Tabitha WangeriCecilia MwangiKanja, Joan Mukami2023-08-042023-08-042023http://ir-library.ku.ac.ke/handle/123456789/26560A Research Thesis Submitted In Partial Fulfillment of the Requirements for the Award of the Degree of Doctor of Philosophy (Educational Psychology) in the School of Education of Kenyatta University April 2023Despite overwhelming evidence of the prevailing challenges affecting teachers’ job satisfaction worldwide, teachers in international secondary schools are underrepresented in the existing studies. This study investigated whether job burnout syndrome, workload stress, and perceived self-efficacy were correlates of job satisfaction among teachers in international secondary schools in Nairobi, Kenya. The study was supported by Adams Equity Theory and Bandura’s self-efficacy theory. The study adopted a convergent parallel mixed methods research design. Nairobi City County was purposively selected as the study area due to its highest concentration of international secondary schools in Kenya. Selection of schools was be done through systematic random sampling, while teachers were randomly sampled. The principals and deputy principals were purposively selected to provide additional crucial data. Quantitative data were collected using closed ended questions adapted from Oldenburg Burnout Inventory, Teacher Workload Survey scale, Teacher Sense of Self-Efficacy scale and Job Satisfaction Survey scale, while qualitative data were collected using the tools’ open-ended questions, and key informants’ interview guide. A pilot study involving 40 teachers was conducted prior to the main study. The quantitative data were analysed using both descriptive statistics and inferential tests. Hypotheses were tested at p = .05 using Pearson’s Product Moment Correlation coefficient, and multiple regression. Qualitative data were analysed thematically. The findings revealed a significant negative relationship between teachers’ burnout and job satisfaction (r (366) = -0.18, p < .05), and a significant negative relationship between teachers’ workload stress and job satisfaction (r (366) = -0.19, p < .05). Teachers’ perceived self-efficacy had a significant positive relationship with job satisfaction (r (366) = -0.56, p < .05). Similarly, teachers’ job satisfaction had significant positive correlations with teachers’ perceived self-efficacy in: students’ engagement (r (366) = 0.52, p < .05); instructional strategies (r (366) = 0.54, p < .05), and classroom management (r (366) = 0.58, p < .05). The regression model for predicting job satisfaction from teachers’ burnout, workload stress and perceived self-efficacy was significant (F =3, 364) = 67.36, p < .05). Only workload stress and self-efficacy were significant predictors of job satisfaction. In addition, the model with the moderation effect of teachers’ gender, age, and years of experience how teachers’ burnout syndrome, workload stress, and perceived self-efficacy related with job satisfaction was significant (F (4, 286) = 33.11, p < .05). However, the moderator variables did not make any significant contribution in the prediction of job satisfaction. It was recommended that in order to improve the job satisfaction levels among teachers in international secondary schools, interventions should target reducing teachers’ workload stress and improving their perceived self-efficacy in learner engagement, instructional strategies, and classroom management.enTeachers BurnoutWorkload StressPerceived Self-EfficacyCorrelatesJob SatisfactionInternational SchoolsNairobi City CountyKenyaThesis