Staff Professional Development Motivational Strategy on Teachers’ Job Satisfaction in Migwani Sub-County Public Secondary Schools, Kitui-Kenya

Abstract

Teachers are key resources in institutions of learning since they play a vital role in constructing the future of a nation towards a knowledge-based economy. Consequently, they need to undergo continuous professional development in order to enhance their satisfaction and promote efficiency. However, from the review of literature concerning professional development of teachers, there is clear indication of decreasing levels or lack of proper professional training of teachers working in public secondary schools. The main aim of this study therefore was to investigate the influence of staff professional development as a motivational strategy on teachers’ job satisfaction in Migwani Sub-County public secondary schools, Kitui County. Two Factor theory guided this study and convergent parallel mixed methods design was employed. The target population of this study was 356 and a samples size of 109 respondents. Questionnaires and interview guide were utilized as data collection tools. A pilot study was done in one of the public secondary schools in the Sub-County. Both validity and reliability of data collection tools were tested before being administered to the respondents. The study realized an excellent questionnaire response rate of 94.68%. Analysis of quantitative data was done with the aid of Statistical Package for Social Sciences (SPSS) in which descriptive statistics were generated and presentation done in frequency tables. Content and thematic analyses were employed in analyzing data from qualitative interviews and findings were presented in tables and narrative forms. The findings of the study revealed that staff professional development constituted one of the main variables influencing teachers’ job satisfaction. It was concluded that teachers were not satisfied with professional development. Based on the findings, the study recommended to the Ministry of Education, Teachers Service Commission and to the principals that recognition and rewarding of every teacher in their different capacity be realized. Schools to have a budgetary allocation for staff professional development. To increase the frequency of teacher recruitment to get younger and enthusiastic teachers into the service. Principals to study motivation theories well in order to identify the right levels of motivating teachers. For further research, the study suggested an investigation on the role of the Ministry of Education on teacher motivation, an examination of other motivational strategies like empathy, timely promotions and funded trainings on teachers’ job satisfaction.

Keywords: Staff, Professional, Development, Motivational, Strategy, Job, Satisfaction.