose of this research was to examine job motivation and satisfaction as predictors of teachers' organizational commitment in Wachamo, Heto, and Yekatit, 25/67 secondary schools in Hadiya Zone, Hosanna Town, Ethiopia. The study used a sequential explanatory design to address the research questions. Primary sources of data were used to collect data for this research. The population of the study was 345 teachers, 185 Samples were participated in this study and three directors were interviewed. Stratified sampling was used to select the teachers and purposive sampling was used to select directors. The instruments that were used to collect the data were questionnaires and interviews. The data were analyzed using the statistical package for social sciences software version 20. The study applied descriptive statistics like mean and standard deviation, independent T-test and inferential statistics like the Pearson product-moment correlation and multiple linear regressions. The findings of the study indicated that, in terms of gender, there is no difference in organizational commitment between men and women. In terms of educational level according to the findings of the study, diploma holders have a good organizational commitment; in terms of service years, the findings show that 25–30 have a good organizational commitment; and in terms of age range, 40–60 have a good organizational commitment. i.e., pay, supervision, fringe benefits, curiosity, cooperation, autonomy, reward, and recognition, linked to organizational commitment, are significantly correlated with the, teacher organizational commitment is (P<0.05), this finding shows that all motivational factors and satisfaction factors are high correlation with organizational commitment. The results of the multiple linear-regression show that both motivational and satisfaction factors can predict teachers' organizational commitment and the major predictors are autonomy, reward, and cooperation. According to the results, the researchers conclude that both motivational and satisfaction factors determine teachers' organizational commitment and recommend that the government needs to give attention to and fulfill all the necessary things to improve the motivational and satisfaction factors in schools to increase the organizational commitment of the teachers and the ministry of education needs to work primarily to improve the life standard of the teachers who are working in secondary schools.