THE EFFECT OF SCHOOL CLIMATE THAT AFFECT TEACHERS' JOB SATISFACTION: A COMPARATIVE ANALYSIS BETWEEN GOVERNMENT AND PRIVATE SECONDARY SCHOOLS IN WEST ARSI ZONE NEGELE ARSI TOWN ADMINISTRATION, OROMIA REGIONAL STATE ETHIOPIA

he main objective of this study was to assess and compare the school climate factors that affect<br> teachers’ job satisfaction in private and government secondary schools in Negelle Arsi town<br> Administration. To achieve this purpose, mixed approach (both the qualitative and quantitative)<br> was employed. Data was collected from teachers, and directors of both schools through<br> questionnaire, and interview. Thus, the researcher has surveyed 82 teachers from government<br> and private secondary schools through a self-constructed structured questionnaire that focused<br> on five work factors that were identified during the literature review namely salary and benefit,<br> management, work characteristics, interpersonal relationships and organizational policy. Data<br> analysis was made using the Statistical Packages for Social Science studies (SPSS). Percentage,<br> mean, standard deviation, t-test, Pearson correlation, and one-way analysis of variance<br> (ANOVA) employed to identify if there were significant difference, similarity and relationship<br> among the responses of the respondents on several variables. Moreover personal correlation<br> was used to see the relationship between the factors that affect teacher’s satisfaction. In the<br> second, namely the qualitative phase, interviews were conducted with a sample of 6 principals by<br> census method. Data were analyzed qualitatively in narrative form and used to supplement<br> and/or triangulate the responses given and the results obtained through . The data were<br> analyzed thematically by using the constant comparative method. Accordingly, the result of the<br> study has revealed that the teachers" intimate behavior, a teacher engagement and supportive<br> principal behavior have a direct and significant effect on job satisfaction. The principal directive<br> behavior emerged as the primary dissatisfying aspect of all the work factors. The other areas of<br> dissatisfactions related to teacher workload, school facility, leadership and administration, the<br> lack of decision-making opportunities for the teachers, lack of promotion and recognition,<br> student disciplinary problem and organizational rule and policies implemented in rowing way.<br> Overall, government secondary school teachers were more satisfied than private secondary<br> school teachers because of the permanency of the school. In addition, among the four school<br> climate factors, except teachers frustrated behavior all identified factors were found to have<br> statistically significant correlations with job satisfaction.<br> Finally, recommendations were: The education sector including both school types (private and<br> government) has to improve the working environment and working conditions in secondary<br> schools. This can be achieved through establishing friendly relationship both in working and living environment. The private school owners and principals should work for the provision of<br> quality education than giving attention for collecting money from parents. This recommendation<br> made in order to enhance the job satisfaction of both government and private secondary school<br> teachers in Negelle Arsi town Administration, and for further research 2