Job satisfaction and teacher effectiveness in selected secondary schools in Trans Mara west District, Kenya
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Date
2011-04
Authors
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Publisher
Kampala International University. College of Education, Open & Distance Learning
Abstract
Significantly, job satisfaction and motivation are very essential to the
continuing growth of educational systems around the world. This study is therefore
undertaken to find the level of job satisfaction and teacher effectiveness in
Transmara West District, Kenya. This research adopted a Cross-sectional design with
stratified random sampling technique to select the target schools. Out of the 16
registered public secondary schools, 130 respondents were selected from a
population of 182 teachers. Data was collected by the use of questionnaires and
analyzed using both descriptive and inferential statistics. The study revealed that
majority of secondary school teachers in Transmara west district were male (62.5%)
and that most had professional qualifications of either a Degree or Diploma in
Education. The study further revealed that the level of job satisfaction among the
respondents was very low. On teacher effectiveness, results have shown that the
degree of teacher effectiveness is good. This is because majority of the respondents
said they effectively did their duties. A notable policy implication of these findings is
that there is need to tackle gender parity, implement policies, improve teachers’
salaries and other fringe benefits in line with the economic trends and inflations and
encourage school principals to increase Morale of teachers by recognizing them and
showing appreciation whenever they excel. Finally, teachers’ motivation could be
enhanced if they are given some considerable autonomy and trust by their super
ordinates.
Description
A thesis presented to the School of postgraduate studies and Research Kampala International University Kampala, Uganda in partial fulfillment of the requirements for the Degree Master of Educational Management and Administration
Keywords
Job satisfaction, Teacher effectiveness, Kenya