Teachers' Job Motivation in Government Secondary Schools of Wollega Zones, Ethiopia

Abstract

This study investigated the level of teachers' job motivation in government secondary schools across the Wollega zones of the Oromia Regional State, Ethiopia, using a descriptive survey research design. The study examined differences in teachers' motivation based on gender and educational qualifications, from teachers' perspectives. Through proportional stratified sampling, 26 government secondary schools from which 364 teachers were selected using simple random sampling techniques were chosen. Data were gathered using condensed Herberg's two-factor motivation questionnaires. Reliability analysis of the instrument was conducted using SPSS version 24.0 and yielded an excellent Cronbach's alpha coefficient of 0.94. Consequently, data were analyzed using frequency distributions, percentages, means, standard deviations, and independent t-tests. The finding revealed that the overall level of teachers' job motivation was moderate. Additionally, the independent t-tests showed no statistically significant difference in job motivation level based on either gender or educational qualifications. Based on the findings, it is  recommended that school principalsstrengthen institutional teachers' recognition systems and improve workplace conditions to enhance overall motivation.