Relationship between Selected Management Practices and Teachers’ Job Satisfaction in Public Secondary Schools in Molo Sub-County, Nakuru County, Kenya

Abstract

Teachers’ job satisfaction is a critical determinant of school success, influencing both teacher effort and student outcomes. This study explores the relationship between selected management practices specifically remuneration, promotion, and workload and teachers’ job satisfaction in public secondary schools in Molo Sub-County, Nakuru County, Kenya. The research objectives The objectives of the study are to: establish the relationship between teachers’ remuneration and teachers’ job satisfaction; examine the relationship between promotion of teachers and teachers’ job satisfaction and investigate the relationship between teachers’ workload and teachers’ job satisfaction in public secondary schools in Molo Sub-County. The study is grounded in Herzberg’s Two-Factor Theory and Maslow's Hierarchy of Needs, providing a conceptual framework for understanding the relationship between the independent variables (remuneration, promotion, workload) and the dependent variable (job satisfaction). A correlational research design was employed, utilizing a mixed-methods approach that combined both quantitative and qualitative techniques. Data were collected from 33 public secondary schools, with a sample comprising 210 teachers and 10 principals selected through stratified random and purposive sampling methods. Questionnaires were administered to gather primary data, supplemented by secondary data from published documents such as journals, books, and reports Data analysis involved both descriptive and inferential statistics, with results presented in tables and figures. Interview responses from principals and the Sub-County Director of Education were analysed using content analysis based on emerging themes. Findings revealed that teachers’ remuneration has a positive and significant relationship with job satisfaction (R=0.776, P=0.000<0.05), indicating that competitive salaries enhance teachers' quality of life. Additionally, promotions were positively correlated with job satisfaction (R=0.953, P=0.000<0.05), as they provide recognition and opportunities for professional development and leadership. Furthermore, the study found a positive relationship between workload and job satisfaction (R=0.905, P=0.000<0.05), with well-distributed responsibilities allowing teachers adequate time for lesson preparation and student evaluation. The study concludes that remuneration, promotion, and workload significantly affect teachers’ job satisfaction in Molo Sub-County’s secondary schools. It recommends that authorities responsible for teacher salaries consider adjustments to ensure competitive remuneration compared to private institutions. Moreover, the criteria for teacher promotions should reflect merit, experience, and academic qualifications, while schools must manage workloads to prevent teacher burnout and enhance job satisfaction. By optimizing these factors, schools can foster an environment where teachers are motivated and effective, ultimately benefiting student learning outcomes.