Much research has been done on the job satisfaction of secondary school teachers in Addis Ababa, Ethiopia. The aim of this research was to investigate factors that influence the job satisfaction of these teachers. A literature review of theories on job satisfaction was undertaken. In the empirical investigation, a mixed-methods sequential explanatory design was used. In the quantitative phase, the data collection was done by means of a self-constructed structured questionnaire that focused on four work factors that were identified during the literature review, namely salary and benefits, management, work characteristics, and interpersonal relationships. The stratified, random sample consisted of 300 secondary school teachers in Addis Ababa. The data were statistically analysed using the Statistical package for the Social Sciences (SPSS) computer software programme, and the results were appropriately interpreted. In the second, namely the qualitative phase, interviews were conducted with a sample of 10 teachers who were purposefully selected from a larger sample. The data were analysed by using the constant comparative method. The results make a significant contribution to new knowledge and understanding of current issues relating to the job satisfaction of teachers in selected secondary schools in Addis Ababa. The results indicated that the teachers were significantly dissatisfied with most aspects of their work. Salary and benefits emerged as the primary dissatisfying aspect of all the work factors. Other areas of dissatisfaction related to poor fringe benefits and opportunities for promotion, the management style of the principals, the lack of decision-making opportunities for the teachers, as well as the opportunity to develop personally, and the poor relationships teachers have with the principals and the parents. The data also indicated that teachers who were 50 years and older, were significantly more satisfied with their work than the younger teachers. Accordingly, teachers with 21 years and more experience were also significantly more satisfied with their work than the less experienced teachers. In addition, all four of the identified factors were found to have statistically significant correlations with job satisfaction. Qualitative data confirmed the quantitative results. Finally, recommendations were made in order to enhance the job satisfaction of secondary school teachers in Addis Ababa, and for further research. / Psychology of Education / D. Ed. (Psychology of Education)

Much research has been done on the job satisfaction of secondary school teachers in Addis Ababa, Ethiopia. The aim of this research was to investigate factors that influence the job satisfaction of these teachers. A literature review of theories on job satisfaction was undertaken. In the empirical investigation, a mixed-methods sequential explanatory design was used. In the quantitative phase, the data collection was done by means of a self-constructed structured questionnaire that focused on four work factors that were identified during the literature review, namely salary and benefits, management, work characteristics, and interpersonal relationships. The stratified, random sample consisted of 300 secondary school teachers in Addis Ababa. The data were statistically analysed using the Statistical package for the Social Sciences (SPSS) computer software programme, and the results were appropriately interpreted. In the second, namely the qualitative phase, interviews were conducted with a sample of 10 teachers who were purposefully selected from a larger sample. The data were analysed by using the constant comparative method. The results make a significant contribution to new knowledge and understanding of current issues relating to the job satisfaction of teachers in selected secondary schools in Addis Ababa. The results indicated that the teachers were significantly dissatisfied with most aspects of their work. Salary and benefits emerged as the primary dissatisfying aspect of all the work factors. Other areas of dissatisfaction related to poor fringe benefits and opportunities for promotion, the management style of the principals, the lack of decision-making opportunities for the teachers, as well as the opportunity to develop personally, and the poor relationships teachers have with the principals and the parents. The data also indicated that teachers who were 50 years and older, were significantly more satisfied with their work than the younger teachers. Accordingly, teachers with 21 years and more experience were also significantly more satisfied with their work than the less experienced teachers. In addition, all four of the identified factors were found to have statistically significant correlations with job satisfaction. Qualitative data confirmed the quantitative results. Finally, recommendations were made in order to enhance the job satisfaction of secondary school teachers in Addis Ababa, and for further research. / Psychology of Education / D. Ed. (Psychology of Education)

This study aimed at exploring the level of job satisfaction among academic staff members in Ethiopian public universities. For this purpose, a conceptual framework incorporating group of constructs, namely university policies and support, working conditions, student achievement, and demographic factors was developed based on the literature reviewed in the study. A descriptive survey research design was employed in the study to collect and analyse quantitative data obtained from participants. Clustered and systematic random sampling techniques were used in the study to choose 400 academic staff members from eight public universities. A questionnaire comprising closed- and open-ended questions, and Likert scale items was adapted in order to gather data from the participants. Descriptive and inferential statistical procedures were used to analyse the relationships between all the study constructs with the help of IBM SPSS, version 25. The study revealed that there were significant differences among different demographic groups, and positive relationships between job satisfaction and its defining constructs. The study also found that most of the academic staff members were dissatisfied with their jobs. Female academic staff members were more significantly dissatisfied with students‟ discipline policy, university governance and support, their salary, workload, communication, and students‟ achievement than male academic staff members. Male academic staff members were, however, more significantly satisfied with the promotion policy and more significantly dissatisfied with reward than the female academic staff members. The study revealed that academic staff members significantly differed in the level of job satisfaction corresponding to their age and qualification. The study also indicated that academic staff members significantly differed in the level of job satisfaction corresponding to their work experience and academic rank. Significant correlations between the eight constructs and job satisfaction of academic staff members were also found in the study. Finally, the study recommended directions for policy amendment and implications for practice and future research relevant to the issue under study. / Educational Studies / D. Phil. (Education)

In hospitals of Addis Ababa, there is a high turnover of leaders while patient and health workers’ satisfaction is low, and safety and quality are in dire situations. The purpose of this study was to explore and propose strategies to improve effectiveness of hospital leadership in order to enhance the quality of health care provided in hospitals through improving health workers’ empowerment, job satisfaction and patient safety culture. Thus, a sequential explanatory mixed method research design was used. The research had three phases, in which the first phase used five structured questionnaires explored leadership styles, the health workers’ satisfaction and empowerment, patient safety culture, and the patient experience of quality of health care; while the second involved a qualitative study (content analysis); and third phase focused on the preparation of a strategy document. Data in the form of interview responses was gathered from 75 leaders, 542 health workers, 532 patients and 11 key informants. The analysis shows that, overall, hospital leaders considered themselves more transformational (M=2.98, SD=0.41) than transactional (M=2.85, SD=0.46). Job satisfaction of private and public hospital health workers were 70.8 % and 57.1 % respectively (P-value<0.001). In addition, private hospital workers had a higher score in structural and psychological empowerment than their pubic hospital counterparts; the difference was statistically significant in all dimensions (P-value <=0.03). The analysis reveals that public and private hospitals’ mean total patient safety scores were 3.58 and 3.77 respectively (P-value=0.02). Finally, the “overall rating of hospital” was better for private hospitals: 84.8% and 88.4 % respectively (P-value=0.03). The study makes a number of observations. It notes that, firstly, transformational leadership has direct and strong correlation with structural and psychological empowerment (r=0.70, P-value=0.04 and r=0.83, P-value=0.01 respectively). Secondly, structural empowerment has a direct and significant effect on psychological empowerment (β=0.28, P-value=<0.01); and minimal indirect effect on patient safety culture through psychological empowerment (β=0.05, P-value=<0.05). Thirdly, health worker job satisfaction also has had a direct effect on patient safety culture (β=0.44, Pvalue=< 0.01. The fourth and final observation is that psychological empowerment has had a direct and statistically significant effect on patient safety culture (β=0.19, Pvalue=< 0.01). These observations indicate that, although private hospitals are better in every dimension of this study, the current hospitals situation in Addis Ababa needs urgent attention. Hence, the identification and recommendation for the preparation of eight strategic priority areas along with key interventions seeking to improve the hospital leaders’ effectiveness. / Health Studies / D. Litt. et Phil. (Health Studies)

The purpose of this study was to investigate the public secondary school leadership styles and teacher job satisfaction in Addis Ababa, Ethiopia. A qualitative case study research design was employed to elicit the perception of principals and teachers to the issue under the study. Ten principals and twenty-four teachers were purposively selected to participate in the study. Data collection was done using semi- structured interview questions. Data analysis was done using ATLAS.ti version 8. The study findings revealed that there is state political interference in the public secondary school management system, the teaching-learning process and the selection of the principals. Principals were not appointed based on their qualifications and experience but rather were assigned to the position based on their political affiliation to the ruling party. The study respondents perceived that management structures such as the one to five groups, the developmental army/change army group and command post were the tools for ruling party to indoctrinate its political ideology. School secularism was not applicable; the ruling party members had continuous meetings in school and had a role in the decision-making of the school. Principals focused on political activities with teaching and learning activities being neglected and were not perceived as employing an instructional or transformational leadership style. Teachers perceived their levels of job satisfaction as very low with state political interference, bad leadership practices of principals, low salary and benefits, low social acceptance for teaching profession, bad behaviour of students, low achievement of students, government lack of attention for education and practice of corruption in other sectors being major factors. Recommendations were made and a suggested school leadership model was presented, to enhance school management effectiveness and to improve teacher job satisfaction. / Educational Management and Leadership / D. Phil. (Education)