Factors contributing to job satisfaction among secondary school teachers in Nyamarambe Division, South Kisii District: implications for counselling

Abstract

The major purpose of this study was to investigate the factors contributing to job satisfaction among secondary school teachers in Nyamarambe Division, South Kisii District and explore their implication for counselling. The study also investigated whether there was a relationship between teacher's overall job satisfaction and personal characteristics of age, gender, educational level and teaching experience. The teachers were asked to state key facets, which they think, had contributed most positively or negatively to their overall job satisfaction.

The study utilized the survey research method with an application of descriptive research design. The study sample comprised of 80 teachers from a total of 120 teachers in Nyamarambe Division. This consisted of 38% of the total population. Random sampling was used to obtain a representative sample.

The research utilized a questionnaire technique in data collection. The obtained data were subjected to both descriptive and analytical statistical procedures using Statistical Package for Social Sciences (SPSS). A chi-square test was used to establish whether there was any relationship between teachers' overall job satisfaction and their personal characteristics of age, gender, educational level and teaching experience. A 95% significant level (probability of 0.05) was utilized to determine the significance of the relationship.

Results were discussed in relation to the research questions investigated. Their implications for counselling were thereafter drawn. It is hoped that these findings will inform educational planners and policy makers in formulating viable policy guidelines geared towards solving the psychological problems that teachers face due to job dissatisfaction. Educational administrators, school authorities and more so teachers in charge of guidance and counselling programs could use these findings to plan and employ appropriate interventions in helping to prevent psychological problems of teachers.