Relationship between teachers’ job satisfaction and commitment in government secondary schools of east Hararghe zone, Oromia national regional state, Ethiopia

The purpose of this study was to examine the relationship between teachers’ job satisfaction and commitment. Correlational design of quantitative method was used to achieve this objective. From the total of 57 secondary schools in East Hararghe zone 24 schools were selected using stratified and simple random sampling techniques. A total of 420 sample respondents were selected using simple random sampling technique from East Hararghe zone secondary schools which were selected using stratified random sampling technique. The data were collected through a standardized principal instructional management rating scale for instructional leadership and Minnesota job Satisfaction Questionnaire for teachers’ job satisfaction and a three-component for teachers commitment scale adopted by permission. The data were analyzed using descriptive such as mean, standard deviation and inferential statistics such as Pearson correlation, multiple linear regression analysis. The findings revealed that teachers’ job satisfaction in East Hararghe zone secondary schools is at a moderate level. Similarly, teachers reported moderate level of their commitment. Furthermore, there is positive and strong relationship between teachers’ job satisfaction and commitment. Based on the findings, it was concluded that teachers’ job satisfaction and commitment were at their moderate level in East Hararghe zone secondary schools. The study contributes to educational planning and administration literature by providing empirical evidence from Ethiopia. Findings highlight that improving teacher satisfaction is essential for sustaining commitment, reducing turnover, and enhancing educational outcomes. Hence, it is recommended that school principals should improve teachers’ job satisfaction and commitment in secondary schools. It is also suggested that further cross-sectional studies be carried out in more zones, secondary schools and primary schools in Ethiopia, including private ones using mixed method research and more data analysis tests.