Institutional factors influencing job satisfaction among teachers in mixed day secondary schools in Imenti South District, Kenya
Abstract
The purpose of this study was to establish the institutional factors influencing
job satisfaction among teachers in mixed day secondary schools in Imenti South
District. The objectives of the study were: To determine the extent to which
teachers working conditions, reward strategies, supervision by head teachers and
teaching and learning facilities influences teachers’ job satisfaction among
mixed day secondary schools in Imenti South district. The study employed a
descriptive survey design where 36 mixed day secondary schools were sampled
out of 43 in the district. A total of 115 teachers were randomly sampled. Six
schools were randomly selected in each ward out of the six wards in Imenti
South district whereby by a minimum of four teachers were randomly sampled
to participate in the study. The research instrument used for this study was the
questionnaire for the teachers. The research used descriptive statistics such as
percentages, means and frequencies were used to report data. The results of the
data analysis were reported in summary form using frequency tables and pie
charts. The study established that 57% of the sampled teachers were highly
dissatisfied with teaching in mixed day secondary school Imenti South district
and only 2% were highly satisfied. On the institutional factors that were under
investigation, 58.3% of teachers were dissatisfied with their school working
environment. 37.4% we highly dissatisfied while 48.7% were slightly
dissatisfied with supervision by head teachers. 63.5% were dissatisfied with
teaching and learning facilities in their schools while 2.7% were satisfied.
Finally, 47.8%of teachers indicated that the reward schemes in their schools
were inadequate and they also affected their job satisfaction. The study
recommends the following: The Government of Kenya through the Ministry of
Education, Science and Technology should increase the budgetary allocations
for the mixed day secondary schools so that they can improve the institutional
factors within the school. The Government of Kenya through the Ministry of
Education together with respective BOMs for the schools should conduct regular
trainings that will constantly improve the principal’s supervision roles within the
school. The school BOM should regularly sensitize the parents and all other
stakeholders of the school on the benefit of well-motivated teachers by ensuring
that there are adequate and satisfactory reward strategies within their schools.
Citation
A Research Project Submitted in Partial Fulfillment for the Degree of Master of Education in Corporate Governance in EducationCollections
- Faculty of Education (FEd) [5964]