A comparative study of the factors that contribute to job satisfaction and dissatisfaction between teachers in private and public primary schools in Nairobi Kilimani
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Date
1990
Authors
Immonje, Margaret Mukoya
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Abstract
In this paper, a comparative study of the factors
that contribute to job satisfaction and dissatisfaction
between teachers in public and private schools of Nairobi
Kilimani zone has been described.
General demographic information on the two groups
of teacher respondents revealed that Primary One (PI)
teachers were the majority of the deployed teachers in
both school groups. In private schools, 22% of the
studied 100 teachers were graduate teachers. This was
commendable effort by private school employers for
recognition, by employmen4 'of highly qualified teachers
in Kenyan primary schools. Comparatively, the public
schools had only 6% Approved Teachers among those studied,
as equivalent highest teacher qualification. P2 and P3
teachers were very few left among the teachers studied
in both settings.
A study of teacher satisfiers revealed that thirteen
out of seventeen main satisfiers were commonly perceived
by teachers in both public and private schools studied.
Similarly the main dissatisfiers were also commonly
identified.
The main factor of contrast in perception between
.the two categories of teachers was 'Number of pupils in
class' which proved to be a satisfier in private schools
but a dissatisfier in public schools. The other general
difference, judged by the percentages of the satisfied
and dissatisfied, was that teachers in private schools were .
more satisfied than their counterparts in public schools.
Conversely, they were less dissatisfied than their colleagues
in public schools.
Satisfiers unique to teachers in private schools
as elicited by the open response questionnaire were;
good pay and benefits, good administration, punctuality,
and christmas bonus, among others, while in public schools,
they included; free time and holidays, teacher's ability
to work anywhere in Kenya, prize-giving day, constant
salary, good pupil discipline and teaching Kiswahili.
These concurred with some earlier Kenyan researchers on
this issue.
Opinions of desired viable changes by 1991 expressed
by the two groups of teachers, which reiterated the perceived
satisfiers and dissatisfiers included; increase in salary
as per inflation, implementation of the long awaited
schemes of service in public schools; a review of the
loaded 8:4:4 syllabus suggested by both groups of teachers,
and the provision of house allowance for married women
in public schools.
A check on the concurrence with Herzberg's
nomenclature revealed that all main satisfiers which
were common to the two groups of teachers studied did
not concur with Herzberg's with the exception of the
factors which were associated with work itself and
'achievement'. However, all commonly identified
dissatisfiersby the two categories of teachers concurred
with Herzberg's except one, advancement or promotion.
prospects.
A further study of these factors revealed that all
main satisfiers and dissatisfiers identified by the two
groups of teachers were ambient to a limited point in the
zone of ambience seen on the comparative divergence bar
graph (Figure 2). Beyond this zone, however, they w~re
observed as in the Herzberg studies, to contribute
exclusively towards either satisfaction or dissatisfaction
in only one direction from the continuum zero.
It can be concluded that factors that contributed
to job satisfaction and dissatisfaction among the two
groups of teachers were generally the same with a few
unique ones. The slight variation from the Herzberg
nomenclature may suggest differences in work conditions
between educational and industrial personnel
Description
Master of Education (P.T.E.) Kenyatta University, 111p.December 1990