CONCEPTUAL FRAMEWORK-Factors Influencing Job Satisfaction Among Public Secondary School Teachers PDF
CONCEPTUAL FRAMEWORK-Factors Influencing Job Satisfaction Among Public Secondary School Teachers PDF
CONCEPTUAL FRAMEWORK-Factors Influencing Job Satisfaction Among Public Secondary School Teachers PDF
INTRODUCTION
1.1 Background of the study
Job satisfaction describes the feelings attitudes or preference of individuals regarding work. It
indicates how content an individual is towards his or her work. (Armstrong, 2006) defines job
satisfaction as the attitudes and feelings people have about their work. Positive and favorable
attitude towards the job indicate job satisfaction, Negative and unfavorable attitude indicate
dissatisfaction. This study sought to determine factors influencing job satisfaction among
teachers in public Secondary schools in Teso North Sub County.
The study focused on the feelings, attitudes and preferences of teachers in public secondary
school in the determination of the factors. A total of two hundred and ten teachers were targeted
with a sample population of 138 teachers drawn from 16 schools in the Sub County.
Proportionate sampling was used in getting the samples and sample size determined using the
formula by Yamane,(1967) on scientific sample size determination. Descriptive survey method
was used to collect data. This study is based on Maslow’s hierarchy of needs theory and
supported by other theories as will be mentioned. Employee reward another component of job
satisfaction is about how people are given appreciation as a return for doing something good or
valuable to the organization (Armstrong, 2000). Motivation deals with ‘why’ people behave
think and feel the way they do. This means motivated behaviour is usually energized, directed
and sustained through rewards. The explanation for motivation integrates biological, cognitive
and social influences; job satisfaction on the other hand is a set of favorable or unfavorable
feelings and emotions with which employees view their work. It is an affective attitude, a feeling
of relative like or dislike toward something, which consist of feelings, thoughts and intentions to
act. Emotions are made up of, physiological arousal and behavioral expression and involve social
contexts as well as relationships. Gender differences are more likely to occur in such contexts
that emphasize social roles and relationship in the workplace.
1
Job satisfaction is defined as the effective orientation that an employee has towards his or her
work(Saari,&Judge.2004).It describes the feelings or preference of individuals regarding work.
Job satisfaction is a very important component to employees in any organization (Frank &
Vecera, 2008) Many researchers and administrators have noticed the importance of job
satisfaction on a variety of organizational variables (Kreisman, 2002). Dissatisfied employees are
likely to leave their jobs, thus understanding of employee job satisfaction and its contributing
variable are important for any organization to exist and prosper (Majidi,2010). Similarly Oplatka
& Mimon, (2008) noted that the principal reason as to why job satisfaction is to extensively
researched is that it relates to significant association with life satisfaction (Buitendach &
Dewitte, 2005), organizational commitment (Cullinah, 2005) and job performance (Buitendanch
& Dewitte, 2005)
A number of motivational theories explain how rewards affect the behaviour of individuals and
teams. There are in existence two types of theories: the ‘content’ and the ‘process’ approaches.
The content approach is associated with authorities such as Abraham Maslow, Fredrick Herzberg
and David McClelland and is needs based. They assume that all humans have definable needs
(e.g. money, social life, self esteem, power, e.t.c) and that motivation in the workplace follows
when these needs are satisfied. In their view, job satisfaction is usually the result of meeting
these basic needs. The alternative tradition (the ‘process’ approach) starts from a rather different
set of assumptions. Here, motives are neither predefined nor universal, but can be created in the
workplace. Hence our actions are less determined by our needs, and more by our responses to the
opportunities provided for us at work. The most influential theories here are those, which relate
to goals, expectancy and equity.
A research carried out by SHRM 2007 (Society for Human Resource Professional) in USA, to
top five contributors to job satisfaction were job security, communication between employees
and senior management, benefits flexibility to balance work and life issues and feeling safe in the
work environment. According to a study conducted by Daljeet, Manoj, & Dalvinder, (2011) on
factors influencing employee job satisfaction in Cement Industry of Chhattisgarh in India found
out three variables that is environmental (stress and work conditions), organizational factors (fair
rewarding, promotion and opportunities) and behavioural factors (adequate authority, salary and
supervisors) has a positive impact on job satisfaction.
In a research carried out by Karims, & Rodger, M. G .(2005) among lecturer in Makerere
University in Uganda revealed that the lecturers were relatively satisfied with core workers
behavior supervision and intrinsic facets of teaching, their potential source of dissatisfaction
were remuneration, governance promotion and physical facilities. Okoth,( 2003) carried out a
research survey of the factors that determine the level of job satisfaction among teachers in top
ranking private schools in Nairobi; He asserts that job satisfaction is a positive state, resulting
from the appraisal of one’s job experiences. She adds that job satisfaction is a collection of
2
stories and beliefs that managers have about their jobs. She further, argues that managers who
are high in job satisfaction generally love their job, feel that they are being fairly treated and
believe that their jobs have many desirable features such as interesting work, good pay and job
security.
Employee work performance usually involves motivations and job satisfaction that strengthen or
weaken those task performances (Ngalyuka ,1985). There are different approaches to motivation,
various types of motivations, as well as the factors that influence job satisfaction, which refers to
attitudes of a single employee. These jobs related attitudes predispose an employee to behave in
certain ways (Newstrom,& Davis, 2002). Defining motivation at work and establishing how
managers can best develop it in their employees has long been a major and central topic of
research for the specialists in the fields of human resource management, organizational
behaviour and occupational psychology. It is a field of study characterized by the presence of
large numbers of theories, vigorous debates and several distinct traditions. There is no single
generally accepted answer to the question of what motivates us to work or what makes a certain
job satisfying for a given individual (Redman,& Wilkinson, 2002)
3
modern organization it is generally regarded that leadership qualities are displayed through key
functions such as developing and executing the vision and mission of the organization, planning
change and informing policy.
John Adair has demonstrated that the leader must be action centered (Redman, & Wilkinson,
2002). In his approach, the leader must address three areas of need: to achieve the task, to
maintain the team, and to develop the individual’s needs. This is referred to as the functional
approach to leadership. The task functions require the leader to achieve the objectives of the
group, allocate resources, organize duties and responsibilities, control quality, manage
performance and review progress. Team functions require the leader to maintain morale and
build the team spirit, maintain the cohesiveness of the group, set the standards and maintain
discipline and establish effective communication. Finally, individual functions involve the
leader’s requirement to address the needs of individual members, dealing with personal
problems, giving praise and reconciling conflicts, and finally developing the potential of each
individual including facilitation of job satisfaction for the employees. Evidently, the leader of the
group has influence on the individual’s input in task performance. It is for this reason that
industrial psychologists use many different selection tools to pick the right person for the job.
Among the most widely used personnel selection tools are application forms, psychological
testes, interviews, and work sample tests (Santock, 2003)
Whereas employees put vetted and approved leaders in management position, the existence of
‘troubled’ employees whose personal problems affect their work performance is still recorded.
The range of employee problems is wide and indicates lack of employees’ assistance closely
woven into the system of the organization to solve corporate and personal problems (Carroll and
Walton, 1997). Important aspects of job satisfaction include pay, one’s supervisor, the nature of
tasks performed, an employee’s co-workers or team, and the immediate working conditions.
For many people money is the main reason for working, but there are many other factors, which
people take into account when deciding to take or remain in a job. Various writers on motivation
( Maslow, 1954; Macgregor, 1960) have identified non-financial influences on people’s
propensity to work and to improve their performance. Some of such rewards include
achievement, influences, personal growth, recognition, and responsibility that the employer gives
the employee. This is supported by Herzberg, Bennett, (1997) whose two-factor theory
concludes that pay is hygiene rather than a motivating factor.
As Guest et al. (1996) comment: “While employees may want what they have always wanted –
security, a career, fair rewards, interesting work, and so on – employees no longer feel able or
obliged to provide these. Instead, they have been demanding more of their employees in terms of
greater input and tolerance of uncertainty and change, while providing less in return, in particular
less security and more limited career prospects. A successful reward system will take into
account of this and include a mixture of policies and practices to enable an employer to align the
4
reward strategy with the business strategy. This study intends to demonstrate that personnel
motivation is inextricably bound to job satisfaction and organizational commitment.
5
4. To determine the influence of career choice and training on job satisfaction among
teaching staff in public secondary schools in Teso North sub county.
6
The results therefore cannot be generalized to reflect all other teachers unless these schools have
similar working conditions.
7
Motivation: Refers to the positive feelings as a result of appraisal of one’s job. It’s a pleasurable
or positive emotional state resulting from the appraisal of one’s job or experiences.
Commitment: Willingness to work whole heartedly without complains.
Retention: The act of keeping or not losing your employees
Transferring: Movement of employees from one organization to another in search of jobs that
satisfy their needs
Absenteeism: Missing to report at work during the official hours of work.
Productivity: The rate at which a worker or company produces goods and the amount produced,
compared with how much time, work and money indeed to produce them.
Achievement: To succeed in a particular goal especially using your own effort and skills.
Job performance: How well or badly the work is done.
8
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
This chapter presents the literature reviewed on factors influencing job satisfaction among
teachers in public secondary schools. It focused on student discipline, work environment, student
school attendance and career choice and training. The chapter finally looked at theoretical and
conceptual framework, the knowledge gap and a summary of the main factors.
Dauber and Epstein, (1993) identify parental behaviour associated with academic achievement
they include parental styles verbal interactions book reading helping with homework and school
involvement. Verbal interactions between parents and their children reveal a lot of parents
feeling towards teachers’ and may be influential in the behaviour pattern of children. Hidalgo et
al. (1995) address the importance of supportive parental guidance in adolescence citing
responses of high achievers who identify one or both parents as being instrumental in influencing
them to excel in school Clark, (1983) finds that a home environment supportive of academic
achievement is an influential factor in as far as discipline and success is concerned these
researchers found a vast amount of evidence showing that parents expectancies attitudes and
beliefs about school learning serve to guide the behaviour of children. This study will seek to
determine some of these factors if present in school environment and in as far as the parents
involvement through the student’s characteristics and discipline.
In addition to family influences school experiences are cited as another environmental factor
affecting sense of self and career motivation .Experiences in the classrooms can have either
positive or negative effect on students self perception. Where a student is not adequate in terms
of academic capacity, indiscipline is eminent and this has the potential of causing teacher
dissatisfaction and poor teacher- student relationship. Thus teachers’ belief and interaction with
student have a direct effect on an individual academic performance. A typical example relates to
9
teacher expectations and student achievement. Since the publication of Pygmalion in the
classroom (Rosenthal and Jacobson, 1968), an extensive amount of research has been developed
to indicate how teachers’ expectations can influence the performance of students. Chaikin, Sigler
& Detlega, (1974) contend that teachers who believe that they are instructing bright students tend
to smile and give nods of approval than when interacting with slow students. Bamburg, (1994)
connects low teacher expectation for students with low personal teacher efficacy.
Factors related to general classroom experiences, interactions with students and school climate
are known to be institutional in nature and associated with job satisfaction and career
commitment. Lobosco,& Newman,(1992) report that the level of job satisfaction expressed by
teachers has been linked to their perception of their students. Kottkamp, Provenzo &
Cohn,(1986) emphasize that teachers have strong preference about the types of they like to teach.
Their findings reveal that nearly half of the individuals surveyed indicated a preference for nice
students from average homes. The group surveyed also stated a preference for students who are
hard working and respectful. Plax, (1986) contends that teacher satisfaction is a function of
effective student management ability. Discipline of the student therefore accounts significantly
towards teacher motivation.
Employees need adequate equipment, space, heating, lighting, ventilation and color has also a
significant impact on the work environment. Rest rooms and lockers should be clean, secure and
well maintained. The food provided should be same for the line employee as for the managers.
(Chen, 1995, Dinham & scott, 2000) noted that good working environment means employees
want the same condition in work lines as management, they need challenge, support from
superiors equally, workplace, friendly coworkers and respect. To have a good working work
10
environment. Manage have to trust them and value them when they fail, they must know that the
managers will have a defined process to help them get back on track. Finally, managers need to
listen to them and accept their workplace ideas. Thus to better understand how to motivate
employees, Managers should understand the basic theories of motivation (Judge & Church,
2000).
Crossman & Harris, (2006) discussed the Hawthrone effect where he shows the relationship
between employees working conditions, social conditions and productivity. The Hawthrone
effect was named after what was doubted the most famous experiment in industrial history it
marked a sea change in thinking about work and productivity Hawthrone, set the individual in a
social context. The experiment established conclusively that the performance of workers is
influenced by their surrounding and by the people that they are working with. In a working
environment a number of authors are in option that having friendly and supportive colleagues
contributes to increased job satisfaction (Kreitner & Kinicki, 2001). According to Madison
(2000), participants who lacked support from fellow workers were more likely to suffer from job
dissatisfaction. Another survey found that positive relationship with fellow workers enhances job
satisfaction (Berta ,2005). In addition coworkers are more strongly related to job satisfaction
than managerial support (Tierney, Bauer & Potter ,2002).
Workplace must be in normal condition allowing employee to do their job properly. In work
places where there is not sufficient conditions, employee motivation level decreases and such a
situation affects job satisfaction negatively (Daljeet, Manoj & Dalvinder, 2011) According to
Herzberg’s study (1968), if working conditions are not conducive, hardworking employees who
can find job elsewhere leave, while mediocre employees would stay and comprise success.
11
Such children would opt for dirty jobs in urban centers abandoning school completely. Farrant,
(1980) argues that drop out is more commonly cost by the factors that lead to chronic truancy
such as indiscipline, absenteeism, academic failure consequently lowering the teachers morale of
working with absentee students. This study will seek to determine the influence of student school
attendance rate on teacher Job satisfaction. The policy changes by the government of Kenya have
over time changed the landscape through a wide range of policy guidelines aimed at keeping the
child at school irrespective of family background. Free day secondary education introduced by
government has greatly improved the student rate of attendance to school programmes. However,
enrolment in both day and boarding secondary schools fall below expectation in Teso North Sub
County which calls for in depth research into factors that influence student enrolment
consequently teacher job satisfaction.
On the other hand, in their comparative study of Norwegian and British pre-service teachers,
Kyriacou, Benmansour, Coulthard, Hultgren and Stephens, (2012) reported that the participants
rated “enjoying teaching” and “enjoying working with children” higher than the other factors,
placing more emphasis on intrinsic reasons. Yet, in another study, the Sinclair (2008) found that
prospective teachers are multi-motivated. In her study, the primary pre-service teachers stated to
have the necessary qualities and attributes to be teachers and to work with children as their basic
12
sources of motivation to become teachers besides the factor that they found teaching
intellectually stimulating. As can be seen, it is difficult to generalize the reasons why students
choose teaching as a career. The variety in their responses may be due to the cultural, social and
economic contexts they live in (Kyriacou et al., 2012) as well as the subject areas they will teach.
In another study, Watt and Richardson (2007), on the other hand, used a comprehensive scale
named Factors influencing Teaching Choice (FIT – Choice), which they developed (Richardson
and Watt, 2006) heavily relying on the expectancy –value theory. They conducted the study with
pre-service teachers enrolled in three Australian universities and found that, perceived teaching
abilities, the intrinsic value of teaching and the desire to make a social contribution were the
highest rated motivations. As stated in the introduction, in Turkey not many studies have been
conducted. Those undertaken, however, present different results. For example, in one of the
earlier studies Saban, (2003) found that prospective elementary school teachers considered
altruistic reasons to be more important and the extrinsic ones such as getting in their career
choice.
In another study, Gurbuz and Sulun, (2004) reported that prospective biology teachers were
primarily motivated by their love for biology, while they rated the extrinsic motive of "job
security” as the second reason for choosing teaching career. Similarly, Kilinc and Mahiroglu’s
study on biology pre-service teachers yielded the same results (2009). According to the findings
of a qualitative study carried out by Boz and Boz, (2008), prospective chemistry and
mathematics teachers were influenced by both intrinsic and extrinsic values emphasizing that,
especially, prior positive experience with the subject itself and teachers play a determining role
on the choice of teaching career.
In a large scale study Aksu, Demir, Daloglu, Yildirim and Kiraz, (2010) investigated the profiles
of prospective teachers from different teaching programs and found that more than half of the
students voluntarily chose to become teachers. On the other hand, the same group of participants
reported more extrinsic reasons such as job security; flexible hours and holidays as well as the
possibility of “engaging in secondary employment” as motives that led them to select teaching
for profession. Ozsoy (2010) also conducted a large scale study comprising pre-service teachers
from four universities and found that the majority of the participants chose teaching not as a
“fallback” career, i.e. last –resort one, but because it was their ideal to teach.
13
Similar reasons for choosing teaching have surfaced in various forms, combinations, and
rankings over the last five decades. In brief, a review of this body of research conducted up until
the early 1990s suggested that “altruistic, service-oriented goals and other intrinsic motivations
are the source of the primary reasons entering teacher candidates report for why they chose
teaching as a career” (Bookhart and Freeman, 1992, P. 46). These researchers highlighted
intrinsic, extrinsic and altruistic motivations as the most important groups of reasons influencing
teachers’ career choice. Identified motivations have included working with children and
adolescents, making a social contribution, making a social contribution, making a difference , job
security , job benefits, enjoyment of teaching, compatibility with other interests and activities,
compatibility with family life, and self education (Organization for Economic Co-operation and
Development (OECD}, 2005 ). According to an OECD report (OECD, 2005), studies in France,
Australia , Belgium (French Community), Canada (Quebec), the Netherlands, the Slovak
Republic, and there has been a considerable amount of research both internationally and locally
investigating the factors motivating your people to opt for teaching as a career.
However, this area of research remains highly topical because previous researchers have reported
that the type of motivation a student teacher enters the profession by has a close relationship
with the degree of commitment the teacher displays towards the job in the future (Wang and
Fwu, 2001). They found that those who were decisive about their choice for entering the
profession and had a great deal of enthusiasm ultimately outlasted their peers in staying in the
profession. Consequently, studying motivation for entering teaching is important for the
purposes of being able to predict possible retention rates in the in the profession for specific
cohorts of students. The ability to predict retention rates backed by some for of empirical
findings is important in helping a country’s Ministry of Education plan for possible shortages in
the teaching workforce as ultimately, there hardly exists a one- to-one correlation between
enrolment figures and teachers entering and staying in the teaching service.
Previous research has established that there exists a wide range of reason s why student teachers
are attracted to the profession and these include factors related to ‘interpersonal’ reasons such as
the opportunity to work with young people , the joy and satisfaction in witnessing a child’s
learning process and being able to make a difference to their students and to society at
large(Stiegelbauer, 1992, Synder, Doerr and pastor 1995, Philips and Hatch 1999). It has also
14
been established that student teachers are motivated by intrinsic rewards such as the opportunity
to express creative abilities, the enjoyment of the challenges and responsibilities, the opportunity
for continual learning and growth and the chance to fulfill a lifelong dream (Farrel, 1980,
Allison 1982, Gordon 1993, Dieterich and Panton 1996, Philips and Hatch 1999).
Edmonds, Sharp and Benfield, (2002) studied the recruitment and retention of teachers in the
workforce. Their findings suggest that student teachers opt for teaching generally intrinsic
reasons such as the perception that teaching makes an important contribution to the society.
Their researcher also suggested that people with different profiles are motivated by different
reasons. For example, male students’ teachers placed more emphasis on extrinsic factors
compared to their female counterparts.
According to Moran et al. (2001), based on previous research on motives for entering the
teaching profession, three categories of motives may be derived: Extrinsic, Intrinsic and
Altruistic Factors. Extrinsic motivation includes the benefits and perks offered such as good
remuneration and having holidays in sync with one’s own children. Intrinsic factors may be
understood as entering the profession for job-related factors like the nature of the job, for
example, that it provides an avenue for life-long learning; the perceived good job fit, the many
opportunities that the job appears to offer and so on. Finally, the third category of motives
termed as altruistic factors goes beyond any tangible factors.
There has been a considerable amount of research both internationally and locally investigating
the factors motivating young people to opt for teaching as a career. however, this area of research
remains highly topical because previous researchers have reported that the type of motivation a
student a student teacher enters the profession by has a close relationship with the degree of
commitment the teacher displays towards the job in the future (Wang and Fwu, 2001). They
found that those who were decisive about their choice for entering the profession and had a great
deal of enthusiasm ultimately outlasted their peers in staying in the profession. Consequently,
studying motivation for entering teaching is important for the purposes of being able to predict
possible retention rates in the profession for specific cohorts of students. The ability to predict
retention rates backed by some form of empirical findings is important in helping a country’s
Ministry of Education plan for possible shortages in the teaching workforce as ultimately, there
15
hardly exist a one-to-one correlation between enrolment figures and teachers entering and
staying in the teaching service.wide range of policy guidelines aimed at satisfying the job market
through human resource development in 2008; the government introduced subsidized and free
day secondary education leading to a high transition rate to secondary education. To counter this
other enrollment more chances at the institution of higher leadership including universities were
opened up thus allowing more students to make choice into teaching profession.
This has been followed up by improved pay for teachers and other allowances. This has
increased the number of students in public training lush where preferring to join the profession.
This in most likely to create change in altitude towards profession hence improves job
satisfaction. While his explanation was to witness a decline in productivity levels, as lighting and
other conditions worsened, the result was that the productivity levels of workers remained the
same or improved. This led Mayo to identify some non – financial motivators as: Enhanced
communication – between managers and workers
16
4. Esteem and status needs – e.g. feelings of self – worth; competence; recognition from others
for the job one does.
5. Self actualization – e.g. capacity to become what one can become; stretching talents to the
maximum.
Figure 2.1: Maslow’s hierarchy of need.
Self - actualization
Esteem
Love and belonging
Safety needs
Physiological needs
In interpreting the hierarchy of needs Newstrom and Davis, (2002), note that employees are more
Enthusiastically motivated by what they are currently seeking than by receiving more of what
they already have. The conclusion from this is that a fully satisfied need will not be a strong
motivator.
Complementary theories done by Elton Mayo, (1880 - 1949) held it that apart from earning
money, workers could be motivated better by having their social needs met while at work. This is
something that Taylor ignored. By introducing the Human Relation School of thought, focus
shifted to taking more of an interest in workers and treating them as people with worthwhile
opinions. Priority was also given to workers interaction with one another. Mayo did a series of
experiments at the Hawthorne Factory of the Western Electric Company in Chicago where he
isolated two groups of women and studied the effect of changing factors such as lighting and
working conditions on their productivity levels.
While his explanation was to witness a decline in productivity levels, as lighting and other
conditions worsened, the result was that the productivity levels of workers remained the same or
improved. This led Mayo to identify some non – financial motivators as:
17
Enhanced communication – between managers and workers (Hawthorne workers were consulted
about the experiments and also had the opportunity to give feedback);
Greater manager involvement in employee working lives (Hawthorne workers responded to the
increased level of attention they were receiving)
Working in groups or teams (Hawthorne workers did not previously work in teams)
David McClelland, an American theorist suggested that three important motives drive people:
the need for achievement, power and affiliation (Maund 1999; Newstrom and Davis 2002). The
need for achievement is the drive to accomplish objectives and get ahead; the need for affiliation
is a drive to relate to people effectively and the need for power is the drive to influence people
and situations. Although McClelland has focused more recently on executives needs for power,
he initially emphasized the need for achievement as fundamental in explaining why some
societies produce more than others.
Knowledge of the differences among the three motivational drives requires managers to
understand the work attitudes of each employee. In his studies, McClelland learnt that people’s
motivational drives reflect elements of the culture in which they grow up that is, the family,
school, church and books.In recognition of the criticism labeled against Maslow’s theory,
Clayton Alderfer proposed a modified need hierarchy – the E-R-G model with just three levels
(Newstrom and Davis 2002). He suggested that employees are initially interested in satisfying
their existence needs, which combine physiological and security factors. Pay, physical working
conditions, job security, and fringe benefits can all address these needs.
Relatedness needs at the next level, and these involve being understood and accepted by people
have above, below and around the employee at work and away from it. Growth needs are in the
third category; these involve the desire for both self – esteem and self – actualization. In addition
to condensing Maslow’s five need levels into three that are more consistent with research, the E-
R-G model differs in other ways. For example, the E-R-G model does not assume ass rigorous a
progression from level to level. Instead it accepts the likelihood that all three levels might be
active. It also suggests that a person frustrated at either of the two higher levels may return to
concentrate on a lower level and then progress again. Finally whereas the first two levels are
18
somewhat limited in their requirements for satisfaction, the growth needs not only are unlimited
but are actually awakened each time some satisfaction is attained.
Fredrick Herzberg, (1923) has advanced the Neo – Human Relations School, which focuses on
the psychological needs of employees. This study was based on the Two – factor model of
motivation developed by Herzberg (Herzberg 1966; Bennett 1997; Alder 2002; Newstrom &
Davis, 2002). The theory postulates that two separate sets of factors influenced motivation and
human behaviour. Herzberg identifies the need to avoid pain and obtain the basic necessities of
life on the one hand and the need to develop personal capacities and potentials on the other.
According to this theory, motivation and lack of motivation are not merely opposites of one
factor on a continuum as had been people’s assumption prior to that time. Rather, certain job
factors, such as job security and working condition, dissatisfy employees primarily when the
conditions are absent. However their presence generally brings employees only to a neutral state.
To reach this conclusion, Herzberg asked his subjects to think of a time when they felt especially
bad about their jobs. He also asked them to describe the conditions that led to those feelings. He
found that employees named different types of conditions that produced good and bad feelings.
That is, if a feeling of achievement led to a good feeling, the lack of achievement was rarely as a
cause for bad feelings. Instead, some other factor, such as company policy, was given as a cause
of bad feeling (Newstrom and Davis, 2002)
The potent dissatisfies are called hygiene or maintenance factors since they do not actually
increase worker’s job satisfaction but their deficiency creates dissatisfaction. They are necessary
for building a foundation on which to maintain a reasonable level of motivation in employees.
The factors responsible for creating satisfaction (which Herzberg calls motivators or satisfiers)
operate primarily to build this motivation, but their absence rarely is strongly dissatisfying. The
idea of separate motivational and maintenance factors helped to answer the question about the
custodial policies and wide array of fringe benefits that were not increasing employee
motivation. The fringe benefits and personnel policies were primarily maintenance factors
according to Herzberg (Bowditch and Buono, 1997)
19
The list that follows shows motivational factors and maintenance factors in Herzberg’s model:
Motivational factors: work itself, achievement, possibility of growth, responsibility,
advancement, recognition.
Maintenance factors: status, relations with supervisors, peer relations, relations with
subordinates quality of supervision, company policy and administration, job security
Working conditions: Pay
Source: Developed from Newstrom and Davis, (2002)
The most startling idea about Herzberg’s theory is that pay is hygiene rather than motivating
factor. Motivators such as achievement and responsibility are related to the job itself, the
employee’s performance and personal recognition and growth experienced by employees. While
motivators are mainly job – centered and relate to job – content, maintenance factors are mainly
related to job – context, because they are more related to the environment surrounding the job.
This difference between job content and job context is a significant and can be equated to the
difference between intrinsic and extrinsic motivators in psychology although employees value
extrinsic motivators like retirement plans, health insurance and vacations, they are not strongly
motivated.
Herzberg concluded that employees are motivated mainly by what they do for themselves. When
they take responsibility or gain recognition through their own behaviour, they are strongly
motivated. It is notable that he based his research on qualified professional and managerial staff
on the field of accounting and engineering. Herzberg’s model provides a useful distinction
between maintenance factors, which are necessary but not sufficient, and motivational factors,
which have the potential for improving employee effort and yielding job – satisfaction. As Guest
et al. (1996) remark: “A positive psychological contract is worth taking seriously because it is
strongly linked to higher commitment to the organization, higher employee satisfaction and
better employment relations. Again this reinforces the benefits of pursuing a set of progressive
HRM practices.” They also emphasize the importance of high involvement climate and suggest
in particular the HRM practices such as the provision of opportunities for learning, training and
development, focus on job security, promotion and careers, minimizing status differentials, fair
reward systems and comprehensive communication and involvement processes will all
contribute to a positive psychological contact. Other influential human motivation theorists
20
include Adam Smith who developed the Political, Economic Approach; D.M. McGregor who
developed Theory X and Theory Y J.S. Adams who developed the Equity theory of motivation;
Victor H. Vroom who developed the Expectancy Theory and Porter and Lawler who further
developed Vroom’s model (Maund, 1999).
21
2.7 Conceptual Framework
Working
environment
Performance
Commitment
Communication
Job
satisfaction
Student school
attendance
Retention
Commitment
Education level
Career choices and Age
training
Retention
Performance
22
Conceptual Framework
The use of predicted text explanations made a pathway to provision of an answer to research
questions and objectives. Two factors enhanced the collection and analysis of data: first, the level
of thoroughness in using the existing theory to define clearly the theoretical propositions and
conceptual framework that guided researcher project; second, the appropriateness of these
theoretical propositions and the conceptual framework as formulated before data that was to be
revealed.
The figure shows that the problem of employee motivation and job satisfaction is a function of
job related factors that affect the employee including student discipline, work environment,
student school attendance, career choice and training. It also shows the various indicators that
can provide platform on which assessment and solutions can be based on.
Many researchers globally have done studies on the subject of job satisfaction among teachers
with solutions based on findings implemented .Pay and job security have been given prominence
with the expectation that teachers would get satisfaction and stop complaining. This has not been
the case in many countries. Teacher strikes, transfers to other sectors, desperation and waning
respect all point to dissatisfaction among them. It is possible that there are significant factors that
influence job satisfaction which have not been brought to light. According to Orikodi, (2007)
many teachers prefer to leave the sub county to other neighbouring counties hence the acute
shortages yet the salaries are universal. There is indeed a problem that require to be addressed
hence the research. It is on this basis that this study sought to investigate factors that influence
job satisfaction among teachers focusing attention on Teso North Sub County.
2.9 Summary
The level of job satisfaction by teachers has been linked to their perception of their of their
students Lobosco and Newman,(1992). Teachers give reference to their students as academically
bright, poor, hard working; lazy indiscipline and these tags eventually determine the success or
failure of the student in life. Performance, classroom participation and commitment are key
indicators of discipline among students’ hence independent variables.
23
Working environment when friendly (good communication), less breakdowns, adequate
equipment, ample space and safe would make workers feel satisfied and the reverse makes them
dissatisfied and interference with delivery, confidence and success.
Students who are consistently out of school for various reasons loose a lot in terms of class work
and syllabus coverage and this eventually interferes with their concentration hence perform
poorly in and out of class. Poverty significantly contributes to absenteeism among students in
Africa Kenya being one of them. The indicators understudy here included retention and
commitment by students to school programmes. When employees are trained they feel motivated
and satisfied because of the confidence in the work ethics. They are most likely to be committed
and retained in the job. Where workers are not trained, they feel out of context in the job hence
become lonely. Such workers would look for alternative jobs elsewhere.
Government policies, educational level and also age help maintain the balance in the system.
When such balance is tilted then dissatisfaction occurs followed by strikes, brain drain and low
entry into profession.
24
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
3.1 Introduction
This chapter provided the methodology of the study. It gave the specific procedure that was
followed in undertaking the study. The research design, population, sampling design, data
collection methods and data analysis were described in this chapter.
25
Table 3.1 Number of teachers in each school
SCHOOL FREQUENCY
S.A Kolanya Boys High School 38
S.A Kolanya Girls High School 32
Chamasiri Secondary School 13
St. Joseph Kocholya Secondary School 17
Kamuriai Secondary School 16
Moding High School 18
S.A Aboloi Secondary School 15
Bishop Sulumeti Secondary School 16
St. Augustine Kamala 8
Albert Ekirapa Secondary School 8
Katakwa Secondary School 9
Kakurkit Secondary School 5
St. Thomas Amagoro Secondary School 8
ACK Changara Secondary School 3
Kakemer Secondary School 3
Kabukui Secondary School 1
TOTAL 210
From table 3.1, the target population had significant disparities among the various schools.
SA Kolanya boys with the largest 38 teachers while Kabukui secondary had the lowest
population of only one teacher. This was the reason for the researchers choice of
proportionate sampling method for sample size selection
26
3.4 Sample Size Selection
Yamane (1967) formulated a sample size formula to be used scientifically to generate a sample
From a given population of study. Proportionate sampling technique was used to obtain a
sample of 138 respondents as indicated below:
N
n=___________
1 + Ne2
210
n=___________
1+210 (0.05)2
n=138
27
Table 3.2 Sample size of respondents
SCHOOL FREQ.
TOTAL 138
28
discipline, work environment, student school attendance, career choice and training and their
influence on job satisfaction among teachers in Teso North sub county. The purpose of the set
objectives was to determine the level of agreement or disagreement using a five point like scale
(Underwood, 2004).
In this case, the researcher sought the supervisor’s view on the quality of the questionnaire. The
intention was to validate the questionnaire as a measuring instrument in order for it to be an
appropriate tool. The instrument measured what it was intended to measure (Mugenda &
Mgenda, 2003) successfully.
29
respondents were selected using simple random sampling. This was repeated after two weeks as
a re-test for the questionnaires using the test retest approach (Mugenda & Mugenda, 2003) The
responses from both the testing periods were correlated and gave a correlation coefficient of
0.62. For sufficiency of reliability, an instrument that yielded a reliability coefficient of 0.50 and
above was reasonably consistent (Mugenda,& Mugenda,2003). .
30
3.8 Operationalisation of variables
The relationship of variables was illustrated in table 3.2 which shows their respective indicators.
Table 3.3 Operationalisation table
S/No. Objective Variable Indicators Measurement Statistics
Scale
1. To establish whether job Independent a) performance Nominal Descriptive
satisfaction among teachers student in academic
in public secondary schools discipline work Nominal Descriptive
is influenced by student Dependent b) performance
discipline Job in sports Nominal Descriptive
satisfaction c) Commitment
to school
programmes.
2. To determine the influence Independent a)communication nominal Descriptive
of work environment on work b)performance
job satisfaction among environment
teachers in public Dependent Ordinal Inferential
secondary schools Job
satisfaction
3. To establish the influence Independent a)commitment to Ordinal Inferential
of student school student school classroom chores
attendance on job attendance .
satisfaction among teachers Dependent b) Retention of
in public secondary Job students in Nominal Descriptive
schools. satisfaction school.
4. To determine the influence Independent a)retention of Ordinal Descriptive
of career choice and Career choice teachers in
training on job satisfaction and training station.
among teachers in public Dependent b)performance of Ordinal inferential
secondary schools. Job student
satisfaction
31
CHAPTER FOUR
DATA ANALYSIS , PRESENTATION AND INTERPRETATION.
4.1 Introduction
This chapter presents the findings of the study. The study sought to establish whether job
satisfaction among teachers is influenced by student discipline, determine the influence of work
environment on job satisfaction among teachers, establish the influence of student school
attendance on teacher job satisfaction and finally to examine the influence of career choice and
training on teacher job satisfaction in Teso North Sub- County, Busia County.
32
Table 4.1 Response on Questionnaire return rate
SCHOOL DISP REC %
S.A Kolanya Boys High School 25 23 92
S.A Kolanya Girls High School 21 20 95
Chamasiri Secondary School 9 7 78
St. Joseph Kocholya Secondary School 11 10 91
Kamuriai Secondary School 11 10 91
Moding High School 11 11 100
S.A Aboloi Secondary School 10 8 80
Bishop Sulumeti Secondary School 11 10 91
St. Augustine Kamolo 5 5 100
Albert Ekirapa Secondary School 5 5 100
Katakwa Secondary School 6 6 100
Kakurkit Secondary School 3 3 100
St. Thomas Amagoro Secondary School 5 5 100
ACK Changara Secondary School 2 2 100
Kakemer Secondary School 2 2 100
Kabukui Secondary School 1 1 100
TOTAL 138 128 93
From table 4.1the numbers of questionnaires dispatched were 138 and the number duly filled and
returned were 128 giving a 95 percent return questionnaire return rate. These were then used for
analysis.
33
4.3.1 Gender, age and marital status
The study sought to establish the gender of the respondent and results given in table 4.2
Table 4.2: Sample distribution by gender
A total of 128 respondents filled and returned the questionnaires, of whom 96 (75 percent) and
32 (25 percent) were male and female respectively. The sample was gender biased since three
quarter of the respondents were male while merely a quarter was female. Such an establishment
would be compared to the findings by earlier studies that implied that female teachers have a
tendency to join their husbands in urban areas so as to be near their families (Mbugua 1998,
Immonje 1990, Kamina 2002, Wasonga 2004). Mbugua, Immonje and Kamina curried out their
studies in Nairobi While Wasonga did his in Migori District and come to similar observations.
Another reason would be the fact that there are more male teachers than their female
counterparts in the country (Republic of Kenya 2002). This would mean that for any randomly
selected sample, the male teachers would naturally outnumber their female counterparts.
Age group of respondents was also sought for and results given in table 4.3.
Table 4.3: Sample distribution by age
34
From table 4.3,c lose to a half (47.6 percent) of the respondents were fairly young teachers with
35 years of age and below, 35.2 percent were middle-aged (between 36 and 45 years) and the
other 17.2 percent were aged 46 years and above. In relation to one’s working career, age is a
very important factor (Kamina 2002). This is particularly so in relation to employee job
satisfaction, which increases with increase in age (Ingolo 1991, Sogomo 1993, and Madera 1995
Marital status of the respondents was sought for by the study and results given in table4.4
Table 4.4: Sample distribution by marital status
Marital status Frequency Percent
Single 15 11.7
Married 108 84.4
Widowed 4 3.1
Divorced 1 0.8
Total 128 100.0
Results from table4.4 show that the majorities of the sample were married men and women
(84.4 percent) and presumably had families to take care of, while 11.7 percent were still single.
3.1 percent were widowed and only 0.8 percent was divorced.
35
The respondents were categorized into four groups of Educational attainment. As on table 4.5.
7.8 percent of the respondents indicated that they possessed certificates and 27.3 percent had
diplomas. The majority of the sample comprising 62.5 percent was university graduates with a
bachelor’s degree, while only 2.4 percent had a master’s degree or a post graduate degree in
Education. Studies show that with an increase in the level of one’s Education, the level of
dissatisfaction increases can secure employment elsewhere puts them in a state of dissatisfaction.
Wasonga (2004) notes that proper Teacher motivation is necessary if they have to remain in the
profession as motivated Teachers have high levels of Job satisfaction.
Frequency percent
Yes 36 28.1
No. 92 71.9
Total 128 100.0
From table 4.6 of the 128 respondents considered, 28.1 percent work in their district of birth
while the remaining majority 71.9 percent said their districts of birth were different from where
they were currently working.
Frequency Percent
Yes 10 7.8
No. 118 92.2
Total 128 100.00
36
From table 4.7 the responses showed that an overwhelming majority of 92.2 percent had never
been formally employed elsewhere. Only 7.8 percent report having held formal non-teaching
Jobs before. This finding indicated a high level of organizational commitment by the teachers in
Kenyan public secondary schools.
The results of table 4.8 showed that the majority had been in their station of work for five to nine
years (41.4 percent). 32.8 percent had been there for less than five years and a further 25.8
percent had an experience of more than five years at the station. Okumbe. (1992) &Kamina
(2002) noted that highly experienced Teachers had more Job satisfaction. The respondents in this
study were fairly highly experienced, with more than five years working in the present station
and would indicate whether they were satisfied with the Teaching Job or not
37
Table 4.9: Promotion to different scale
Have ever been promoted to a different scale since time of employment?
Frequency Percent
Yes 89 69.5
No. 39 30.5
Total 128 100.00
These results supported Armstrong ,(2008).Most Teachers had got some form of promotion since
they were employed by the TSC (69.5 percent) while the minority (30.5 percent) had no
promotion history. This latter group probably comprised of the newly employed Teachers with
less than three years’ work experience who had not merited even the automatic promotion to
another grade.
From the table only 9.4 percent had such experience while a staggering 90.6 percent were clean .
Armstrong (2000) say punishment such as disciplinary action is a form of extrinsic motivation
and can have an immediate and powerful effect on employees, but will not necessarily last long.
38
4.4 To establish whether student discipline influence job satisfaction among teachers in
public secondary schools in Teso North Sub County.
Table4.11 Shows out of 128 respondents 97 indicate that their students comply with the laws at a
moderate level accounting for 75.78% and 25 respondents indicate low compliance accounting to
19.53%. Only 6 respondents indicate 6 respondents indicate student complete compliance
accounting to 4.69%. this table reveals that majority of students do not completely comply with
school rules and regulation and this affects relationships with teachers.
4.4.2 Student performance in internal examinations
The study sought to establish the level of performance of students in internal examination in the
opinion of the respondents. The results given in table 4:12
Table 4.12
Performance level Frequency Percent
Excellent 1 1.56
Very good 6 4.69
Good 14 10.94
Average 80 62.50
Poor 26 20.31
TOTAL 128 100
39
Table 4.12 shows that majority of students perform at average and below contributing to 62.5
and 20.31 percent respectively. However only 2 percent according to respondents have unique
excellent performance. The respondents therefore live on hope for a better performance hence
are satisfied.
Table 4.13
Level Frequency Percent
Division 80 62.5
Sub-County 38 29.69
County 8 6.25
National 2 1.56
TOTAL 128 100
Table 4.13 shows that respondents enjoy working with students in sports as is seen in
overwhelming indication of participation in the division and Sub County accounts for 62.5
percent and 29.69 percent respectively. Majority of respondents therefore are happy with student
active participation in sports.
4.4.4: General Satisfaction with student discipline
The study sought to establish how resp0ondents feel about student discipline. The results are
presented in the table 4.14
Table 4.14: General satisfaction with discipline
Respondent Frequency Percent
Extremely dissatisfied 2 1.56
Dissatisfied 7 5.47
Neutral 19 14.84
Satisfied 96 75.00
Extremely satisfied 4 3.13
TOTAL 128 100
40
Table 4.14 shows the distribution of responses on level of satisfaction with student discipline
1.56 percent of the respondents were extremely dissatisfied. 5.47 percent were dissatisfied 14.84
percent neutral, 75 percent satisfied and 3.13 percent extremely satisfied. The findings indicate
that majority of respondents were satisfied with the level of discipline of students in school. A
few respondents shoed dissatisfaction with student discipline thus are able to work even with
these arising from students.
4.5. To establish how work environment influence job satisfaction among teaching staff in
public secondary schools in Teso north sub county.
From table 4.15, 76.56% of the respondents felt that students appreciate their work and services
they offer, 23.44% felt that student do not appreciate their work. those who said yes felt that it
was because students were friendly to them , they thanked them for good work and they
respected them. Those who said No. is because students take teachers of certain subjects which
present difficulty as enemies It is clear from the table that most respondents felt that students
appreciated their work and services they offered.
41
4.5.2 School administration and value of work.
The study sought to determine whether the school administration value the work done by
respondents. The table 4.21 shows the results.
Table 4.16 school administration and value of work
Table 4.16 shows that 87.5% of the respondents felt that the administration value their work
because they were recognized and praised when they did well , and corrected politely when they
were wrong. 12.5% said school administration do not value their work because of holding
contrary opinion with that of the principal. This table indicates that the majority of the
respondents feel school administration valued their work.
4.5.3 Meals in School
The study sought to establish respondents comments about the meals provided in schools.
The table 4.17 below shows the results
Table 4.17 meals in School
Response Frequency Percent
Meals provided and sponsored by school 0 0
Meals provided but parents pay for it 128 100
Total 128 100
Table 4.22 indicates that 100% of respondents agreed that meals were provided and sponsored
by parents. The enables lunch time to be used well thus avoiding time wastage.
42
The 4.18 Adequate teaching and learning aids
Table 4.18 shows that 81.25% of respondents felt that they lacked enough teaching materials and
equipment to perform their work efficiently while 18.76% felt that they had adequate teaching
learning to perform their duties
Table 4.19 reveals that 71.09 of the respondents relationship with co-workers was good 19.53%
was fair while 9.38% was bad. This implies that to the majority, co-workers were friendly and
supportive thus good relationship
43
Table 4.20 security at work place
Response Frequency Percent
Extremely dissatisfied 0 0
Dissatisfied 4 3.13
Neutral 26 20.31
Satisfied 87 67.97
Extremely satisfied 11 8.59
Total 128 100
Table 4.20 shows that 3.13% of the respondents were dissatisfied with security at workplace,
20.31 were neutral .69.97% were satisfied while8.59% were extremely satisfied. Majority of
respondents were satisfied implying that they were secure at their place of work.
Total 4.21 shows that 98.44 % of respondents accepted that given chance they would advise the
administration to improve their work environment while 1.56% said no, meaning they were
comfortable with their work environment. Majority felt that their work environment should be
improved.
44
Table 4.22 Extent of satisfaction with the environment
Category Frequency Percent
Not at all satisfied 4 3.12
Not very satisfied 39 30.47
Fairly satisfied 68 53.13
Very Satisfied 17 13.28
Total 128 100
The findings on table 4.22 indicate that 3.12% of the respondents were not at all satisfied,
30.47% were not very satisfied, and 53.13% of respondents were fairly satisfied while 13.28%
were very satisfied. Majority wished that more should be done to improve their work
environment.
Table 4.23 shows the distribution of responses on level of satisfaction with the working
environment 1.66% of the respondents were extremely dissatisfied, 80.47% were dissatisfied,
3.91% were neutral, 11.71% were satisfied with their working environment. This implied that
respondents showed dissatisfaction with different aspects of work environment and so were
dissatisfied with their work environment.
45
4.6: Influence of student of school attendance on job satisfaction
4.6.1 Respondents rating of students absenteeism rate.
Table 4.24
Attendance Frequency Percent
High 86 67.19
Moderate 33 25.78
Low 9 7.03
TOTAL 128 100
Table 4.24 shows that 67.19 percent of respondents indicated high rate of absenteeism among
students 25.78 percent of respondents indicated average rate of absenteeism and only 7.03
percent of respondents indicated consistency of students coming to school. Majority of
respondents feel that there is high rate of students absenteeism.
4.6.2 The study sought to establish the respondent feeling about the high rate of student
absenteeism
Table 4.25 General feeling about student absenteeism
Response Frequency Percent
Extremely Dissatisfied 2 1.56
Dissatisfied 73 57.03
Satisfied 42 32.81
Extremely Satisfied 11 8.60
TOTAL 128 100
Table 4.25 show that majority of respondents are dissatisfied with the rate at which students
absent themselves from school accounting for 57.03 percent 32.81 percent of the respondents are
satisfied with the students rate of absenteeism. Only 8.6 percent are extremely satisfied and 1.56
percent of the respondents are extremely dissatisfied this shows that students’ absenteeism
significantly influences job satisfaction among teachers.
46
4.7 Career choice and training.
4.7.1 The study sought to establish the feeling of the respondents about effect of training on job
satisfaction. The result presented in table 4.26 below.
The table 4.26 reveals that 82.81 percent of respondents were satisfied with the training
underwent..8.59 percent preferred to be neutral. 3.91 percent were dissatisfied and only 1.56
percent were extremely satisfied. It is clear from the table that majority of respondents are
satisfied with their training and enjoy their professional work despite the many challenges that
arise.
4.72 The study sought to establish whether the respondents have undergone any other form
of training after employment .The results summarized and presented in table 4.27
Table 4.27
Response Frequency Percent
Workshop 65 50.76
Seminar 38 29.69
In service 23 17.97
None 2 1.56
Total 128 100
Table 4.27 show that workshops have been attended with the majority accounting for 50.78
percent. Seminars follow at 29.69 percent. In service training at 17.97 percent. Respondents
who have not attended any training account for only 1, 56 percent.
47
4.7.3 Respondents were asked to identify what according to them if done by employer would
enhance the level of job satisfaction. Results presented in table 4.6.
Table 4.28 Priority activity by employer.
Activity Frequency Percent
Promotion 31 24.21
Equip with teaching learning aids 12 9.38
Improve teacher student ratio 25 19.53
Increase salary 60 46.88
Total 128 100
From table 4.28: 46.88 percent of respondent feel that increasing salaries would expose more
funds to them and improve their economic status and make them happy on the job.24.21 percent
feel that promotion would inspire them .Employing more teachers would reduce their work load
and increase the ratio of teachers to students accounting for 19.53 percent and lastly supply of
materials at 9.38 percent .From the table the majority of respondents feel increasing their salaries
would give them job satisfaction and improve their efficiency and effectiveness.
48
CHAPTER FIVE
SUMMARY OF FINDINGS, DISCUSSION, CONCLUSION AND RECOMMENDATION
5.1 INTRODUCTION
Chapter five focused on the summary of the findings, discussions and conclusion inferred from
the findings. The chapter also contains some useful recommendations on how job satisfaction
among teachers can be enhanced.
With regard to work environment the study established that the majority of teachers enjoyed
working with their colleagues as opposed to the administration and subordinate staff. They felt
left out in decision making process even when they were the ones to implement. insufficient
supply of teaching and learning aids made majority of respondents feel dissatisfied with the
school. They indicated that in such situations they don’t perform to their full capacity opening a
gap between them and students such estranged relationship make teaching a bad profession.
Concerning school attendance, the findings agree with Orikodi (2007) that consistent
absenteeism by students precipitated majorly by school fees defaulters almost on monthly basis
serves to destabilize the teachers laid down programme hence making it impossible to complete
49
syllabus only to eventually be blamed for poor performance thereby attaining the low grades.
Majority of the respondents felt that absenteeism affected even the student participation in sports
their alternative inspiration when examination fails them and this lowered their morale to teach
whole heartedly. The students therefore do not do well in academics and limit active
participation in sports.
Majority of respondents indicated that teaching was not their first choice career at high school
but after training their perception changed and was positive as they now had so much to expect
from the field. Many felt that they have the capacity and their delivery was satisfying. However,
they were also quick to point out that student performance in the examination has not been
encouraging hence the low grades. They attribute this to student absenteeism, low entry, entry
behaviour and lack of commitment to school programmes. This sometimes de-motivate them
although they felt that active participation and good performance in sports help keep their morale
to work. From the findings therefore is worth noting here that career choice and training
significantly affect job satisfaction among teachers. A majority of the group also felt positive
about going for further studies to enhance their performance and thus gives a positive sense of
belonging and happiness towards the job. It is only those who feel positive about the job who
easily opt for improving their academic status.
50
they emerge in a definite sequence with basic needs at the bottom of a pyramid and the esteem
needs at the apex agrees with the finding of this study where conditions of living still feature
prominently amongst the teachers needs: the need for basic requirements like food and shelter.
The respondents feel that with their status in mind, better housing facilities should be provided
by the school or even the private developers in the shopping centers as opposed to the ones they
currently occupy it makes them have a feeling of dissatisfaction.
The influence of career choice and training significantly affects job satisfaction among teachers
in Teso North Sub County. Majority of teachers indicated that in terms of work they were
confident of their delivery and capacity especially after their professional training. The teachers
indicated that they derive satisfaction from their student excelling in sports. There still lingers the
issue of pay in which 60 percent of respondents indicated that they would be happy with an
increased pay especially against their academic certificates like other public workers.
Student attendance to programmes in school affects job satisfaction among teachers. According
to the study, teachers get discourages when absenteeism is rampant amongst students as
evidenced in Teso North Sub County. They attribute this to default by parents in paying fees and
child labour especially when the students work in the tobacco farms in aid of their parents.
Majority of teachers 37.5 percent indicated that they are most uneasy with the way student absent
themselves and finally some even fall out of school.
The net effect of this is the poor performance in the examinations which according to Orikodi
(2007) in his project report notes absence of good grades among form four students in Kenya
Certificate of Secondary Examinations (KCSE) in a period of past four years consecutively. It
can therefore be inferred that the parents de-motivate their children who eventually brings blame
on teacher in terms of productivity. There are a number of benefits that an organization reaps
from a motivated workforce (Robins 1998:180 2001:189), they include an increase in
productivity and efficiency, decrease in tiredness and absenteeism, reduction of employee
turnover and decrease of opposition to changes affected for the good of the organization. In view
of this it can be concluded that the lack of good grades is embedded in lack of motivation for the
students and teachers.
51
The neo – human relations school of thought which focuses on the psychological needs of
employees analyzed by Fredrick Herzberg yielded the theoretical basic of this study. Herzberg
identifies the need to avoid pain and obtain the basic necessities of life on the one hand and the
need to develop personal capacities and potentials on the other hand. Majority of respondent’s
exuded confidence in the delivery of content to the student which made them enjoy their work
environment. They are considered supreme in supply of information in the learning process. This
makes them satisfied and is as a result of career choice and training in the subject areas in
education.
5.4 CONCLUSION
The study revealed that student discipline played a significant role in determining job satisfaction
among teachers indicating that although they lacked the good grades in student performance in
Kenya Certificate of Secondary Examination (KCSE), they got alternative inspiration from the
student performance and active participation in sports. However, they were optimistic that there
is improvement in the grades although at a very slow pace and that gave them encouragement
hence satisfaction.
They also noted that there is marked improvement in student commitment to adherence to school
programmes and this threw a ray of hope in the future performance.
It was also established that work environment greatly affects the teacher job satisfaction level.
Teachers were greatly encouraged with cordial relationships among themselves, subordinate staff
and students. They indicated that they felt recognized and value attached to their work. This
made them happy. They were particularly not happy with housing facilities and quality of
supervision in the system. Majority indicated that let alone internal supervision even the external
one was not efficient. Majority of the respondents had been in the field of work for an average of
10 years and above and have adapted well to the reality of school environment so they enjoyed
their work in spite of the challenges mentioned.
52
Student’s attendance to school programmes affected teacher job satisfaction, the study revealed
that Majority of teachers were not happy with the high student absentee rate in their schools.
This interfered with targets making realization of success difficult hence the low grades in KCSE
examinations which they said is a mirror of their productivity. Majority of those interviewed
indicated that sports had a positive impact on student school attendance. Many students enjoyed
being at school to participate in sports and their excellent performance encouraged the teachers
and made them satisfied.
The study also established teachers level of confidence in their work was high and this could be
attributed to the training given to them, majority enjoyed their work as they exuded confidence
in delivery of subject matter to the students. However, they were quick to mention lack of
teaching learning materials which accordingly impacted negatively on the student performance
hence the lack of good grades in the national examination.
5.5 RECOMMENDATIONS
The following recommendations were made on the basis of the findings.
i Parents should be educated on the need to facilitate their children to enable them attend to
school programmes by paying school fees buying uniform and offering alternative
supervision when their children are at home to enhance commitment . Keeping the students
optimally at school would allow for consistency in academic work as opposed to the current
high rate of absenteeism.
ii The government should provide sufficient staff both at teacher level and quality assurance
level. Added teaching and quality force would ensure existing staff are able to do supervision
which appear to be deficient to ensure quality education is given to students: schools should
give priority to provision of teaching learning aids (text books and practical apparatus) so as
to adequately expose students to enable them compete fairly in the national examinations.
iii Fees in default according to the respondents are alarming. Parents have neglected their duties
including paying fees in good time and strictly supervising children work at home. The
negligence according to the majority affects student performance as is seen in the high level
of absenteeism among students and their lack of commitment to assignment work given,
excuses to be away from class activities most of the time. This study recommends that
53
parents be educated on their roles in chief’s barazas, non – governmental meetings so as to
help change their negative attitude towards schools.
iv The government should address the issue of pay adequately by engaging teachers to get their
proposals. This is notably coming out from the findings even when it was not the main focus
of study. It is also important that the government considers availing chances for skill
development and improvement through proficiency organized programmes to the teachers.
This will allow them realize their hidden abilities and would come back to help the education
sector.
v This study recommends that the government should re-evaluate the pay packages for teachers
in comparison with employees in other sectors with similar academic qualifications and work
experiences so as to reduce the margins. This could help resolve constant strikes occurrences
which have robbed the country of its valuable time and workforce energy for many years.
vi The study recommends that sports be introduced as a subject in high schools to expand the
scope of success for students. The subject named rare talent education broken into disciplines
as football, athletics, handball which eventually will produce professionals able to train the
youth and enable them get into lucrative areas of sport so as to reduce on importation of
personnel trainers.
54
5.1 CONTRIBUTION TO THE BODY OF KNOWLEDGE.
This section highlights the gains to be realized from the study which will add knowledge to the
present situation. Table 5.6 below shows the contribution to the body of knowledge.
Table 5.6 Contribution to the body of knowledge.
NO OBJECTIVES Contribution to the body of
knowledge
1 To establish whether student Identify student factors that
discipline influences job contribute towards teachers job
satisfaction among teachers satisfaction
2 To determine the factors in the Role of wok environment in
work environment that determining job satisfaction
influences job satisfaction among teachers
among teachers
3 To find out whether student Absenteeism by students from
attendance to school school programmes and its role
programmes influence job in determination of teacher job
satisfaction among teachers satisfaction
4 To establish the influence of Acquisition of knowledge on the
career choice and training on job hidden potential effects of their
satisfaction among teachers training on their capacity
55
REFERENCES:
Alderfer, C. (1972). Existence, Relatedness and growth. New York: Free press
Armstrong, M. (2000) Employee Reward (2nd Ed, London: CIPD House
Bennet, R. (1997). Management (3rd Ed), Edinburg: Pearson Education limited.
Best, J. W. & Kahn, J. V. (1996). Research in Education, Prentice Hall Inc. New York
Borg, W. & Gall, (1996) Education Research: An introduction, Longman Inc: New York.
Bowditch, J. L. & Bouno, F. A. (1997). A Primer on Organizational Behaviour (4th Ed), New
York: John Wiley and Son Inc.
Carol, M. & Walton M. (eds) (1997). Handbook of counseling in Organization, London: Sage.
Charles, C.N. (1988). Introduction to Education Research, New York: Longman
Daily Nation Newspaper, 17th July, 2006 (Boom for Civil Servants) page 1, Story by Samuel
Siringi.
Dillham, D.A. (2002) mail and Internet Surveys: the Tailored design Method (2nd Ed), New
York, Wiley.
De Vaus, D.A. (2000). Surveys in Social Research (5th Ed), London, Rutledge
Furnharm, A. (1992). Personality at Work, Routledge: New York
Quest, D., Conway, N. , Brier, R., and Dickman, M. (1996) the state of the psychological
Contract in Employment. London, Institute of Personnel and Development
Hackman, J.R., & Oldham, G.R. (1975). “Development of job Diagnostic Survey”, Journal of
Applied psychology, 60,159-70
Herzberg, F. (1966). Work and the nature of Man, Cleveland: World publishing Company
Hezberg, F., Mauser B. & Synderman, B. (1959). Motivation to Work, Willey: New York
Immonje, M.M. (1990), A comparative study of the factors that contribute to job satisfaction
and dissatisfaction among teachers in private and public schools in Nairobi Kilimani
Zone. Unpublished Med Thesis Kenyatta University.
Ingolo, G. (10991), A study of the factors contributing to job satisfaction /dissatisfaction among
home science primary school teachers in Starehe division, Nairobi. Unpublished Med
Thesis Kenyatta University.
56
Kamina, W.K. (2002), A study of Factors that contribute To Job Satisfaction among Special
Education Teachers in Special Schools in Nairobi Province, University Of Nairobi
Kathuri, N.J & Pals, D.A. (1993). Introduction to Educational Research, Njoro:
Education Media Centre
Kerlinger, F.N. (1993) Foundations of Behavioural Research (3rd ed), Fortworth:Harcort
Brace College Publishers
Lang’at, B. (2003). “Teacher participation in Managerial Decision –making in Kenyan
Secondary Schools: A case of Buretti District”, Unpublished Mphil Thesis, Moi
University.
Lawler, E.E. (1971). Pay and Organizational Effectiveness. New York, McGraw-Hill
Locke, E.A. (1976) . “The Nature and Causes of Job Satisfaction in M.D. Duette” A
Handbook of Industrial and Organizational Psychology, Chicago: Rand Mac Nelly
Lockesh, K. (1994). Methodology in Educational Research, Vani Educational Books: New
Delhi
Makin, P., Cooper C., & Cox C. (1996). Organizations and the Psychological Contract,
Leicester: British Psychological Society
57
March, G. & Simon H. (1958). Organization, John Wiley and Sons Inc
Maslow, A. (1954). Motivation and Personality, Harper and Row: New York
Maund, L. (1999). Understanding People and Organizations, Cheltenham: Stanley Thornes
Publishers
McGregor, D. (1960) . The Human Side of Enterprise, New York: McGraw- Hill
Mitchell, V (1996). “Assessing the reliability and validity of Questionnaires: An empirical
example”, Journal of Applid Management Studies , 5:2, 199-207
Mulusa, T. (9108), Evaluating: Education and Community Development Programmes
Nairobi: College of Adult and Distance Education University of Nairobi
Mumo, D.K. (2000). “Job satisfaction of Tutors in Technical Training Institutes in Nairobi
Province” Med Thesis, Kenyatta University.
Newstrom & Davis.K.(2002).Organizational behavior,11thEdNewyork:McGraw Hill.
Ngalyuka JM (1985) “An investigation of factors that contribute to job satisfaction and
dissatisfaction among the rural primary school teachers” Med Thesis. Nairobi.
Saunders, M., Lewis P. & Thornhill A., (2003). Research Methods for Business Students,
Prentice Hall: London
Singleton, R.Jr, Straits M.M, & Mc Alister, (1988). Approaches to Social
Research, Oxford University Press Inc: New York
Sogomo, (1993)
Wasonga, O.C. (2004), “A study of Motivational and Job Satisfaction needs of public Secondary
Schools,” Unpublished Med The is, University of Nairobi
58
APPENDICES
I am a student at the University of Nairobi pursuing a Master degree in project Planning and
Management and carrying out a research on “Factors influencing job satisfaction among public
secondary school teachers in Teso north sub county Busia County.” I am requesting for your
assistance.
Do assist by filling in the questionnaire provided. The information will help me accomplish the
research objectives. All responses will be treated with total confidentiality.
Thank you
Yours faithfully,
59
APPENDIX II: QUESTIONNAIRE
PART A
The following questions concern your position and other personal information. you are requested
to complete this part without fear of disclosure of individual data. Confidentiality is assured.
Please DO NOT WRITE YOUR NAME in this questionnaire. Tick one for questions 1,2,3,4,5
7,10,11,and 12.
Below 25 years ( )
26-35 years ( )
36-45 years ( )
46-55 years ( )
Over 55 years ( )
Single ( )
Married ( )
Widowed ( )
Divorced ( )
Certificate ( )
Diploma ( )
Bachelor’s degree ( )
Master’s degree ( )
60
Other: (specify)……………………………………………………………………………
…………………………………………………………………………………………………..
10. Have you ever been promoted to a different scale since time of employment?
Yes ( ) No ( )
Yes ( ) No ( )
12. Has your present employment ever given you a sense of ownership of your work ?
Yes ( ) No ( )
………………………………………………………………………………………………………
………………………………………………………………………………………………………
14. What aspects of your work make you satisfied or dissatisfied with your job
………………………………………………………………………………………………………
………………………………………………………………………………………………………
61
PART B
The questions in this part require you to give short answers, possible in single sentences state
your unbiased opinion in the space provided after each other.
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
..
Briefly state two things that appeal to you about your current job
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
62
………………………………………………………………………………………………………
………………………………………………………………………………………………………
7. What other benefits do you get from your job other than money?
………………………………………………………………………………………………………
………………………………………………………………………………………………………
8. Would you say your employer has a vision of improving your working conditions?
………………………………………………………………………………………………………
………………………………………………………………………………………………………
10. What would you wish your employer to do to make your work more enjoyable?
………………………………………………………………………………………………………
………………………………………………………………………………………………………
PART C
The following statements concern how you feel about the job you hold at the present. Please
indicate the extent of your agreement or disagreement with each statement by ticking in the
box from a to d according to the key below. Please do not give your name.
1.1 Which of the following description below fits the type of school you teach in
a. Girls boarding
b. Boys boarding
c. Mixed day
d. Mixed boarding
1.2 How would you rate the level of discipline in the school?
a. Very good
b. Good
63
c. Fair
d. Poor
1.3 Does the level of discipline chosen above affect your motivation towards your job?
YES NO
1.4 Would you also say that the level of discipline significantly affects the performance of
students in academics?
YES NO
1.5 How would you rate the academic performance of students in your school both internally and
externally.
1. Very good
2. Good
3. Fair
4. Poor
1.6 How often does it bother you that the students perform as given? Tick one.
Never Rarely Sometimes Often Very often
1.7 What would you say is the level of commitment of students towards excellence in co -
curriculum activities
Highly committed
Committed
Moderately committed
Not committed
1.8 Do you get inspired towards liking your job because of the student performance in co –
curricular activities.
YES NO
64
2.1 How would you rate the physical environment where you work?
a. Very good
b. Good
c. Bad
d. Very bad
2.2 Are you housed at school?
YES NO
If NO, how do you transport yourself to place of work?
Bicycle
Motorbike
Matatu
Walking
2.3 Are you comfortable with the means of transport given above?
YES NO
2.4 Does the school have adequate books and classrooms to facilitate teaching and learning?
YES NO
2.5 How would you deficiency in 2.4 above affect your efficiency and productivity as a teacher?
a. Slows down service provision and competence
b. Improve on capacity to improvise
c. Reduce on capacity to add value to student
d. Compromise on effectiveness
2.6 What would you say is the level of curriculum supervision at school?
a. Very good
b. Good
c. Bad
d. Very bad
2.7 What type of relationship in your opinion makes you motivated to work hard? Choose one.
a. Teacher teacher
b. Teacher student
65
c. Teacher subordinate
d. Teacher parent
2.8 What would you say is the best description of the work environment in relation to
professional expectation?
a. Very good
b. Good
c. Bad
d. Very bad
3.4 How would you describe the student absenteeism rate in your school? Tick one below.
a. Very high
b. High
c. Moderate
d. Low
66
3.5 How often do you get bothered with the rate of absenteeism given in 3.4?
a. Quite often
b. Often
c. Sometimes
d. Not at all
3.6 Do you agree that games activities motivates students and enhance their attendance rate?
YES NO
3.7 Does it inspire you when students excel in games?
YES NO
3.8 When you consider low student performance in academic work is it true that good
performance in games can provide perfect alternative motivation for teacher
4.1 Are you happy that you trained in the career of your choice from high school?
YES NO
If NO then what would you say is the source of dissatisfaction
___________________________________________________________________________
___________________________________________________________________________
4.2 Do you feel competent as a teacher now that you trained for the job?
YES NO
4.3 How would you rate your competence level in terms of delivery to the students in academics
a. Very good
b. Good
c. Fair
d. Poor
4.4 What would you attribute this to? Tick one.
a. Training
b. Experience
c. Both training and experience
d. None of above
67
4.5 How would you feel if your employer introduced the service contract mechanisms to gauge
your competence and delivery as a teacher?
___________________________________________________________________________
___________________________________________________________________________
4.6 Are there any challenges that you have faced relating to the type of training you went
through?
___________________________________________________________________________
___________________________________________________________________________
4.7 Which of the following criteria would you attribute the challenges you face to?
Teacher capacity / competence
Sloe learners
Lack of teaching aids
Student teacher relationship
4.8 Is it because of your training that you feel sufficiently capable to deliver on your professional
expectation.
YES NO
68