Relationship between job satisfaction and organisational commitment among private secondary school teachers in Kajiado North District

Abstract

The objective of this study was to explore the relationship between job satisfaction and organizational commitment among private secondary school teachers in Kajiado North District. The research adopted a descriptive survey design with a sample of 71(30% of the entire population) teachers drawn by use of proportionate stratified sampling technique to represent each category of teachers, that is principals, deputy principals, heads of departments and regular teachers. In addition, simple random sampling was used to select teachers while purposive sampling was used to select principals and their deputies. Data used in this study was collected by use of drop and pick later questionnaire. A total of 58 useable questionnaires were returned yielding a response rate of 81.9%. The purpose of the study was communicated to respondents and participation was voluntary. Confidentiality of information provided by respondents was also maintained. Descriptive and inferential statistics was used to analyse data. In particular, the use of mean, standard deviation and Pearson correlation coefficient was employed and presented using bar charts, graphs and pie charts. The study found out that job satisfaction elements such as pay, promotions, supervision, benefits and rewards are strongly correlated with continuance commitment but negatively correlated with affective and normative commitment. Supervision, however, is strongly correlated with affective commitment and all job satisfaction elements are negatively correlated with normative commitment. The study recommends management to review promotion policies perceived by teachers may negatively impact their organizational commitment. On the other hand, if employees perceive that there is an opportunity for advancement in their job may prompt them to remain committed to their organizations. It is therefore, recommended that management of these private secondary school pay the teaching staff equally for comparable work assignments. The limitation of the study was that time and resource was not sufficient enough to carry out the research for the whole county. The study cannot be used in general since it only covers one region of job satisfaction and organizational commitment while private secondary school teachers are allover in other districts, compounding several factors of job satisfaction and organizational commitment in Kenya.