The Relationship Between Teachers Commitment and Female Students Academic Achievements in Some Selected Secondary School in Wolaita Zone, Southern Ethiopia

Abstract

The purpose of this study was to investigate the relationship between teacher’s commitment and female students academic achievement in selected secondary school of Wolaita zone, Southern Ethiopia. The research method employed was survey study and the sampling techniques were purposive, simple random and stratified random sampling. Questionnaire was distributed to 76 teacher’s and162 female students. Interview and document analysis were also conducted. The data obtained were analyzed using suitable statistical tool such as frequency, percent, mean, standard deviation, weighted mean and Spearman rank order co-efficient of correlation. Accordingly, the result showed that teacher’s commitment and female students academic achievement was a positive relationship. Yet, commitment of teacher was not satisfactory to the educational goals of female students in selected secondary school in wolaita zone. Thus, teachers should be committed to enhance the result of the students and proactive to invest their time and materials to attain the objective of the school. Continuous assessment of teachers must be based on constructive feedback to the goal of quality education and progressing female student’s academic success.

Keywords: Academic achievement, Continuous assessment, Quality education, Teachers commitment