Maslow’s theory of the hierarchy of needs suggests that human beings cannot reach the level of self-actualization in the event that their basic needs are not properly fulfilled, i.e., physiological needs and needs related to security. This study is an effort to test the theory against the living standard of instructors of Haramaya University (the researchers explore where academic staff are leveled). A qualitative approach was employed to make an empirical investigation of living conditions of instructors in this particular university and its implication on imparting quality education. To do so, the study was attempted from a phenomenographic viewpoint by identifying four themes of conceptions of living standards of academic staff. These include (1) salary, (2) housing, (3) job security, and (4) self-esteem. The findings of the study revealed that, among other things, poor living conditions of higher education staff, rising living cost, inadequate monthly salaries, derisory housing allowances, and lack of job security made it extremely difficult to change the workplace and resulted in low morale and poor self-esteem of the teaching staff. It is difficult to imagine high-quality education without high-quality instructors. To improve the quality of higher education, basic needs of academic staff must be met; educational inputs must be fulfilled, and the teaching profession should be made more attractive and an important priority of the government.

中文翻译：

---

原间屋大学教职工生活水平

马斯洛的需求层次理论表明，如果人类的基本需求没有得到适当满足，即生理需求和与安全相关的需求，则人类无法达到自我实现的水平。这项研究是为了对照 Haramaya 大学教师的生活水平测试该理论（研究人员探索了学术人员的等级）。采用定性方法对这所特定大学教师的生活条件及其对传授素质教育的影响进行了实证调查。为此，本研究从现象学的角度通过确定学术人员生活水平概念的四个主题进行了尝试。这些包括（1）工资，（2）住房，（3）工作保障，以及（4）自尊。研究结果表明，高教教职工生活条件差、生活成本上涨、月薪不足、住房补贴低劣、工作保障不足等问题，使换工作场所极为困难，导致教师士气低落、自尊心低下。 ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?职员。没有高素质的教师，很难想象高质量的教育。提高高等教育质量，必须满足教职工的基本需求；必须落实教育投入，使教师职业更具吸引力，成为政府的重要优先事项。缺乏工作保障使得工作场所的转变极其困难，导致教职员工士气低落和自尊心低下。如果没有高素质的教师，很难想象高质量的教育。提高高等教育质量，必须满足教职工的基本需求；必须落实教育投入，使教师职业更具吸引力，成为政府的重要优先事项。缺乏工作保障使得工作场所的转变极其困难，导致教职员工士气低落和自尊心低下。如果没有高素质的教师，很难想象高质量的教育。提高高等教育质量，必须满足教职工的基本需求；必须落实教育投入，使教师职业更具吸引力，成为政府的重要优先事项。