SCHOOL ENVIRONMENT AS A DETERMINANT OF TEACHER JOB SATISFACTION IN PUBLIC SECONDARY SCHOOLS IN KESSES SUB COUNTY, UASIN GISHU COUNTY, KENYA

Abstract

The school environment plays a key role in influencing teacher job satisfaction, notably in public secondary schools in Kesses Sub-County, Uasin Gishu County, Kenya. The purpose of this study was to investigate the different aspects of the educational setting that have a major bearing on teachers' job satisfaction. The objectives of the study were to establish the influence of administrative support on teacher job satisfaction, to find out the influence of collegial relationship on teacher job satisfaction, to establish the influence of instructional resources on teacher job satisfaction and to establish the influence of physical working conditions on teacher job satisfaction. The study was guided by the following hypotheses: H01: There is no significant relationship between administrative support and teacher job satisfaction. H02: There is no significant relationship between collegial relationships and teacher job satisfaction. H03: There is no significant relationship between instructional resources and teacher job satisfaction. H04: There is no significant relationship between physical working conditions and teacher job satisfaction. Ex post facto research design was adopted. Key factors examined include administrative support, collegial relationships, availability of resources, and physical working conditions. The study was anchored on Herzberg’s two factor theory. Quantitative data was gathered through a structured survey administered to teachers across multiple public secondary schools, while qualitative insights was obtained from in-depth interviews with selected participants. The data collected was analyzed using descriptive statistics, inferential tests, and regression analyses, among others. Results were as follows; administrative support, collegial relationship, teacher involvement in curriculum development, teaching and learning resources and physical working conditions had a positive and significant effect on teacher job satisfaction of (β=1.345, p=0.000), (β=1.204, p=0.000), (β=0.147, p=0.000) and (β=0.143, p=0.000) respectively. The study concluded that administrative support, collegial relationship, teacher involvement in curriculum development, teaching and learning resources and physical working conditions enhances teacher job satisfaction. The study recommended that administration should be accessible to everyone in schools. Teaching and learning materials should be available in schools so as to enhance teacher job satisfaction. The number of students teachers handle in class should be manageable. A further study should be done on other determinants of teacher job satisfactions in Uasin Gishu County and other counties in Kenya. The study will be of benefit to policy makers and it will be instrumental in shaping educational policies and practices that enhance teacher job satisfaction. The study will help school administrators as it will serve as a practical guide on creating a more conducive working environment for teachers.