Role of Occupation, Teaching Related Matters, Working Conditions and Interpersonal Relations on Job Satisfaction of Teachers Working in Rural Secondary Schools in Murang’a South District, Kenya

Abstract

The paper sought to examine the role of occupation, teaching related matters, working conditions and interpersonal relations on job satisfaction of teachers working in rural secondary schools in Murang’a South District, Kenya. Descriptive survey design was used to carry out the study, while the research instrument comprised questionnaires, interview schedules and observation. Both stratified and simple random samplings were employed to select schools and teachers, while purposive sampling was used to sample principals and their deputies. Further, purposive sampling was used to collect data from interviews. The sample size comprised 139 participants (12 were principals, 17 deputy principals and 127 teachers). Data were analyzed using descriptive and inferential statistical methods. The study findings indicated that younger teachers recorded a higher satisfaction than older teachers. Female teachers unlike in the other findings reported lower level of job satisfaction. Teachers with higher academic levels of education were slightly more satisfied with the teaching profession than those with a diploma level of education. The study concluded that the fact that over half of the teachers expressed overall job dissatisfaction should be a cause for alarm. Thus, issues of teacher job satisfaction related to occupation, teaching-related matters and working conditions should be addressed urgently by the relevant authorities. The study recommended that understanding factors that contribute to teacher job satisfaction is essential in improving the information base needed to support a successful educational system.

Keywords:  Occupation, Working Conditions, Interpersonal Relations, Job Satisfaction, Rural Secondary Schools, Murang’a South District, Kenya