Factors contributing to job satisfaction and dissatisfaction among secondary school teachers in Githunguri division, Kiambu district
Kamau, Mary Wanjiku
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The primary purpose of this study was to identify factors that contribute to job satisfaction and dissatisfaction among secondary school teachers in Githunguri Division, Kiambu District. A sample of 90 teachers from 9 schools in the division were used. The sample comprised of 16.4% of the total population. The instrument used was a questionnaire based on Herzberg's job satisfaction and dissatisfaction factors. The questionnaire is a modification of that used by Holdway (1978) and a review of other job satisfaction questionnaires particularly the Job Descriptive Index (JDI) and Minnesota Satisfaction Questionnaire (MSQ). The instrument is the same as that used by Ngaroga (1985) and Shymala (1990) and found to have high validity and reliability. The data analysis used descriptive statistics. Frequencies were obtained and expressed in percentage form to answer the research questions. The teachers identified relationship with other teachers as a major contributing factor to job Satisfaction. Also perceived to contribute to job satisfaction was assignment to teach particular class levels, relationship with pupils, amount of preparation before teaching, freedom to select teaching materials, relationship with in-school administration, recognition from headteacher, amount of challenge experienced in teaching. Among the job dissatisfaction factors identified were salary received, transfer procedures, opportunities for advancement and promotion, attitude of pupils to learning, provision of house allowance and retirement benefits, societal expectations of a teacher's behaviour, provision of retirement benefits and status of teachers in Kenya society. Teachers indicated that they retained their jobs because some had no better alternatives. It was a source of earning a living, and because of adequate free time to pursue other activities. They also indicated that they would quit teaching if they had better employment opportunities, if they were transferred to areas they don't like, incase of opportunities for further studies and frustrations by school administrators.