The Effect of School Climate on Teachers' Job Satisfaction in Government Secondary Schools of Hawassa City Administration

Abstract

The purpose of this study was to examine the effect of school climate on teachers' job satisfaction in government secondary schools of Hawassa city Administration. Descriptive survey research method was used. Data were collected from six secondary schools teachers and principals using the OCDQ-RS, the Minnesota Satisfaction Questionnaire (MSQ) and questionnaires prepared by the researchers' that is related to students behaviour, school physical facility and teachers teaching load. The research findings indicated that school climate variables are significantly related with teachers' job satisfaction. The findings also indicate that job dissatisfaction was associated with students' misbehaviour (acting up) and lack of interest, a decline in teachers' respect and status. The study also reveal that Supportive behaviour have positive relation with job satisfaction. It is further recommended that supportive and professional interaction and close personal relations among teachers increase their job satisfaction and it must be maintained strongly by school principals, city administration education department and regional education bureau.