The influence of teachers service commission implementation of collective bargaining agreement with Kenya national union of teachers on primary school teachers’ job satisfaction in Kenya

Abstract

The study was purposed to investigate influence of implementation of cba by tsc in terms of agreed allowances, promotion, staff balancing, work-life balance, and professional development on primary school teachers’ job satisfaction in kenya. The study was guided by the industrial relations (ir) theory which is concerned with relationships between employees and their employer at an organizational setting. This study employed descriptive survey design due to its capacity to obtain both quantitative and qualitative data. The target population was 188,765 knut registered teachers across the country, kenya. Stratified, random and purposive sampling techniques, along with slovin’s formula, were applied to select a sample of 399 primary school teachers included in the study. Two legal officers were also included in the study making the total sample to have 401 respondents. Data was collected from teachers using a questionnaire and from the legal officers using the interview schedule. Quantitative data was fed into spss and used to generate frequencies, means and standard deviations used for interpretations. Anova was carried out to determine whether any significant difference exists between the dependent and the independent variable. Pearson correlation coefficient was used to determine association between the qualitative data was interpreted by searching commonalities. The overall level of job satisfaction was established to rate below average, μ=2. 0969.The impact of implementation of the cba by the tsc rated below average regarding agreed allowances (medical allowance, μ=2.2965 and commuter allowance, μ=1.5874), promotions (μ=1.7829), staff balancing (μ=1.5583), work-life balance (μ=2.0628) and professional development (2.0256). There......................................