Teachers’ Motivation and Job Satisfaction for Quality Education at Secondary Schools of South Gondar Zone, Ethiopia

Abstract

The purpose of this study was to examine motivation and job satisfaction of teachers. Specifically, it was designed to evaluate teachers’ motivation and job satisfaction in their profession. Convergent mixed method with qualitative and quantitative approaches was employed. Quantitative data were collected from teachers (n = 222) through multistage sampling techniques. Quantitative data gathering was done using a questionnaire adapted from Spector’s (1985) Job Satisfaction Survey. Qualitative data was collected from 10 purposively selected teachers using semi-structured interviews and FGD. The data were analyzed quantitatively using a one-sample t-test. The qualitative data were analyzed thematically using description and narration. The results revealed that failure in motivation and job satisfaction was a significant hindrance to quality education. They were demotivated due to insufficient salary and fringe benefits, administrative challenges, and lack of students’ hope. The findings of this study have important implications for having empirical evidence about the issues.