Tallam Maldrine, Henry K. Kiplangat


Overwhelming pressure to perform in the absence of support might explain public secondary school teachers’ lack of satisfaction with their work. Nevertheless, while supervision is an important aspect of educational management as it can enhance the quality of educational organizations, development of staff is key to better supervision. In this paper, the authors seek to examine the relationship between supervision practices and job satisfaction of teachers in public secondary schools in Nakuru West Sub-County. The study, which is guided by Herzberg’s Two-Factor Theory, adopted a correlation research design, and was carried out in Nakuru West Sub-County, Nakuru County, Kenya. The study targeted 326 teachers drawn from 9 public secondary schools in Nakuru West Sub-County. A sample size of 150 respondents obtained using stratified random sampling was used for the study. Data for the study was collected using structured questionnaires and analyzed using descriptive and inferential statistical methods. The findings indicate that supervision practices (β = 0.125, p = 0.197 ˃ p = 0.05) have no significant association with job satisfaction; and, therefore, does not influence job satisfaction. The study recommends that the school management should pay more attention to their supervision practices and try to create a rapport with their teaching staff to enable them address issues regarding appraisals in their work.

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