Influence of Headteachers Management Practices on Job Satisfaction Among Teachers in Public Primary Schools in Nandi County, Kenya

Abstract

The objective of this research was to examine the impact of head teachers' management techniques on the level of work satisfaction experienced by teachers in public primary schools located in Nandi County, Kenya. The research was conducted with the aim of examining the impact of many factors, including: work allocation, recognition of teachers, career development opportunities, working conditions, and participatory decision-making facilitated by head teachers, on teachers' job satisfaction in public primary schools. The research was conducted based on the theoretical framework of the two-factor theory developed by Fredrick Herzberg in 1968, as well as the job characteristics model proposed by Hackman and Oldham in 1980. The research used a descriptive survey approach, including a target population of 691 primary schools. This group consisted of 32 Curriculum support officers, 691 head teachers, and 5470 instructors at public primary schools located in Nandi County. The study used a multi-stage simple random sampling technique to pick zones, followed by a simple random sampling method to choose 117 schools and 548 instructors. The method used for selecting instructors at the school was stratified simple random selection, resulting in a sample size of 5 Curriculum Support Officers. The data gathering procedure used questionnaires for head teachers and instructors, as well as an interview guide for the Chief School Officer (CSO). A pilot study was conducted to assess the validity. The reliability was assessed using Pearson's moment coefficient technique. The frequencies, percentages, and means were analyzed using inferential statistics, namely the Chi-square test and ANOVA. Based on the data obtained from testing the null hypothesis, the Chi-square test revealed a statistically significant relationship between head teachers' task allocation and job satisfaction (χ2 = 20.596, df = 8, p = 0.008 at a significance level of 0.05). Consequently, the null hypothesis (Ho1) was rejected, indicating that there is really a relationship between these two variables. The results of the Chi-square test (df=8, Pearson Chi-square (χ2) =4.566a, p=0.803 at a significance level of 0.05) supported the acceptance of the null hypothesis (Ho2), suggesting that there is no significant association between teachers' recognition and work satisfaction. The hypothesis Ho3 was found to be invalid. A significant link between career progress and work satisfaction was shown by the use of a one-way ANOVA test (F (4, 91) = 5,958.10, p = .000), (F (4, 91) = 4.211, p = .004). The hypothesis H04 was rejected since the results indicated a significant link between working conditions and job satisfaction, as shown by a one-way analysis of variance (ANOVA) test (F (4, 91) = 6.033, p = .000), (F (4, 91) = 4.096, p = .004). Hypothesis 5 (Ho5) was rejected, indicating a significant association between participatory decision making and work satisfaction, as shown by the results of a one-way ANOVA analysis (F (4, 91) = 5.642, p = .000), (F (4, 91) = 4.198, p = .004), and (F (4, 91) = 3.848, p = .006). The proposals propose that the government, namely the Ministry of Education, should prioritize the involvement of teachers in decision-making processes within schools regarding educational problems. This is to guarantee that the engagement of all instructors is of utmost importance, ultimately leading to work satisfaction among teachers. The Ministry of Education, in collaboration with Education Practitioners, should prioritize the exploration and promotion of theories that impact teachers and head teachers, as well as their work environment, with the aim of creating a conducive and supportive atmosphere for their professional endeavors.