| dc.description.abstract | The great majority of employees are quite enthusiastic when they start a new job, but in most
organisations, employee morale sharply decline after their first few months and continue to
deteriorate afterwards. According to Armstrong (2006), it is an interesting fact that when
people are asked directly if they are satisfied with their job, most of them (seventy to ninety
percent) will say they are. This is regardless of the work being done, and often in spite of
strongly held grievances. Pearson and Robinson, (1997) argues that the fault lies squarely at
the feet of management in the policies employed in managing their work force and in the
relationships that individual managers establish with their workforce. Chaykowski and
Slotsve, (1992); Tan, (1994) state that constructive grievance handling largely depends on
ability of managers and supervisors to recognise, diagnose, and correct the causes of
potential employee dissatisfaction before they become formal grievances. Yahya et al(2011)
states that the style of handling grievances affects the employee satisfaction. Private
secondary schools have their of share management issue just like any other business entities
in terms of grievance handling. Roche (2002), underscores the importance of open and
sincere relationships between the school management and teachers. A well-managed and
motivated human resource could help solve many if not all of the problems experienced in
schools. It is important that teachers feel important and satisfied with their jobs for them to
be willing to give their best to the education of the students. Many times if a teacher feels
unappreciated or lacks job satisfaction his/her performance is poor, and in fact can lead to a
high teacher turnover rate. | en |
