Work Environment and Job Satisfaction Among Public Primary School Teachers in Narok Central Division, Kenya
Downloads
Teacher discontent characterized by resignations and switching careers puts at risk the pride that has historically been associated with the teaching profession. It affects the overall quality of the education system. Narok Central Division has recorded increasing cases of teachers seeking transfers and resignations as others seek employment opportunities in areas not related to their careers. Such occurrences point to issues with teachers’ job satisfaction which is affected by a range of factors including the work environment. Teachers’ workload and teachers’ perception of learner discipline are salient features in school work environment which have the potential to influence teachers’ job satisfaction in Narok Central Division. This study therefore investigated the effects of teachers' workload and teachers' perception of learner discipline on teachers’ job satisfaction in the Division. The target population was 659 teachers in 73 public primary schools in the Division. Twenty nine (29) schools were sampled. In the schools, 199 (30.0%) teachers were sampled. All the principals in the sampled schools were key informants for the study. Data were collected using a questionnaire for the teachers and an interview guide for the headteachers. To achieve validity, the study conducted a comprehensive literature review to align research instruments with established theories and also piloted the instruments. The Cronbach Alpha coefficient of reliability for the questionnaire was 0.809. Quantitative data were analyzed using descriptive statistics and presented using tables while qualitative data were analyzed using content analysis. Hypotheses were tested using Pearson Product Moment Correlation analysis at p< .05. The study found that teacher’s workload (M=2.96 SD=1.26) had a weak positive but statistically significant correlation with teacher job satisfaction (p=.010, r=.183, n= 199). The teachers' perception of learner discipline (M=4.07 SD=1.26) had a moderate, positive and statistically significant correlation with teachers’ job satisfaction (p=.000, r=.330 n=199). To enhance teacher job satisfaction, the study recommends strengthening work environment factors, particularly by balancing teaching workload and ensuring learner discipline is managed.
Downloads
1. Aggarwal, R., & Ranganathan, P. (2019). Study designs Part 2–descriptive studies. Perspectives in Clinical Research, 10(1), 34-36.
2. Akdemir, Ö. A. (2020). The relationship between school administrators' transformational leadership behaviours and teachers' perceptions of organizational justice. African Educational Research Journal, 8, 54-61.
3. Alrawahi, S., Sellgren, S. F., Altouby, S., Alwahaibi, N., & Brommels, M. (2020). Applying Herzberg's two-factor theory of motivation to job satisfaction in clinical laboratories in Omani hospitals. Heliyon, 6(9).
4. Alyaha, D. O., & Mbogo, R. W. (2017). Impact of working conditions on teachers' job satisfaction and performance in the private primary schools in Yei Town, South Sudan. I.R.A. International Journal of Education and Multidisciplinary Studies, 8(1), 122-129.
5. Bahtilla, M., & Hui, X. (2021). The impact of school environment on teachers' job satisfaction in secondary schools. European Journal of Education Studies, 8(7), 16 – 43.
6. Buckman, D. G., & Pittman, J. T. (2021). Student discipline and teacher job satisfaction: A dual district analysis. Georgia Educational Researcher, 18(2), 24 – 31.
7. Chepngeno, R. (2019). Influence of principals’ governance practices on job satisfaction among public primary school teachers in Narok West Sub-County, Kenya. [Doctoral dissertation, University of Nairobi].
8. Dicks, T., Eggert, V., Koestner, C., Zähme, C., Beutel, T., Kalo, K., & Dietz, P. (2023). Predictors of job satisfaction among teachers in Germany during the SARS-CoV-2 pandemic: Cross-sectional results of a nationwide online questionnaire. Frontiers in Psychology, 14(16).
9. Du Plessis, E. (2020). Student teachers’ perceptions, experiences, and challenges regarding learner-centered teaching. South African Journal of Education, 40(1).
10. Fallatah, F. L., Heather, K. S., & Read, E. A. (2017). The effects of authentic leadership, organizational identification, and occupational coping self-efficacy on new graduate nurses' job turnover intentions in Canada. Nursing Outlook, 65(2), 172–183.
11. García-Crespo, F. J., Fernández-Alonso, R., & Muñiz, J. (2021). Academic resilience in European countries: The role of teachers, families, and student profiles. PLoS One, 16(7). https://psycnet.apa.org/doi/10.1371/journal.pone.0253409
12. Hall, K. R. (2021). The effects of relational coordination and supervisor support on thriving and job satisfaction: Evidence from sales professionals in US small businesses. Atlantic Marketing Journal, 10(1), 2 – 8.
13. Hojo, M. (2021). Student-teacher ratio, work hours, and workload stress experienced by teachers. https://doi.org/10.21203/rs.3.rs-212437/v1
14. Ingersoll, R. M., May, H., & Collins, G. (2017). Minority teacher recruitment, employment, and retention: 1987 to 2013. Learning Policy Institute, (496).
15. Jendle, H., & Wallnäs, A. (2017). Effects of exercise, social support, and hardiness on occupational stress in Swedish teachers. Psychology, 3, 1 – 40.
16. Jomuad, P. D., Antiquina, L. M. M., Cericos, E. U., Bacus, J. A., Vallejo, J. H., Dionio, B. B., ... & Clarin, A. S. (2021). Teachers' workload about burnout and work performance. International Journal of Educational Policy Research and Review, 8(2), 48-53.
17. Jumba, V. K. (2019). Relationship between teacher factors and job satisfaction among preschool teachers in Mombasa County, Kenya. [Doctoral dissertation, Kenyatta University].
18. Kaye, J., Mboga, M., & Mukhwana, F. (2022). Teachers’ perceptions on transforming learning opportunities through teaching-learning resources in Njoro Sub-County, Kenya. International Journal of Social Science and Human Research, 5(10), 4464-4469
19. Kenethia, L. Z. (2023). teacher migration and retention in title I high schools: A Phenomenological study. [Doctoral Dissertation, Liberty University].
20. Khasawneh, M. A. (2021). Examining the impact of leadership styles on the performance of employees in Jordanian public sector institutions. Journal of Public Administration and Governance, 11(2), 124-145.
21. Kiptum, J. K. (2018). Influence of school physical environment on teachers’ satisfaction in selected public primary schools in Elgeyo Marakwet County, Kenya. [Doctoral dissertation, Kenyatta University].
22. Koko, T. S., & Ozichi, M. P. (2021). Leadership styles and employee productivity: A study of selected small businesses in Nigeria. African Journal of Business Management, 15(4), 67-78. https://doi.org/10.5897/AJBM2021.9234.
23. Magaki, E. K., Onyango, G. M., & Ochieng, P. O. (2021). Leadership styles and their impact on teacher job satisfaction in public primary schools in Kenya. International Journal of Educational Management, 35(7), 1345-1360.
24. Marmol, L. (2019). Teachers' work-life balance, workplace spirituality, and work engagement. IOER International Multidisciplinary Research Journal, 1(1), 1-10.
25. Masago, M. O., Alice, S., Reuben, K. G., Sheila, J., Chaka, B., & Joshua, K. (2020). Effects of COVID-19 pandemic on the academic perception of class 8 and form 4 students towards their national exams: A case study of Narok county, Kenya. Journal of Education and Practice, 11(28), 97-110.
26. Massoudi, A. H., & Hamdi, S. S. A. (2017). The consequence of work environment on employees' productivity. IOSR Journal of Business and Management, 19(01), 35-42.
27. Melaku, S. M., & Hunde, T. S. (2020). Factors affecting teachers' job satisfaction in the case of Wachemo University. International Journal of Psychological Studies, 12(3), 280-298.
28. Molla, T. (2022). Preparing African students with refugee backgrounds for transition: School practices. Australian Journal of Education, 66(1), 5-25.
29. Muga, O. P., Onyango, A. G., & Jackline, N. (2017). Levels of teachers' job satisfaction in public secondary schools in Siaya, Kisumu, and Kajiado counties, Kenya. European Journal of Education Studies, 3(8), 684-702.
30. Muksin, S. N. B. & Makhsin, M. B. (2021). A level of student self-discipline in e-learning during the COVID-19 pandemic. Procedia of Social Sciences and Humanities, 1, 278-283.
31. Mwanik, K., & Orodho, J. A. (2016). Critical home-based challenges inhibiting effective participation of pupils in rural public primary schools in Narok North Sub-County, Narok County, Kenya. Journal of Education and Practice, 7(10), 12-18.
32. Ndirangu, L. W., & Mungai, J. G. (2024). Influence of principals' responsibilities delegation and feedback provision on teachers' work performance in public secondary schools in Kiambu County, Kenya. International Academic Journal of Social Sciences and Education, 2(3), 443-470.
33. Nzomo, M. K. (2016). School factors influencing job satisfaction among teachers in public secondary schools in Machakos town sub-county, Kenya. [Doctoral dissertation, University of Nairobi].
34. Odisa, A. M. (2022). Determinants of teachers’ job satisfaction in public secondary schools in Nairobi County, Kenya. [Doctoral dissertation, University of Nairobi).
35. OECD. (2019). OECD Future of Education and Skills 2030: Curriculum analysis. 9th Informal Working Group (IWG) Meeting, 22–24 May 2019, Vancouver, British Columbia, Canada.
36. Orina, J. O., Kiumi, J. K., & Githae, P. K. (2022). Determinants of Teachers' Motivation and Professional Development in Public Secondary Schools in Kenya. International Journal of Educational Administration and Policy Studies, 14(1), 46-52.
37. O'Shea, C. (2021). How relationships impact teacher job satisfaction. International Journal of Pawirosumarto, S., Sarjana, P. K., & Gunawan, R. (2017). The effect of work environment, leadership style, and organizational culture towards job satisfaction and its implications towards employee performance in Parador Hotels and Resorts, Indonesia. International Journal of Law and Management, 59(6), 1337-1358. https://doi.org/10.1108/IJLMA-10-2016-0085
38. Owens-Sogolo, O., & Aiwuyo, O. M. (2021). Workload and Job Satisfaction of Teachers in Edo and Ondo States. Prestige Journal of Education, 3(2), 13 – 22.
39. Özkan, U. B., & Akgenç, E. (2022). Teachers' job satisfaction: Multilevel teacher, school, and principal effects analyses. In FIRE: Forum for International Research in Education, 7(2), 1-23.
40. Pawirosumarto, S., Sarjana, P. K., & Gunawan, R. (2017). The effect of work environment, leadership style, and organizational culture towards job satisfaction and its implications towards employee performance in Parador Hotels and Resorts, Indonesia. International Journal of Law and Management, 59(6), 1337-1358. https://doi.org/10.1108/IJLMA-10-2016-0085
41. Read, A. (2016). Understanding organizational culture and its impact on employee performance. Journal of Organizational Behavior, 37(3), 421-432. https://doi.org/10.1002/job.2040
42. Remler, D. K., & Van Ryzin, G. G. (2021). Research methods in practice: Strategies for description and causation (3rd ed.). Sage Publications.
43. Rutto, J. C., & Mulwa, A. (2019). Factors Influencing Performance of Girls Education Projects in Narok East Sub-County: A Case of Selected NGO-Sponsored Projects. International Journal of Information Sciences and Project Management, 3(5), 141-164.
45. Sande, V. S. (2022). Factors influencing teachers' job satisfaction levels in public secondary and public secondary in Kilifi County (Doctoral dissertation, Pwani University).
46. Sinval, J., & Marôco, J. (2020). Short index of job satisfaction: Validity evidence from Portugal and Brazil. PLoS One, 15(4), 14-74.
47. Shonje, G. N. (2016). The influence of working conditions on teachers’ job satisfaction: The Case of Kisarawe District public secondary school teachers, Tanzania. [ Master of Education dissertation, Open University of Tanzania].
48. Sinval, J., & Marôco, J. (2020). Short index of job satisfaction: Validity evidence from Portugal and Brazil. PLoS One, 15(4), 1 – 21.
49. Skaalvik, E. M., & Skaalvik, S. (2017). Are you motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction, and emotional exhaustion. Teaching and Teacher Education, 67, 152-160. https://doi.org/10.1016/j.tate.2017.06.006
50. Sukawati, N. N., Gunawan, I., Prayoga, A. G., & Wardani, A. D. (2020). Teacher personality, interpersonal relationships, performance, and professionalism in the learning process: A qualitative study. In 6th International Conference on Education and Technology. Atlantis Press.
51. Sumanasena, M., Nawastheen, F. & Jayawardena, P. R. (2020). Job satisfaction of teachers working in the most difficult schools, with special reference to Puttalam Education Zone, Sri Lanka. Sri Lanka Journal of Social Sciences, 43 (1): 39-52.
52. Taherdoost, H. (2016). How to design and create an effective survey/questionnaire; A step by step guide. International Journal of Advance Research in Management, 5(4), 37-41
53. Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: the importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71-97.
54. Troeger, M. (2022). Teacher Job Satisfaction Among K-12 Public School Teachers: A Mixed Methods Study. [Doctoral dissertation, Long Island University].
55. Varshney, D. (2019). Employees' job involvement and satisfaction in a learning organization: A study in India's manufacturing sector. https://doi.org/10.1002/joe.21983
56. Wachuka, W. S. (2021). Factors promoting job satisfaction among teachers in rural secondary schools in Murang’a South District, Kenya. Journal of Education, 4(4), 65-75.
57. Wahyudi, W. (2018). The influence of job satisfaction and work experience on lecturer performance at Pamulang University. Scientific Journal of Reflection: Economic, Accounting, Management and Business, 1(2), 221–230.
58. Wang, X., Li, C., Chen, Y., Zheng, C., Zhang, F., Huang, Y., & Birch, S. (2022). Relationships between job satisfaction, organizational commitment, burnout and job performance of healthcare professionals in a district-level health care system of Shenzhen, China. Frontiers in psychology. https://doi.org/10.3389/fpsyg.2022.992258
59. Wanjiku, N. I. (2018). Factors affecting teachers’ satisfaction in public secondary schools in Kenya: A case of Nanyuki municipality, Laikipia County. [Doctoral dissertation, The Open University of Tanzania].
60. Yuan, J., Zhang, L., Weng, S., Yin, Y., Li, C., & Luo, L. (2022). Validation of the Chinese version of the physical education teacher job satisfaction scale. Frontiers. https://doi.org/10.3389/fpsyg.2022.1040388
61. Zachary, K. L. (2023). Teacher migration and retention in title I high schools: A phenomenological study. [Doctor of Education dissertation, Liberty University].
62. Zakariya, Y. F., Bjørkestøl, K., & Nilsen, H. K. (2020). Teacher job satisfaction across 38 countries and economies. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2020.101573
Copyright (c) 2025 Shem Onsongo Omwocha, Augustine Kara, Sammy Mutisya
This work is licensed under a Creative Commons Attribution 4.0 International License.
