Influence of Principals' Management Practices on Teachers' Job Satisfaction in Public Secondary Schools in Isiolo Sub-county, in Kenya.

Abstract

The study sought to investigate the influence of principals’ management practices on teachers’ job satisfaction in public Secondary schools in Isiolo Sub-County, Kenya. The study is based on four key practices which include reward system on teachers’ job satisfaction, involvement of teachers in decision making and teachers’ job satisfaction; provision of welfare services on teachers job satisfaction; and performance appraisal on teachers job satisfaction .this study targeted all the ten principals in their respective schools and 105 teachers working in secondary school in the area . To ensure that, every teacher is reached, random sampling was carried out to as sample of 95 teachers and 10 principals. The study was subjected to descriptive survey design. The teachers were given chance to respond to questionnaires while principals were interviewed. The questionnaire returned rate emerged to be 90.5%. This was a workable percentage. The data was then analyzed by the use of descriptive statistics like bar graphs, pie chart and frequency tables. The study found that the majority of teachers (52.6%) were satisfied with giving teachers authority while (47.4%) were dissatisfied. on provision of field trips, majority 52.7% were satisfied and monetary 59.0%. The study also found that the majority of teachers (63.2%)were dissatisfied with decision on class size while only (19.0%) of teachers were satisfied . concerning setting subject targets (84.3%) were satisfied while those who were dissatisfied were made up of (12.5%) while (3.1%) had no idea about the same . Majority of teachers dissatisfied with the working conditions for teachers 64.2% implying that 27.4% and 8.4 % were not applicable. On training programs and trips (48.4%) and (40.0%) respectively were dissatisfied. Such was also noted on free transport and provision of parties (41.0%) and 54.7% respectively. Majority of teachers were satisfied with involvement in appraisal system 61 .1%; those who were dissatisfied comprised 31.6% while 7.4% were not applicable