| dc.description.abstract | The purpose of this study was to establish the influence of work-family conflicts on secondary school teachers' levels of job satisfaction in Machakos district, Kenya. The study was guided by five objectives that revolved on the work-family conflicts experienced by secondary school, the extent to which school type, and personal characteristics such as age, level of education, gender and marital status and areas of specialization influence work-family conflict. The other objective focused on the influence of work-family conflicts on teacher's level of job satisfaction and finally to suggest strategies used by secondary school principals in management of work-family.
The study adopted descriptive survey and the target population included all the principals and secondary schools teachers in Machakos district. Data was analysed by use of SPSS programme and presented by use of frequency tables, means, bar graphs and pie charts. Through data analysis the study established that; all the teachers 100 percent experienced work family conflict however at varying levels. The study also established that that there are several causes of work family conflict in Machakos district. Among them include head teachers poor communications. Poor defined responsibility, work overload, Lateness in duty, child care or care for the old age.
The study also revealed 90 percent of the teachers experienced work family conflict regardless of the type of the school where they work, however, those in mixed day and boarding schools experience more work family conflict compared to the ones in other types of schools, the teachers working in other type of schools like boys boarding, mixed day and girls boarding experience work family conflict in that order the study also established that age, level of education, gender and marital status influences work family conflict with the youthful teachers experiencing more work family conflict compared to the elderly teachers, on gender more female teachers experience more work family conflict compared to the male teachers.
However, on the level of education, the study established that the higher the level of education the more the work family conflict, 75 percent of married teachers experienced more work family conflict than single, divorced and separated teachers The area of specialization also influences work family conflict, the study established that 80 percent of the teachers who have specialized in languages experience more work family conflict compared to other teachers who have specialised in sciences and humanities.
Based in the findings the study recommeded that, the headteachers should undertake management courses to enable them be able to handle teachers well, there is also need to encourage teachers to attend guidance and counselling sessions to enable them be able to handle family conflict. The Teachers Service Commission need to employ more teachers to minimize work load that creates work family conflict among the teachers, there is also need to encourage dialogue in school, where teachers can freely share their views; this is based on the findings of the study which indicated that poor communication among the teachers on the cause of work family conflict. The results of this study indicate that teachers' job satisfaction is affected by family conflict in that teachers experiencing family conflict are not able to execute their duties effectively. | en_US |
