Influence of School Workplace Condition on Teachers’ Job Satisfaction in Public Secondary Schools in Bukoba Rural District in Kagera Region, Tanzania

Introduction: Human resource management is the most important function in any organization; because it is related with the responsibility of using resources for the purpose of achieving the goals of the organization. Thus, the main purpose of this study was to investigate the relationship between Human Resource Management Practice and Teachers’ Job Satisfaction in government Secondary Schools. Methods: The research design for this study was correlation research. Both quantitative and qualitative research approach was used. Data was collected through questionnaire and interview. Respondents were selected using random sampling technique and a total of 155 respondents were participated. Also, five school principals were purposively selected and participated in the study. The data collected were organized, analyzed, tabulated and interpreted using simple percentages, means, standard deviation, analysis of variance and Pearson correlation. Results: Major findings of the study are: majority of respondents reported poor teaching staff resource planning (M=2.14, SD=1.18), provision of training and development on various issues was inadequate (M=2.24, SD=1.32), performance appraisal practice was not based on clear and transparent procedures (M=2.05, SD=1.15), a good number of teachers were feeling moderate job satisfaction to the existing work environment (M=3.24, SD=1.35). Correlation analysis indicates significant positive interaction between human resource management and teachers job satisfaction (r=0.55, p=0.00). Discussion: The importance of human resource management was not acknowledged and well understood by the educational leaders. Effective human resource management can improve workforce utilization in schools and it will potentially increase the job satisfaction of teachers. Performance appraisal and supervision activities were taken as the retinue activity in the schools under study .This may have impact on teachers' job satisfaction, self improvement and school goal achievement. Thus, school administration need to design strategic system that invites the school principals in the activities of human resource management.

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Staff Development and Promotion as Correlates of Teachers’ Job Satisfaction in Secondary Schools in Ekiti State, Nigeria

Contemporary Research in Education and English Language Teaching ◽

10.33094/26410230.2019.13.41.44 ◽

2019 ◽

Vol 1 (3) ◽

pp. 41-44

Author(s):

B B. Arogundade

Keyword(s):

Job Satisfaction ◽

Staff Development ◽

Secondary Schools

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

East African Journal of Education Studies ◽

10.37284/eajes.2.1.123 ◽

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.

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