Job Dissatisfaction Of Teachers

The purpose of this study was to analyze the experiences of teachers on factors and consequences of job dissatisfaction in the Dera District of Oromia Regional State in Ethiopia.To address this purpose,three research questions were formulated as follows: What are the experiences of teachers about the factors of job dissatisfaction? What experiences do teachers have on the consequences of job dissatisfaction? And what suggestions do teachers have to overcome the challenges of job dissatisfaction? A qualitative phenomenological research design was applied in the study and the size of the teachers' population in primary schools of Dera District was 1350.Of these,40 primary school teachers were selected as samples,using a homogeneous purposeful sampling technique to understand the central phenomenon.For triangulation,5 district education office experts were selected purposefully.In general 45 persons were selected as respondents of this study.To gain experiences of teachers on factors and consequences of teachers' job dissatisfaction,semi-structured interviews were conducted which were derived from the research question and theoretical framework.Herzberg's motivationhygiene theory and Abraham Maslow's needs hierarchy theory were significantly used as a framework.The researcher employed thematic deductive approach to analyze qualitative data,which followed six procedures such as listening to the interview,coding,generating themes,and reviewing themes,defining and naming themes,and writing up.Based on this analytical approach,the qualitative data collected through interviews were presented and analyzed under five main thematic areas such as external factors of job dissatisfaction,motivational factors and consequences of job dissatisfaction,teacher's recommendation,and higher expertise view on teachers' job dissatisfaction.The thematic deductive data analysis approach result showed that teachers experienced dissatisfaction because of external/hygiene factors such as teachers requirement policy,governance,and service delivery at the level of district education office,lack of opportunity for Continuous Professional Development,poor working condition,a poor interpersonal relationship among teachers,safety and inadequate salary.The study also identified that internal motivational factors such as recognition,achievement,and responsibility have not been fully implemented.The study also confirmed that the absence of transformational leadership both in the school and at the district level resulted in poor treatment of teachers in which teachers did not get the opportunity for recognition,fair promotion,and participatory decision-making.The study further revealed the consequences of dissatisfaction,and the poor implementation of motivational factors as leading factors to teachers' behavior such as absenteeism,killing time scheduled for teaching,and being immoral,which resulted in the poor quality of education.Based on the major findings of the study,it was concluded that,most of the teachers were dissatisfied with their job in the study area which has a great implication for poor education quality deliverance.Finally,it was recommended that the Government and the Ministry of Education carry out policy reforms regarding teachers' benefits and support.It also recommended the district education offices,school principals,supervisors,and teachers themselves to consider to what extent they have devoted their time,energy,and knowledge to improving the existing problem of job dissatisfaction that resulted in poor education quality.