INFLUENCE OF SCHOOLS’ WORKING CONDITIONS ON TEACHERS’ JOB SATISFACTION IN PUBLIC SENIOR SCHOOLS IN TANA DELTA SUB-COUNTY, KENYA

Bonface Aberi Makori, Shem Mwalw’a, Rose Wambui Njihia

Abstract


This study investigated the influence of schools’ working conditions on teachers’ job satisfaction in public senior schools in Tana Delta Sub-County, Kenya. Guided by Herzberg’s Two-Factor Theory, the study objectives were to find out the influence of administrative support on teachers’ job satisfaction and to find out the influence of teacher workload on their job satisfaction. A convergent parallel mixed-methods design was adopted. The target population comprised principals, teachers and Sub-County Education Officers. Stratified sampling technique was used to categorize teachers into relevant strata, followed by simple random sampling to select 142 teachers from a target population of 220. Stratified sampling technique was also used to select 10 out of 17 schools. Purposive sampling was used to include all 10 principals and the Sub-County Quality Assurance and Standards Officer (SCQASO). Data were collected using structured questionnaires for teachers and in-depth interview guides for principals and SCQASO. Quantitative data were analyzed using descriptive statistics including frequency distributions, means and percentages generated through the Statistical Package for Social Sciences (SPSS) version 25. Data were presented in the form of bar graphs, pie charts, and tables. Qualitative data were analyzed using a thematic approach and presented using narratives and direct quotations. The study found that teachers perceived administrative support, teacher workload, availability of instructional resources, and the physical working environment as important factors influencing their job satisfaction in public senior schools in Tana Delta Sub-County, Kenya. Teachers were more satisfied with their jobs when they received supportive leadership, worked in safe and conducive environments, had manageable workloads, and accessed adequate instructional resources. The study recommended that school principals, the Ministry of Education, the Teachers Service Commission, and other education stakeholders should strengthen administrative support systems, improve school infrastructure, ensure equitable workload distribution, and provide adequate instructional resources. These interventions are expected to enhance teachers’ job satisfaction, improve teacher retention, and promote effective teaching and learning in public senior schools.

Keywords


Kenya, school, working condition, teacher, job, satisfaction

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i7.6921

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