scholarly journals The Relationship between Career Advancement and Job Satisfaction among Teachers in Selected Public Secondary Schools in Igembe North, Kenya

2021 ◽  
Vol 6 (1) ◽  
pp. 49-64
Author(s):  
Josphat Mwiti ◽  
Mr. Abel Moguche ◽  
Dr. Nancy Rintari
Keyword(s):  
Job Satisfaction ◽  
Secondary School ◽  
Secondary Schools ◽  
Quantitative Data ◽  
Career Advancement ◽  
Predictor Variable ◽  
Unique Contribution ◽  
Strong Positive Correlation ◽  
Test Technique ◽  
The Relationship

Purpose: Job satisfaction is viewed as a catalyst of improving performance and commitment in a workplace. The rationale of the study was to establish the relationship between career advancement and job satisfaction relating to secondary school teachers confined in Igembe North sub-county. The independent variable career advancement was used in coming up with the specific objective of the study as well as formulating hypothesis. The relationship of this predictor variable with the dependent variable job satisfaction among teachers was statistically established. The study would be useful to the following interested parties; TSC, BOM and heads of public secondary schools and to scholars. Methodology: The three theories which were relevant to the study were analysed to determine their relevance, strengths and weaknesses. They included equity, dual factor and hierarchy of needs theories of motivation. A descriptive survey design was applied as it was appropriate in obtaining quantitative data from the sampled respondents which was analysed quantitatively to describe the variables of the study. The study targeted 427 teachers who formed the total population of the study. Secondary schools were classified as boarding schools and day secondary schools in the sub-county through the application of a stratified technique of random sampling. A sample size equivalent to 129 teachers was selected representing thirty per cent of the target population. A five Likert scale closed-ended questionnaire was utilised to gather quantitative data from the selected teachers. To assess how the questionnaire was reliable and valid in accomplishing its intended task, seven teachers from Igembe South sub-county were selected for piloting purposes. This was achieved by applying a test and re-test technique. Cronbach’s alpha coefficient of 0.794 was obtained which was above the recommended value of atleast 0.7. Descriptive and inferential statistical tools were applied in analysing the data. Regression analysis was utilised to establish the extent to which the predictor variable influenced the response variable. For easier interpretation of the data, pie charts and tables of distributions were deemed appropriate. Results: The study findings revealed that career advancement had a mean of 3.52 which moderately showed that the respondents agreed that it impacted positively on job satisfaction. Further, career advancement had r = 0.8902 indicating a strong positive correlation with job satisfaction. It had a beta coefficient of 0.4082 and a p-value of 0.0017. These statistical results of the findings manifested clearly that the relationship between career advancement and job satisfaction was positive and significant. Unique contribution to theory, policy and practice: Therefore, the study recommends that schools Board of Management and principals should continue organising and facilitating workshops and seminars in their schools to equip teachers with relevant skills in the areas of ICT integration, communication and management among others. The secondary school principals should increase monitoring their teachers’ training gaps to expand their skill set. The Teachers’ Service Commission (TSC) should liaise with the Ministry of Education on the way forward to offering free or subsidised training to teachers to widen their career paths. The study also recommends that non-monetary rewards such as workshops and seminars should be considered and incorporated in the rewarding systems adopted by public secondary schools.

The Influence of Teachers’ Emotional Intelligence on Academic Performance With Mediating Effect of Job Satisfaction

2021 ◽  
pp. 002205742110323
Author(s):  
Sonika Singh ◽  
Piar Chand Ryhal
Keyword(s):  
Job Satisfaction ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Mediating Effect ◽  
Survey Method ◽  
School Teachers ◽  
Northern India ◽  
The Relationship

This study examined the influence of teachers’ emotional intelligence (EI) on academic achievement and outlined the model with the mediating effect of job satisfaction (JS) between the EI and academic achievement. Survey method was employed to collect the information from 728 secondary school teachers belong to Himachal Pradesh, a state of Northern India, through various statistical tools. The results of the study showed that teachers’ emotional abilities were significantly and positively associated with academic achievement of students and showed R2 61% variance in academic achievement. The relationship between EI and academic achievement of students is partially mediated by JS.

Boards of Governors' Roles and Management of Government Aided Secondary Schools in Kyenjojo District, Uganda

2018 ◽  
Vol 1 (2) ◽  
pp. 138-150
Author(s):  
Hellen Kabasinguzi Wataba ◽  
Nafiu Lukman Abiodun
Keyword(s):  
Secondary Schools ◽  
Significant Relationship ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Head Teachers ◽  
Correlational Research ◽  
Interview Guide ◽  
Major Predictor ◽  
And Control ◽  
The Relationship

This study sought to establish the relationship between boards of governors' (BOGs) roles and management of government aided secondary schools in Kyenjojo District. The objectives were to establish the relationship between BOGs' planning role and management of government aided secondary schools, to establish the relationship between BOGs' supervisory role and management of government aided secondary schools, to establish the relationship between BOGs' control role and management of government aided secondary schools; and to determine the major predictor of management of government aided secondary schools out of the three aspects of BOGs' roles. A correlational research design was used. A total of 90 respondents drawn from 108 BOGs and nine head teachers were selected as sample for the study using stratified random sampling and census inquiry respectively. The instruments used were questionnaire and interview guide. Quantitative data was analysed using Pearson product-moment correlation and regression, while thematic analysis was used on qualitative data. The study found a statistically moderate positive and significant relationship between BOGs' planning role and management of government aided secondary schools (r=.626, p=.000); a statistically moderate positive and significant relationship between BOGs' supervisory role and management of government aided secondary schools(r=.591, p=.000); and a statistically weak positive and significant relationship between BOGs' control role and management of government aided secondary schools(r=.280, p=.015). All the three aspects of BOGs roles account for 38.4% of the influence on management of government aided secondary schools in Kyenjojo district (adjusted r2=0.384, p=.000). The researchers recommend that BOGs should be well trained in management of schools in order to be effective in their work. Head teachers should not be dictators but create a conducive climate for planning, supervision and control by the BOGs.

scholarly journals Effect of similar-to-me effect on job satisfaction and organizational trust

2017 ◽  
Vol 15 (4) ◽  
pp. 254-262
Author(s):  
Ardashir Zahed ◽  
Farzad Sattari Ardabili
Keyword(s):  
Job Satisfaction ◽  
Quantitative Data ◽  
Structural Equation ◽  
Applied Research ◽  
Organizational Trust ◽  
Strong Support ◽  
Public Organizations ◽  
Equation Modeling ◽  
Proposed Model ◽  
The Relationship

The present study intended to investigate the effect of managers’ similar-to-me bias on the job satisfaction and organizational trust between public organizations staff. The current study is a descriptive-correlational applied research with quantitative data collection (questionnaire). The results of structural equation modeling analyses conducted for 80 employees of Public organizations in Ardabil, Iran, offered strong support for the proposed model. The results indicated that there was a statistically significant relationship between similar-to-me effect and job satisfaction; furthermore, organizational trust mediated the relationship between similar-to-me effect and job satisfaction. It is worth noting that there was a positive relationship between organizational trust and job satisfaction.

scholarly journals The relationship between organisational climate and employee satisfaction in a South African information and technology organisation

2010 ◽  
Vol 36 (1) ◽  
Author(s):  
Monia L. Castro ◽  
Nico Martins
Keyword(s):  
Job Satisfaction ◽  
Work Environment ◽  
South African ◽  
Factor Model ◽  
Strong Positive Correlation ◽  
Line Managers ◽  
Convenience Sample ◽  
Organisational Climate ◽  
Exploratory Factor Analyses ◽  
The Relationship

Orientation: Organisational climate and job satisfaction are distinct but related constructs, and both appear to influence employees’ understanding of the work environment and their level of job satisfaction.Research purpose: The objective of this study was to explore the relationship between organisational climate and job satisfaction to determine whether employees’ perceptions of the work environment influence their level of job satisfaction.Motivation for the study: Organisations are facing more challenges than ever before. These challenges are not unique to any specific organisation or industry, but affect all organisations.Organisational climate in particular is constantly challenged by changes impacting organisations today.Research design, approach and method: An organisational climate questionnaire was administered to a convenience sample of 696 employees from a population of 1453 employees working in three regions in which the organisation was operational. Confirmatory and exploratory factor analyses were used to investigate the structure of the climate model.Main findings: The revised 12-factor model (after the confirmatory factor analysis) fitted the data best and the researchers therefore decided to proceed with the revised 12-factor model (11 dimensions) for further analysis. A stepwise regression was conducted and nine dimensions of organisational climate were found to predict job satisfaction. The results indicated a strong positive correlation (r = 0.813, p< 0.01) between organisational climate and the dependent variable of job satisfaction.Practical implications: This study provided support for the view that line managers and human resource practitioners should be aware that different biographical groups have different needs that can influence their job satisfaction levels and different perceptions of the climate within the organisation and that this impacts on their behaviour.Contribution: The findings of this study indicated a positive relationship between organisational climate scores and job satisfaction scores and thus, regardless of how the dimensions are perceived, organisational climate has an influence on job satisfaction.

scholarly journals The Relationship between Agricultural Teaching Approaches and Food Security in Kenya

2020 ◽  
Vol 2020 ◽  
pp. 1-18
Author(s):  
Hellen Joseph Njura ◽  
Kaberia Isaac Kubai ◽  
Simon Thuranira Taaliu ◽  
Kakai Shem Khakame
Keyword(s):  
Food Security ◽  
Secondary School ◽  
Secondary Schools ◽  
Survey Design ◽  
School Level ◽  
After School ◽  
Digital Learning ◽  
Teaching Approaches ◽  
Review Section ◽  
The Relationship

The continued food insecurity, despite the teaching of agriculture amidst the novel coronavirus (Covid-19), is a major global concern especially in Africa. There is food shortage in Africa and Kenya in particular despite the teaching of agriculture as a major subject in secondary schools. Many youth who have graduated from Kenyan secondary schools cannot adequately employ the agricultural skills developed during and after school for food security. The teaching approaches employed in secondary school agriculture should be able to develop skills of students on the aspects of food production, its accessibility, food safety, and nutrition as well as production economics. Towards this direction, this paper investigates the relationship between the agricultural teaching approaches employed in secondary schools and food security in Kenya. The study adopted descriptive survey design where data were collected using an Agriculture Teachers’ Interview Schedule, a Students’ Focus Group Discussion Guide, and a Parent’s Questionnaire and were then analyzed using descriptive and inferential statistics. The research findings established that the lecture method, class discussions, class projects, problem solving, and tours and field trips were the common methods in agriculture classes. Though recommended in the literature review section, digital learning was hardly mentioned as a teaching approach for this study. A major conclusion for this study is that there is statistically insignificant relationship between the teaching approaches and food security. There are other factors not in the scope of this study that could be affecting food security and can be tackled at secondary school level. This paper makes a contribution to the growing body of knowledge by highlighting research gaps worth investigation on the relationship between the agricultural teaching approaches and food security that were beyond the scope of the study.

scholarly journals Multitasking and Job Satisfaction amongst Secondary School Teachers at the District of Klang, Selangor Malaysia

2020 ◽  
Vol 17 (1) ◽  
pp. 61
Author(s):  
Leele Susana Jamian ◽  
Mohd Syarudin Mohd Nazir ◽  
Gurnam Kaur Sidhu ◽  
Khairunnisa Othman ◽  
Norshiha Saidin
Keyword(s):  
Job Satisfaction ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Empirical Studies ◽  
School Context ◽  
School Teachers ◽  
Educational Management ◽  
Job Satisfaction Survey ◽  
Local Literature ◽  
The Relationship

The role of a teacher has always been challenging especially in the 21st century. Ranging from teaching, extra-curricular activities, sports, administrative, to non-academic matters, teachers teaching in the secondary schools tend to multitask their daily duties. Added with numerous responsibilities in the digital era, doing just one thing at a time seems to be very luxury yet awfully wasteful. Indeed, multitasking was considered essential in today’s work efficiency. Based on observation and empirical studies, multitasking tends to influence and contribute to teachers’ job satisfaction. Nonetheless, there are also gaps in the existing local literature pertaining to multitasking and job satisfaction amongst teachers in the Malaysian local school context. In view of this, the current study is conducted with the primary aim to investigate the relationship between multitasking and job satisfaction amongst the secondary school teachers in one of the districts of Klang, Selangor, Malaysia. A descriptive correlational research design using a mixed-methods approach was employed to explore the relationship between the two variables. Two instruments measuring multitasking by Woods, Boyd, Rand, Nardo and Boyd (2014) and Job Satisfaction survey by Spector (1997) were adapted to suit the local setting for data responded by 124 secondary school teachers. The quantitative findings revealed that there were significant, positive and moderate relationships between multitasking and job satisfaction. However, findings from the multiple regression indicated that only 11.3% of the variance in job satisfaction was contributed by multitasking. In addition, qualitative data tend to triangulate the quantitative findings. Besides positive responses, there were also voices that proposed otherwise. Consequently, all these findings lead to some important implications in terms of the corpus of knowledge and policy implication related to the two variables of educational management and leadership amongst the teachers cum instructional leaders in the academic setting.

scholarly journals INFLUENCE OF DRAMA REHEARSALS IN REGULATING STUDENTS’ BEHAVIOUR AND MANAGEMENT OF DISCIPLINE IN SECONDARY SCHOOLS IN CENTRAL REGION, KENYA

2021 ◽  
Vol 8 (9) ◽  
Author(s):  
Wambugu Pachomius ◽  
Zachary Njagi Ndwiga ◽  
Rebecca Wachira
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Central Region ◽  
Survey Design ◽  
School Administrators ◽  
Target Population ◽  
School Students ◽  
Social Scientists ◽  
Descriptive Survey ◽  
The Relationship

<p>The use of drama rehearsals as a tool for inculcating discipline among students had been investigated by a number of scholars and education practitioners on global, continental and regional levels. However notable that drama rehearsals as a tool for inculcating discipline could be overlooked as a result of its demands, such as time. Therefore, purpose of the study was to determine effectiveness of drama rehearsals as a strategy in the management of discipline in secondary schools in central region, Kenya. The study used descriptive survey design. The target population was 79 deputy principals, 79 drama teachers, and 1888 drama students and non-drama students in secondary school in Central Region, Kenya. Both the census technique and random sampling were used to get a representative sample size of 419 respondents. Data was collected from the respondents using pretested questionnaires and was analyzed using descriptive and inferential statistical techniques with the aid of Statistical Package for Social Scientists (SPSS) and then interpreted. The study found that the relationship between drama rehearsals and management of discipline among secondary school students was significant. The study therefore recommended that there was need to for school administrators to facilitate more drama rehearsals in order to improve the levels of discipline among students. This will improve their communication skills and as a result bring more rapport between the students and administrators.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0875/a.php" alt="Hit counter" /></p>

scholarly journals Correlation of Islamic Spirituality in Reducing Student’s Delinquency Problems

2020 ◽  
Vol 8 (1) ◽  
pp. 53
Author(s):  
Ruhaiza Binti Padzil ◽  
Mohd Zailani Mohd Yusoff ◽  
Muhamad Dzahir Kasa
Keyword(s):  
Secondary Schools ◽  
Significant Relationship ◽  
Random Sampling ◽  
Quantitative Data ◽  
Pearson Correlation ◽  
Delinquent Behavior ◽  
Descriptive Statistics ◽  
Survey Method ◽  
Pilot Sample ◽  
The Relationship

This study aimed to identify the relationship between Islamic spirituality and the level of delinquent behavior. Islamic spirituality among students is studied in terms of belief and faith, extrinsic and intrinsic aspects. This study used the survey method. The sample of this study was selected using random sampling. Data was collected from a pilot sample of 120 Malay students studying in ordinary secondary schools in Johor using questionnaires. The research questionnaire used Islamic Spiritual Disposition Questionaire (ISDQ) developed by Mohd Zailani (2009) and Delinquency Behaviour Disposition questionnaires developed by Carl Jung’s (1997). Quantitative data were analyzed using descriptive statistics and Pearson correlation. The analysis of the study showed that there is a significant relationship between the dimensions of Islamic spirituality and the level of delinquent behavior among students. The findings of the study showed that the domains involved in Islamic spirituality may reduce the tendency of delinquent behavior among students.

scholarly journals The Relationship between Emerging Forms of Bullying and Self-Esteem among Secondary Schools Students in Bungoma County, Kenya

2019 ◽  
Vol 1 (3) ◽  
pp. 75-83
Author(s):  
Jane Ingado Misigo; James Kay; Esther Kibor
Keyword(s):  
Secondary Schools ◽  
Random Sampling ◽  
Quantitative Data ◽  
Pearson Correlation ◽  
Simple Random Sampling ◽  
Self Esteem ◽  
School Students ◽  
Cross Sectional ◽  
Emerging Issues ◽  
The Relationship

The purpose of the study was to investigate the relationship between emerging issues of bullying and self-esteem among Secondary School Students in Bungoma County, Kenya. The Social-Ecological Theory and Psychosocial Theory guided the study. The research population was 29,040 Form 3 students, Deputy Principals and Guidance and Counseling teachers from 360 secondary schools participated in the study. A sample size of 399 students was drawn from boys, girls and co-education schools. Form Three Students were randomly selected from the sampled schools. The study adopted a cross-sectional research design using mixed-method approaches and correlational design. Both qualitative and quantitative data was collected concurrently. Stratified random sampling and simple random sampling was used to sample schools and students, respectively. A pilot study was conducted on the 30 Form Three students selected from three categories of secondary schools in Bungoma County. Data was collected using a self-response questionnaire and interview schedule guide. Descriptive statistics such as mean, standard deviation and percentages were used to analyse and describe data quantitative data.  Inferential statistics such as Pearson Correlation statistics, ANOVA was used to test the significance of the stated hypothesis at the alpha level (α = 0.05). The qualitative data was thematically analysed based on the objectives and presented through texts. All analysis was done using the statistical package for social sciences (SPSS) version 21.0. The findings revealed that there was a relationship between emerging forms of bullying and self-esteem R2 =.388 (38.8%).

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