scholarly journals Analysis of the Ugandan Experience on Teacher Job Satisfaction and Students’ Academic Performance at Uganda Certificate of Education in Secondary Schools in Western Uganda

2020 ◽  
Vol 6 (1) ◽  
Keyword(s):  
Job Satisfaction ◽  
Academic Performance ◽  
Secondary Schools ◽  
Teacher Job Satisfaction ◽  
Western Uganda

scholarly journals Influence of Principals’ Conflict Management Techniques on Teacher Job Satisfaction in Selected Secondary Schools in Uriri and Nyatike Sub Counties, Kenya

2020 ◽  
Vol 2 (1) ◽  
pp. 8-17
Author(s):  
Pamela Farhya Alabu ◽  
Jane Kembo ◽  
Alfred Otara
Keyword(s):  
Job Satisfaction ◽  
Secondary Schools ◽  
Conflict Management ◽  
Survey Design ◽  
Simple Random Sampling ◽  
Teacher Job Satisfaction ◽  
Natural Phenomenon ◽  
Ministry Of Education ◽  
Management Techniques ◽  
American Management Association

According to a survey by the American Management Association, managers spend 24% of their time managing conflicts. This is a waste of time as a resource, reducing this time wastage would mean improving the quality of management. Conflict is inevitable and a natural phenomenon, the secondary school principals in Uriri and Nyatike sub-counties have not been spared of the challenges of conflict management on teacher job satisfaction. Therefore, the study aimed to determine the principals’ conflict management techniques on teacher job satisfaction in public secondary schools in Uriri and Nyatike sub-counties, Kenya. It was guided by Engle& Kane, M. J. (2004 Herzberg's two-factor theory and a conceptual framework used to show the interplay between the principals’ conflict management techniques and teacher job satisfaction. The research employed a descriptive survey design to obtain information. The target study population consisted of 1960 teachers, 87 principals in 87 secondary schools in Uriri and Nyatike sub-counties. Stratified simple random sampling was used to obtain a sample of 29 principals and 319 teachers. Data was collected using questionnaires. Face and content validity of the instruments was determined by experts in educational management and policy studies. In order to enhance the reliability of the instrument, a pilot study was conducted in 6 secondary schools in the sub-counties, which were excluded from the main study. The reliability was tested using test-retest method and a Pearson’s r coefficient of 0.79 for principals’ and 0.83 for teachers’ questionnaires obtained. Quantitative data was analysed using frequency count, percentages and mean. The study established that integrating obliging had a strong and positive correlation with teacher job satisfaction, dominating and avoiding techniques had p>0.05 which is not statistically significant. The findings add to the existing body of knowledge and may be useful in developing guidelines for principals and other stakeholders to enable them to manage schools effectively. Also, help the Ministry of Education to formulate training materials for school managers to enable them to manage conflicts effectively and to enable teachers and educators to improve and manage conflicts in schools more effectively and efficiently.

scholarly journals Principal’s Leadership Behaviours Influence on Teacher’s Job Satisfaction in Public Secondary Schools in Kenya

2020 ◽  
Vol 8 (07) ◽  
pp. 1537-1548
Author(s):  
Asena Muganda James ◽  
Asena Muganda David
Keyword(s):  
Job Satisfaction ◽  
Secondary Schools ◽  
Sample Size ◽  
Target Population ◽  
Teacher Job Satisfaction ◽  
Research Approach ◽  
Policy Reforms ◽  
Actual Sample ◽  
Descriptive Survey ◽  
The Relationship

The purpose of the study was to establish the relationship between principal’s leadership behaviours and teacher’s job satisfaction in public secondary schools in Bungoma North Sub County, Bungoma County, Kenya. More specifically, the study sought to establish the relationship among four principal leadership behaviours: directive, participative, supportive and achievement oriented in relation to teacher job satisfaction. Path Goal model effectiveness formed the theoretical framework. Principal’s leadership behaviours formed the independent variable for the study while teacher’s job satisfaction, the dependent variable. The study adopted descriptive survey research approach. The unit sample of the study was all the 51 secondary schools in Bungoma North Sub County.  The target population comprised of all the 51 principals and 761 teachers in all the 51 secondary schools in Bungoma North Sub County. All the 51 Principals were purposively selected from the sampled schools as they were leaders in those schools. The actual sample size of 263 teachers was selected purposively, making the actual sample size of the study to be 314 respondents.  Data was collected using two sets of self-administered questionnaires. Spearman rho was used to determine the degree of relationship between principal’s leadership behaviours and teacher’s job satisfaction. The study concluded that directive, supportive, participative and achievement oriented leadership behaviours had a significant influence on teacher’s job satisfaction. Teachers also preferred directive leadership behaviours as opposed to principal’s achievement oriented leadership behaviours. The study recommended policy reforms on the action plans that influence job satisfaction of teachers

scholarly journals Academic Qualification and Teachers’ Job Satisfaction in Secondary Schools in Nakuru County-Kenya

2021 ◽  
Vol 4 (3) ◽  
pp. 75-80
Author(s):  
Margaret Maina ◽  
J Kanjogu Kiumi ◽  
Peter Githae
Keyword(s):  
Job Satisfaction ◽  
Secondary Schools ◽  
Teacher Job Satisfaction ◽  
Teaching Profession ◽  
Validity And Reliability ◽  
Or Education ◽  
Academic Qualification ◽  
Teacher Dissatisfaction ◽  
Service Commission ◽  
Level Of Training

Teacher job satisfaction is one of the critical determinants of the rate of progress in students learning outcomes. The teaching profession in Kenya has in the recent past experienced industrial disharmony by way of teachers’ strikes, which could be a pointer to dissatisfaction among teachers. Teacher dissatisfaction is typically rooted in failure by entities responsible for teacher management to meet teachers’ needs. Research-based evidence demonstrates that employees have different needs and that these needs are influenced by factors such as employee’s level of training or education for that matter. Drawing on these observations, the study sought to determine whether an academic qualification has any bearing on teachers’ job satisfaction in secondary schools in Nakuru County, Kenya. Data was collected using a self-delivered questionnaire from 341 teachers who were randomly selected from 3,092 teachers in the study locale. The instrument’s validity and reliability as estimated through split-half and Cronbach’s alpha stood at r=.945 and r=.905 respectively. Collected data was analyzed using ANOVA statistic at .05 alpha level. A major finding of the study was that teacher satisfaction decreased with an increase in the level of academic qualification. Qualification–differentiated satisfaction was also statistically significant (p<.05). The study offers useful insights to the Teachers Service Commission (TSC) and school managers on how to enhance teachers’ job satisfaction by way of addressing the needs of teachers in different levels of academic qualification.

scholarly journals Academic Qualification and Teachers’ Job Satisfaction in Secondary Schools in Nakuru County-Kenya

2021 ◽  
pp. 87-91
Author(s):  
Margaret Maina ◽  
J. Kanjogu Kiumi ◽  
Peter Githae
Keyword(s):  
Job Satisfaction ◽  
Secondary Schools ◽  
Teacher Job Satisfaction ◽  
Teaching Profession ◽  
Validity And Reliability ◽  
Or Education ◽  
Academic Qualification ◽  
Teacher Dissatisfaction ◽  
Service Commission ◽  
Level Of Training

Teacher job satisfaction is one of the critical determinants of the rate of progress in students learning outcomes. The teaching profession in Kenya has in the recent past experienced industrial disharmony by way of teachers’ strikes, which could be a pointer to dissatisfaction among teachers. Teacher dissatisfaction is typically rooted in failure by entities responsible for teacher management to meet teachers’ needs. Research-based evidence demonstrates that employees have different needs and that these needs are influenced by factors such as employee’s level of training or education for that matter. Drawing on these observations, the study sought to determine whether an academic qualification has any bearing on teachers’ job satisfaction in secondary schools in Nakuru County, Kenya. Data was collected using a self-delivered questionnaire from 341 teachers who were randomly selected from 3,092 teachers in the study locale. The instrument’s validity and reliability as estimated through split-half and Cronbach’s alpha stood at r=.945 and r=.905 respectively. Collected data was analyzed using ANOVA statistic at .05 alpha level. A major finding of the study was that teacher satisfaction decreased with an increase in the level of academic qualification. Qualification–differentiated satisfaction was also statistically significant (p<.05). The study offers useful insights to the Teachers Service Commission (TSC) and school managers on how to enhance teachers’ job satisfaction by way of addressing the needs of teachers in different levels of academic qualification.

An Analysis of Job Satisfaction Determinants of Educators in Low-Performing Schools in Mauritius: A Comparative Study of Private and State Secondary Schools

2021 ◽  
pp. 002205742110319
Author(s):  
Asvin Goonesh Bahadur ◽  
Juddoo Shakil
Keyword(s):  
Job Satisfaction ◽  
Academic Performance ◽  
Secondary Schools ◽  
Job Performance ◽  
Comparative Study ◽  
Significant Relationship ◽  
Job Dissatisfaction ◽  
Low Performing Schools ◽  
Private And Public ◽  
The Impact

This study analyzed the job satisfaction of educators in both private and public low-performing secondary schools in Mauritius. It also assessed the impact of some determinants on job performance and academic performance, and it provides a comparative study of the job satisfaction determinants from both types of schools. A survey was carried out with 120 educators from six secondary schools in Mauritius. It revealed several direct factors that create job dissatisfaction among educators. The article provides recommendations to tackle the problems that were raised. The study concluded that there is a significant relationship between job performance and job satisfaction.

scholarly journals Care and support for youth living with HIV/AIDS in secondary schools: perspectives of school stakeholders in western Uganda

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Emmanuel Kimera ◽  
Sofie Vindevogel ◽  
Didier Reynaert ◽  
Anne-Mie Engelen ◽  
Kintu Mugenyi Justice ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Qualitative Inquiry ◽  
Resource Limited ◽  
Care And Support ◽  
Gradual Process ◽  
Youth Living With Hiv ◽  
Living With Hiv ◽  
Western Uganda ◽  
Hiv Aids ◽  
School Stakeholders

Abstract Background Although schools have been identified as significant settings in the response to the HIV/AIDS pandemic, limited research is available on how they can accommodate Youth Living with HIV/AIDS (YLWHA), especially in resource limited countries. In this study, we explored strategies by school stakeholders (school staff, parents/caretakers, and students) in western Uganda to care for and support YLWHA in their schools. Methods The article utilizes data collected between May and October, 2019 from a qualitative inquiry based on focus group discussions and interviews with 88 school stakeholders purposively selected from 3 secondary schools in western Uganda. Textual data was analyzed thematically involving both inductive and deductive coding. Results We identified 7 overarching interrelated themes in which participants reported strategies to care for and support YLWHA: counselling and guidance; social support networks and linkages; knowledge and skills; anti-stigma and anti-discrimination measures; disclosure of HIV status; treatment and management of HIV/AIDS; and affirmative actions for YLWHA. Stakeholders’ strategies often differed regarding what was considered appropriate, the approach and who to take lead in supporting YLWHA. Conclusions Despite the limited care and support strategies specific for YLWHA currently available in schools, our study points to optimism and high potential given stakeholders’ identified avenues for improvement. We posit that promoting HIV/AIDS-care and support in schools is a gradual process requiring each school to develop a strong knowledge base about HIV/AIDS and support needs of YLWHA, develop a coherent and school-wide approach, and collaborate extensively with external stakeholders who are significant in supporting YLWHA.

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