Assessment of Teachers’ Job Satisfaction and Professional Commitment at Sekota College of Teachers’ Education

This study investigates job satisfaction and professional commitment among teachers at Sekota College of Teachers’ Education, recognizing that teacher effectiveness and involvement are crucial for positive educational reforms. Given the belief that happier employees are more engaged, the research aims to assess teachers' feelings, behaviors, and performance in their roles. Employing a quantitative methodology, the researchers utilized a descriptive survey design, gathering primary data through questionnaires distributed to 65 teachers, of which 60 completed the survey, resulting in a 92% return rate. Secondary data were also collected from published literature. The data were analyzed using SPSS version 25.0, employing descriptive statistics to summarize participant characteristics and a one-sample t-test to evaluate levels of job satisfaction and professional commitment. Results indicated that teachers reported low job satisfaction across various dimensions, including workload, working conditions, income, promotional opportunities, and relationships with colleagues. On the other hand, teachers expressed high degree of professional commitment: affective, continuance and normative commitment. To summarize, the study suggests that improving overall job satisfaction is key to boosting retention, and suggests methods such as matching salaries to inflation and living costs, delivering suitable compensation and benefits, upgrading work environments and nurturing good relations among staff. This is an important step toward improving the low job satisfaction of teachers and strengthening their professional commitment to their work, which in turn is highly beneficial to the education system.