Determinants of Job Satisfaction among Teachers of Learners with Special Educational Needs in Integrated Public Primary Schools in Kirinyaga County, Kenya

Abstract

The purpose of this study was to investigate the determinants of job satisfaction among teachers of learners with special educational needs in integrated public primary schools in Kirinyaga County, Kenya. The study employed descriptive survey design. Purposive sampling technique was used. A sample of 33 teachers, 11 male and 22 female, participated in the study. The main instrument used in the study was a questionnaire. Data collected was analyzed by the use of Statistical Package for Social Science (SPSS) version 12.0. The data was presented in percentages, mean, standard deviation, graphs and tables. The study findings showed that the determinants of job satisfaction among teachers of learners with special educational needs were sort of work done in the integrated schools, relationship with colleague teachers, job security, pupil teacher ratio, accomplishment, support from the Education Assessment and Resource Center (EARC) and prestige within the working class in the county. The factors influencing job dissatisfaction included special allowance, the physical facilities, procurement of resources, teaching and learning materials, current salaries and slim promotion opportunities. The strategies for enhancing job satisfaction were provision of competitive salary and fringe benefits, fair opportunities for promotion and advancement, good relationship with colleagues, accessible and supportive supervisors, support services from the EARC officers, involved in decision making and teacher oriented policies. The recommendations made included the need to improve the working conditions in the integrated public primary schools, recognition and adequate promotion to the teachers as well as provision of sufficient teaching and learning materials by the government and other stakeholders.