Academic Qualification and Teachers’ Job Satisfaction in Secondary Schools in Nakuru County-Kenya

Margaret Maina, J. Kanjogu Kiumi and Peter Githae
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Margaret Maina: Department of Curriculum and Educational Management, Laikipia University, Kenya
J. Kanjogu Kiumi: Department of Curriculum and Educational Management, Laikipia University, Kenya
Peter Githae: Department of Curriculum and Educational Management, Laikipia University, Kenya

Research Journal of Education, 2021, vol. 7, issue 2, 87-91

Abstract: Teacher job satisfaction is one of the critical determinants of the rate of progress in students learning outcomes. The teaching profession in Kenya has in the recent past experienced industrial disharmony by way of teachers’ strikes, which could be a pointer to dissatisfaction among teachers. Teacher dissatisfaction is typically rooted in failure by entities responsible for teacher management to meet teachers’ needs. Research-based evidence demonstrates that employees have different needs and that these needs are influenced by factors such as employee’s level of training or education for that matter. Drawing on these observations, the study sought to determine whether an academic qualification has any bearing on teachers’ job satisfaction in secondary schools in Nakuru County, Kenya. Data was collected using a self-delivered questionnaire from 341 teachers who were randomly selected from 3,092 teachers in the study locale. The instrument’s validity and reliability as estimated through split-half and Cronbach’s alpha stood at r=.945 and r=.905 respectively. Collected data was analyzed using ANOVA statistic at .05 alpha level. A major finding of the study was that teacher satisfaction decreased with an increase in the level of academic qualification. Qualification–differentiated satisfaction was also statistically significant (p

Keywords: Teachers; Job satisfaction; Academic qualification; Nakuru County; Kenya (search for similar items in EconPapers)
Date: 2021
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