2025/07/18 by Obsa Buta, Weyama
#Effect #School Climate #Teacher motivation
paper · doi:10.20372/nadre:9780
The purpose of this study was to examine the effects of school climate on teachers’ job motivation in secondary schools in Jeju woreda East Arsi Zone and to come up with remedial solutions in order to improve the current practices. Among different paradigms used in research, pragmatism was selected as an appropriate paradigm to investigate the problem under the study. This is because pragmatism as a paradigm helps the researcher to use both positivism and constructivism in a single study Mertens. The study were adapted the mixed research approach. A total of 156 respondents (1 secondary school supervisor, 10 Woreda education office experts, 135 Teachers, 5 school leaders and 5 vice principals) were included in the study. Secondary school supervisor was selected using availability sampling technique. Whereas, Woreda education office experts, were selected using purposive sampling technique. Teachers were selected based on simple random sampling and schools leaders and vice principals were selected by using census sampling technique. Quantitative data were collected, through questionnaires from 156 respondents (Teachers, supervisor, vice principals ,school leaders and WEO experts). Semi-structured interviews were also held with secondary school supervisor and Documents Analysis was also part of data collection for the study. Using SPSS version 21, quantitative data were analyzed employing descriptive statistics such as frequency, percentage, mean and inferential statistics ANOVA, while the qualitative data were analyzed using content analysis approach. Finding of the study revealed that the extent of teachers’ motivation was found to be moderate. The major school climate factors affecting teachers’ motivation were: poor attitude of teachers to work in the school to improve their profession, school leaders did not use feedback, suggestion box, meeting and reporting on job instruction effectively, lack of openness, commitment and trust of school leaders, the school principals lack to provide incentives for teachers to motivate them and lack of teachers’ commitment to improve their schools, inadequate facilities in the school, the school leaders lack to provide rewards for teachers, lack of implementing effective and inadequate teaching and learning. It was concluded that due concern was not given for school climate better assistance for teachers motivation. Based on these findings, it was suggested that school leaders should design an incentive mechanism through which it retains its teachers, supervisor, principals and woreda education experts by increasing their motivation level. In addition, it is strongly recommended that WEB provide adequate and sufficient materials like computers and plasma television by presenting project paper for different internal and external donors. The secondary also mobilizing the local community to fulfill the needed facilities. 6<br>