Thesis

Relationship among Teachers’ Professional Commitment, Job Satisfaction, Organizational Citizenship Behavior and Turn over Intention

2026-09-01T07:57:29Z

Relationship among Teachers’ Professional Commitment, Job Satisfaction, Organizational Citizenship Behavior and Turn over Intention Mulatu, Kelemie This study aimed at investigating the relationship among teachers’ professional commitment, job satisfaction, organizational citizen ship behavior and turn over intention at Woreta town administration public secondary and preparatory school. A total of 135 participants (94 males and 41 females) were included in the investigation. Proportional stratified sampling was applied to get proportional number of male and female participants. Total samples were proportionally classified based on teachers’ total population and gender in the school under study. Then after, teachers’ were selected by a random list of table method. Questionnaire with 5point Likert scale were used to measure teachers professional commitment, job satisfaction, organizational citizenship behavior and turn over intention. The Cronbach alpha reliability estimates were 0.788, 0.89, 0.779and 0.827 for professional commitment, job satisfaction, organizational citizenship behavior and turn over intention items respectively. One sample test, Independent sample t-test, Pearson product moment correlation coefficient and Multiple linear regression was applied in searching answers for research questions and all significant tests were made at α=0.05. Results of one sample test of professional commitment pointed out that the teachers agreed for having professional commitment in their schools and the results of job satisfaction demonstrated that those teachers were not satisfied in the study area. Besides to this, the results of one sample test of OCB indicated that teachers exhibiting organizational citizenship behavior. Lastly, the result of turnover intention indicated that teachers didn’t report either to leave or stay in their organization or profession. On the other hand, the outcome of independent sample t –test showed that there was no statistically significant mean score gender difference between male and female teachers’ professional commitment, job satisfaction, organizational citizenship behaviors and turn over intention. The Pearson product moment correlation revealed that there statistically a significant positive relationship between teachers’ professional commitment and job satisfaction (r=.475, p<.05), professional commitment and organizational citizenship behavior (r=.272, p<.05); there was a significant negative relationship between teachers’ professional commitment and turnover intention (r=-.265, p<.05). On the contrary, the correlational analysis indicated no significant relationship between job satisfaction and organizational citizenship behavior (r=.147, p>.05), job satisfaction and turnover intention (r= -.056, p>.05) and organizational citizenship behavior and turnover intention (r=.155, p>.05). Results of multiple-linear regression analysis attested that teachers’ professional commitment (β =-.371, t=-3.895, p<.05) had a significant negative influence on teachers’ turnover intention. On contrary, the results also showed that organizational citizenship behavior (β =2.243, t=2.874, p<.05) had a significant positive influence on teachers’ turnover intention. Exceptionally, teachers job satisfaction ((β =.084, t.905, p>.05) didn’t have significant effect on teachers’ turnover intention. Thus, the researcher recommends that effort should be made by concerned bodies to increase teachers’ overall job satisfaction where by increasing teachers’ emotional attachment with their profession.

Centers Practice and Problems That Teachers Face in The Early Childhood Curriculum Implementation: The Case of adet Town Early Childhood Care and Education

2026-09-01T06:42:34Z

Centers Practice and Problems That Teachers Face in The Early Childhood Curriculum Implementation: The Case of adet Town Early Childhood Care and Education Yaschalew, Geremew The purpose of this study was to explore the problems that teachers face in the curriculum implementation in Adet town private and government-owned Early Childhood Care and Education centers. Its specific purpose was to assess how teachers implement the ECCE curriculum and explore problems that teachers faced in the ECCE curriculum implementation. To achieve this purpose, a qualitative exploratory research design was employed. In the present study, 13 teachers and 2 principals have participated by selecting through convenience sampling technique. Data were gathered through interview and observation. The collected data were analyzed using a thematic method of analysis. Two ECCE centers teachers and principals were selected using convenience sampling techniques. The result of the study shows that the common methods of teaching teachers implemented were dominantly explanation /teacher-centered approach/. In addition to this, teachers use mainly tests as assessment mechanism. Besides, the findings of the study also specify that teachers face many problems in the implementation of ECCE curriculum. More specifically, teaching-learning and assessing of children such as lack of resource (indoor and outdoor materials) and other classroom facilities (resource centers, reading corners, enough light, child-sized benches and chairs), lack of ongoing training of teachers, crowded classroom, small classroom and lack of administrative support stuck them from implementing of teaching and assessing of children. As a result, teachers in both centers did not implement the teaching and assessing of children which are needed and intended in ECCE centers due to problems mentioned. Therefore, West Gojam Zone Education office,Yilmana Densa Woreda Education office and non-governmental organizations must pay their attention to the private and government-owned ECCE centers

Factors Affecting Preschool Children’s Sociology-Emotional Development in Bahir Dar City Selected Preschools

2022-06-01T06:16:57Z

Factors Affecting Preschool Children’s Sociology-Emotional Development in Bahir Dar City Selected Preschools Rahel, Zena Abstract The main purpose of this study was to investigate factors affecting socio-emotional development of preschool children in Bahir Dar City. The specific objectives were to identify the extent of teachers’ demographic factors affecting socio-emotional development of children, determine the extent of predictor variables to predict socioemotional development of children after controlling demographic variables, find out the statically significant relationship of factors with children’s socio-emotional development and explain teacher- child interactions with indoor and outdoor environment. In order to achieve intended objectives, mixed research approach sequential explanatory design was employed. Ten preschools were selected by stratified sampling technique with 120 participants. Questionnaire was developed from related literature. The questionnaire consisted of 38 closed–ended items and three observational guiding questions to enrich and triangulate the data. A descriptive statistics, Pearson correlation, independent sample t-test, ANOVA and linear hierarchical regression analysis methods were employed. Then data were analyzed by using SPSS version 21 and qualitative thematic analysis technique. The results showed that preschooler teachers’ socio-demographic characteristics were highly contributed for a shared variance than other predictors such as teachers’ attitude, empathy, classroom weather conditions and availability of play materials. Teachers who were married had a positive effect on children’s socioemotional development as compared to single teachers. Teachers who had a bachelor of degree educational status showed a significant mean difference than a certificate and diploma level. Teaching experience was significantly correlated in a positive way with children’s socio-emotional development, although teachers’ age was negatively correlated. The qualitative study also revealed that a conducive playground and teacherchild relationship had a great role for children’s socio-emotional development. In conclusion, the study revealed that preschool children’s socio-emotional development can be extremely predicted by the teachers’ demographic factors than other factors. Finally, the researcher recommended for preschool administrator should be employed degree graduate in ECCE and fulfill types of play materials, and teachers should be enhance their relationship with their children to improve children’s socio-emotional development. Keywords: attitude, children, socio-emotional development, play materials and preschool.

Teachers' Beliefs about the Relevance of Educational Psychology to the Reform in Teacher Education and their Practice

2020-12-15T12:30:40Z

Teachers' Beliefs about the Relevance of Educational Psychology to the Reform in Teacher Education and their Practice wosen·, Keskes he purpose or this study was to describe and illuminate teachers' beliefs about thL' relevance of educational psychology to the reform in teacher education and their practice \\ ith the aim that the !CDR's first-round summ.uivc evaluation report highlighting teachers weak insuucuonal approaches might better be explained by their beliefs. So th.u :1 qu:ilit:1ti\L'i:· based case study \\:1s conducted .md d.ua \\ere collected through intcrvic« :ll1d documcu: :111:1!ysis 011 the h:1sis o l unobuusix L' cross-. alid.uion. Conscqucuilv. it h:h bl.'.L'll l°OU!lli OU[ iha: teachers have the belief that context-free thcorctica] knov, kdge is the relevant knowledge base for student teachers. Such a belief or teachers intersected in their b._·Jid 01· \vh:1t it means to know and apply such a theoretical knowledge in various contexts. :IS well as in their reactions for the context-based knowledge or childrcns k:1rni11g :111d development. lksid::s. such teachers beliefs were concerted with or revealed .u their explicit instructional beliefs. There \\':lS also little evidence or problem solving approach in the course material including learning activities.