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.
