| dc.description.abstract | The purpose of this study was to investigate the institutional factors influencing job satisfaction among teachers in public primary schools in Kikuyu District. It sought to examine if participation in decision making affects job satisfaction among teachers in public primary schools, to establish whether role conflict affects job satisfaction, to establish whether monetary rewards affects job satisfaction determine if working condition affects job satisfaction among teachers in public primary schools as well as determining if extrinsic factors affect job satisfaction among teachers in public primary schools.
The study employed a descriptive survey design in which 25 schools, 25 headteachers and 150 teachers were selected giving a total of 175 respondents drawn from primary schools in Kikuyu District. Questionnaires were used in data collection. A pilot study was conducted in 5 schools to determine instrument validity by content validity and reliability determined by the test-retest technique which gave a value of 0.85 for headteachers and 0.92 for teachers.
The researcher personally administered the questionnaires to the headteachers and teachers in the selected schools. Data collected from the respondents was both quantitative and qualitative in nature. Quantitative data was analyzed using descriptive statistics such as frequencies and percentages while qualitative data analyses for open ended questions was done by compiling the respondents' opinions depending on the research questions.
From the findings in this study, the researcher concludes that, public primary school teachers need adequate rewards and appreciations in terms of reasonable payment and fringe benefits commensurate with the job they do for them to be able to satisfy their basic needs in life such as food, clothing as well as the healthcare. Major factors influencing teachers' job satisfaction are the work place conditions, monetary rewards, teachers' involvement in decision making, appreciation through promotion as well as interpersonal relationship among teachers. There should be therefore considered proportionate rewards for teachers, based on their performance as well as creation of good working environment. | en_US |
