Principals’ Governance Practices Influencing Teachers’ Job Satisfaction In Public Secondary Schools In Bomet Central Sub -County, Kenya.

Abstract

The purpose of this study was to investigate the principals‟ governance practices influencing teachers‟ job satisfaction in public secondary schools in Bomet central sub -county, Kenya. The study sought to determine the extent to which the principals‟ reward system on teachers‟ job satisfaction, principal`s letters recommendation for promotion on teachers‟ job satisfaction s, performance appraisal on teachers‟ job satisfaction. The target population consisted of all principals in the 18 secondary schools and all the teachers working in the area secondary schools. Simple random sampling was used to sample the 92 teachers since it ensured equal chances for all teachers. The study sampled 18 principals. The study used descriptive survey design whereby teachers responded to a questionnaire while the principals responded to an interview. The two research instruments were picked due to their convenience and low cost. The questionnaire return rate was 86.2%. Data was analyzed by use of descriptive statistics like pie charts, bar graphs and frequency tables useful in descriptive survey design. The study found that 52 (56.5%) teachers were satisfied with the autonomy provided by the Board during admission of new students. On provision of conducive working conditions by the principals, a majority of teachers, 48 (52.2%) were dissatisfied with the conditions of the offices. On housing, only 8 (8.7%) teachers were housed in the area schools. Most of the teachers were thus forced to commute for long distances outside the area. Concerning recognition of teachers by the principals, majority 64 (69.5%) teachers were dissatisfied with the use of thank you cards by the principals for work well done. Majority of teachers 68 (73.9%) were dissatisfied with training opportunities provided by the principals. Majority of the teachers, 60 (65.2%) indicated their dissatisfaction with provision of monetary incentives by the principals while 20 (21.8%) teachers reported that school trips were not applicable in their schools. Majority of the teachers identified good remuneration, prompt promotion, consultation and recognition of teachers by the principals as the main contributors to their job satisfaction.