A Secondary School Teachers’ Professional Commitment in Wolaita Zone, South Ethiopia Region

Secondary School Teachers’ Professional Commitment

Abstract

Professional commitment refers to the emotional attachment and dedication individuals have towards
their chosen profession. In the field of teaching, commitment is crucial for educators' focus and
involvement. However, sometimes teachers may experience declining commitment over time.
Therefore, a study was conducted to investigate the extent of teachers' professional commitment in
selected secondary schools in the Wolayta Zone, South Ethiopia Region. The study focused on
examining teachers' commitment to the teaching profession, students, colleagues, and the school. The
study used a cross-sectional research design to collect primary data from randomly selected
secondary school teachers using a lottery method. Researchers developed a questionnaire, which was
tested, and a Cronbach alpha value of 0.78 was recorded. Researchers used quantitative data
analysis, including measures like mean and standard deviation, as well as inferential statistical
methods like one-way ANOVA. The study found that secondary school teachers in the Wolayta Zone
demonstrated high dedication to their profession but had moderate commitment to students,
colleagues, and the school as a whole. Commitment levels did not differ significantly across schools.
The study identified salary, benefits, and recognition as the most influential factors affecting
teachers' commitment. The study concluded that the highest level of professional commitment had not
been achieved, likely due to these factors. Therefore, the study recommended recognizing and
rewarding committed teachers to foster their commitment. The study also suggested addressing
factors like recognition, opportunities, and benefits at the education bureau level.

Keywords: Colleagues, professional commitment, secondary school, students, teachers