Mutwiri, Eric Mwenda (2015) Institutional Factors Influencing Job Satisfaction among Teachers in Mixed Day Secondary Schools in Imenti South District, Kenya. Masters thesis, University of Nairobi.
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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.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools |
| Divisions: | Africana |
| Depositing User: | Mr Jude Abhulimen |
| Date Deposited: | 12 Jan 2017 13:46 |
| Last Modified: | 12 Jan 2017 13:52 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/1091 |
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