Influence Of Principals’ Governance Practices On Job Satisfaction Among Public Secondary School Teachers In Narok West Sub-County, Kenya

Abstract

Job satisfaction is a desired commodity globally and has an impact on labor market behavior and work productivity. The purpose of the study was to investigate the influence of principals’ governance practices on teachers’ job satisfaction in public secondary schools in Narok West sub-county, Kenya. Specifically, the study was set to determine the extent to which principals’ recognition of teachers’ work, involvement of teachers in decision making process, facilitation of teachers’ professional development and supervision influence teachers’ job satisfaction. The study employed a descriptive survey design where a total of 29 principals and 270 teachers employed by the Teachers Service Commission were targeted. The sample size consisted of 20 principals and 145 teachers from 20 selected schools. The teachers who participated in the study were selected using simple random sampling. The data was analyzed using descriptive statistics; frequencies and percentages and presented as bar graphs and pie charts and textual form. The study found that principals’ governance practices such as organizing of school trips, giving teachers prizes during prize giving days, giving recognition and thank you letters influenced teachers’ job satisfaction. Recognition of teachers by school principals was job satisfiers among teachers and it influenced their job satisfaction to a very great extent. Majority of teachers (78 percent) agreed that those being involved in decision making influence their job satisfaction. Principals’ facilitation of teachers’ professional development was found to influences teachers’ job satisfaction. Relationship between the supervisor and the supervised was not good and this influence teachers’ job satisfaction. From the research several recommendations are made; Principals should appreciate and recognize teachers’ work whether big or small. This will make the teacher feel good and satisfied with his or her job; teachers should be involved in decision making for smooth implementation of school programmes and also for teachers to feel at home; principals and the teachers service commission should come up with professional development programmes for teachers. The ministry of education should improve the quality of in-service training for teachers. Mentorship programmes in schools should also be improved; principals should minimize on classroom visitation and also give positive feedbacks on such visitations. The relationship between the supervisor and the supervised should be improved for better working relationship. Suggestions for further studies have also been given which include; Head teachers’ governance practices on teachers’ job satisfaction in public primary schools, socio-economic factors influencing teachers’ job satisfaction in secondary schools, perceived teachers factors influencing teachers’ job satisfaction in secondary schools.