Gezmu, Mohammed (2013) Job Satisfaction and Organizational Commitment of Teacher Educators: The Case of Arbaminch College of Teacher Education (AMCTE). Masters thesis, Addis Ababa University.
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Abstract
The general objective of this study was to assess the job satisfaction and organizational commitment of the academic staff in Arbaminch College of Teacher Education. A mixed approach (QUAN→qual), sequential explanatory design was employed. All teachers found in the college in the year 2012/2013 were subjects of the study. From the total of 90 teachers, 79 of them successfully completed the questionnaire. Teachers job satisfaction in the selected nine facets of job and organizational commitment data were collected through questionnaire and interview. Descriptive statistics, correlations (zero order and partial), and multiple regressions were employed in the analysis of the data. The results of the study revealed that a) the majority of teacher educators in AMCTE experience a very low over all job satisfaction. More specifically, teachers in the college were moderately satisfied with the work itself and co-worker relations. They were very slightly satisfied with supervision and autonomy while they were dissatisfied with pay and workload followed by physical environment & facilities. Also, teachers in the college were not satisfied with recognition and promotional opportunities. b) Teachers’ overall commitment towards AMCTE was very low. They had a slight, but relatively better affective commitment compared to other components of organizational commitment. Majority of the teachers were not normatively committed to the college, they feel a very low obligation to remain in the college. Also, teachers in the college underestimated the associated costs of leaving the college. c) The correlation analysis also revealed a significant relationship between satisfaction with the selected facets (recognition, pay, co-worker relation, work itself, autonomy, physical environment and facilities, work load, supervision, and promotion/growth) and overall job satisfaction of teachers. e) Only tenure had a significant negative relationship with job satisfaction of teachers in AMCTE. Tenure and educational level also negatively and significantly correlated with affective commitment. d) Overall job satisfaction significantly explained the variance only in affective commitment of teachers in a positive direction. Therefore, it is recommended that the college administrators should provide different intrinsic and extrinsic rewards in order to raise teachers’ satisfaction and organizational commitment; such as creating an environment which allow teachers to make additional financial benefits by doing extra hours, and appropriate compensations for teachers’ extra workload. It is also recommended that providing an appropriate level of autonomy and recognition, smooth supervision, and good prospects of promotion opportunities might raise teachers satisfaction and commitment; especially for senior and better educated staffs. Finally, further studies on job satisfaction and organizational commitment are recommended.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Africana |
| Depositing User: | Kabiru Wallace Ndung'u |
| Date Deposited: | 19 Aug 2019 12:13 |
| Last Modified: | 19 Aug 2019 12:13 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/9440 |
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