Job satisfaction of tutors in technical training institutes in Nairobi province
This study investigated the facet and overall job satisfaction of tutors in the three technical training institutes in Nairobi. The study also investigated whether the tutors overall job satisfaction varied according to personal variables of age, gender, and education level and teaching experience. In addition the tutors were asked to cite specific facets which they think contribute most positively or negatively to their overall job satisfaction. A major justification of the study is that there is a shortage of the technical teachers in these institutes that can be attributed to frequent turnover. This could be as a result of low or no job satisfaction. In addition the TTI's have been experiencing numerous administrative problems, which could lead to lack of job satisfaction for the tutors. There was need therefore to determine their facet and overall job satisfaction and suggest ways of maintaining or improving this. The study used a survey method with an application of descriptive study research design. The study sample was 95 tutors from a total from a population of 263 in the three institutes, which was 36 per cent of the population. The sample was obtained by use of proportionate stratified random sampling. Data was collected by use of a job satisfaction questionnaire devised by Holdway and Johnson (1990). The obtained data was subjected to both descriptive and analytical statistical analysis using the SPSS programme. For the latter the results were used to determine if there existed significant differences between independent and dependent variables. This was done by use of a t-test. Each of the computed t-test statistical value was compared with the appropriate table (critical t) value to establish its significance. In each case, the significance of a particular relationship was determined at the 95 per cent significant level (p.05). According to the study findings the majority (63) of the tutors expressed slight satisfaction with their overall job. In reference to the various job facets the tutors expressed satisfaction with slightly over a half (53) of the facets. There was no significant difference in the overall job satisfaction between following independent categories; younger and older tutors, female and male tutors, and novice and experienced tutors. But there was a significant difference in the overall job satisfaction as reported by graduate and non-graduate tutors. Those factors in which the tutors considered as most important in contributing positively to their overall job satisfaction included the chance to mould the learner to be a responsible citizen, good student performance and the intellectual stimulation of their job. Factors considered as contribution negatively to the overall satisfaction were poor pay, lack of promotion and career mobility and lack of recognition by society. In view of these findings the study recommends that the principals within the institutes should help improve on interpersonal relations, enhance communication channels and involve tutors in decision making process. At the government policy level, the TSC should issue clear guidelines on promotions and should only follow these guidelines when promoting teachers and make head of department an official position. The government should provide chances of scholarships for tutors, facilitate linkages with other institutions, upgrade the physical facilities and address the question of teachers' salary adequately. Further research could be done using a bigger population which involves all the TTIs in Kenya and a comparative study could be carried out between those tutors who have quit the profession and are working elsewhere and those still teaching. Also the effect of educational level on overall job satisfaction of teachers should be further investigated.