EFFECTS OF SCHOOL ENVIRONMENT ON TEACHERS‟JOB SATISFACTION IN GOVERNMENT PRIMARY SCHOOLS OF GAMO ZONE

Abstract

The purpose of the study was to examine the effect of the school environment on teachers’ job satisfaction in government primary schools in the Gamo Zone. To achieve this purpose, a descriptive survey-correlational research design was used. The total target population of the study was 552. Among them, 232 teachers were selected through a simple random sampling technique. Additionally, 35 school leaders (9 principals, 10 vice principals, and 16 unit leaders) were included in a census sampling. The data was collected through a closed-ended questionnaire. Data analysis has been done using the Statistical Package for Social Science version 26. Data analysis was carried out using descriptive statistics such as percentage, mean, and standard deviations, while correlation coefficient, independent sample t-test, and multiple regression were employed as inferential statistics for further conclusions. Accordingly, results showed there is a positive and significant relationship between the school environment components and teachers’ job satisfaction. Moreover, teachers were satisfied with school leadership practice, collegial relationships, and school facilities (r=0.68 **, r=.514**, r=0.51 **, and p=.000<0.05) respectively. The teachers’ job satisfaction is explained by the regression model in 54.6% of the variance.Furthermore, results have confirmed that the school environment positively influence teachers’ job satisfaction. Besides school leadership practice, it accounted for the largest contribution to improving job satisfaction (Beta=.377) followed by collegial relationships (β=.179), and school facilities (β=.139). In conclusion, the school environment plays a critical role in determining teachers' job satisfaction. Consequently, this research recommends extrinsic motivation factors be recognized and acknowledged, as they significantly impact on teachers’ job satisfaction. It is suggested that principals and other school stakeholders should create a favourable school environment by conducting regular evaluations and assessments to identify areas for improvement and implementing targeted interventions to address those needs.