Influence Of Administrative And Social Factors On Job Satisfaction Among Public Secondary Schools Teachers In Githunguri Sub County, Kiambu County, Kenya

Abstract

The purpose of this study was to investigate the influence of administrative and social factors on job satisfaction among public secondary schools teachers in Githunguri sub-county, Kiambu County. This study shows the influence of administrative factors on job satisfaction among public secondary schools teachers. Administrative factors include the role of the teacher and job satisfaction and administrative styles Social factors include low social standing and attitude of the teaching profession on job, teacher’s workload and salaries in relation to job satisfaction among public secondary schools teacher’s. The problem of students’ low achievement in academic work was attributed to teacher motivation and job satisfaction. The findings were aligned to the research objectives, to establish the relationship between teachers role and job satisfaction, to asses school administration styles and policies on teachers motivation to determine the influence of the social standing and attitudes of the society on and to assess the relationship between the teachers' workload, salaries on teacher job satisfaction. The Descriptive survey design was used where the investigator examined variables under their natural conditions in which they are operating as independent and dependent variables. Descriptive design helps the researcher to gather information, summarize, present and interpret data the way they are. The researcher used both quantitative and qualitative approaches where interviews were conducted with principals and deputy principals whereas questionnaires were administered to teachers. He only managed a population of 32 schools out of the 37 schools in Githunguri Sub County. A total of 111 teachers, 10 discipline teachers, and 12 deputy principals and 5 Principals in three categories (boys boarding, girls boarding and mixed day) of public secondary schools in Githunguri Sub-county was used representing 100% of teachers rate of return and 100% rate of return for discipline teachers. Data were analyzed using SPSS, statistical data analysis software and distribution tables. Therefore the researcher was able to establish a relationship between the variables identified. From the findings, there was no significant relationship between teacher’s gender, age, academic qualification, professional qualification, and time served as a teacher and nature of the school whether day or boarding in terms of how teachers are motivated and are satisfied in teaching. Head teachers rarely get cases of de-motivated teachers. Most de-motivated teachers are not open to the administration. The way school administration deals with teachers and the style of leadership affect teacher motivation. Authoritative administrators de-motivate teacher's more than Democratic leadership. The most common de-motivated teachers are subject teachers and most teachers are de-motivated by student’s indiscipline. The government taking sides with undisciplined student's cause's dissatisfaction among teachers. The problems encountered by the society affect teacher job satisfaction like family instability and low social standing of the teaching profession. Teacher workload is not related to enumeration for teachers who are not administrators. This causes a lack of job satisfaction. Most teachers show their de-motivation by absconding duties and strikes. Teacher’s welfare being neglected in schools causes de-motivation among. Finally, the researcher came into a conclusion that all the education stakeholders including the school administration, parents, the ministry of education, SC should devise ways of motivating teachers continuously for high academic performance. He also came into the conclusion that individualized instructions need to be given to students, proper staff balancing, teacher promotions, proper conflict resolutions, and strong guidance and counseling structure need to exist in school. He noted that school high motivated teachers bring value addition to performance.