Influence of Selected Job Satisfaction Factors on Work Performance of Public Primary School Teachers In Kisumu County, Kenya

Abstract

Enhancement of job satisfaction is a critical strategy for improving performance of employees including teachers. Scholars have revealed that factors such as remuneration, supervision, working conditions and job security have the potential of influencing job satisfaction in teachers, leading to positive work performance. However, there has been rampant teacher transfer request in some parts of Kenya hence questioning whether this is due to perception of poor remuneration, supervision, working conditions or job security. During 2014-2017, highest rates of transfer requests among public primary schools in Kisumu County were noticed in Nyakach (186); Muhoroni (164) and Kisumu Central (104) sub counties. Similarly, disparities in KCPE performance were recorded in the county, with schools in sub counties from which highest number of teachers requested to be transferred to such as Kisumu Central (283.05), Nyakach (260.32) and Muhoroni (259.87) recording higher mean scores than the rest (Nyando, Seme, Kisumu West, and Kisumu East). The purpose of the study was to investigate the influence of selected job satisfaction factors on work performance of public primary school teachers in Kisumu County, Kenya. Specific objectives were: to establish the influence of remuneration on work performance of public primary school teachers in Kisumu County, to find out the influence of supervision on work performance of public primary school teachers in Kisumu County, to determine the influence of working conditions on work performance of public primary school teachers in Kisumu County, and to establish the influence of job security on work performance of public primary school teachers in Kisumu County. A conceptual framework was developed to illustrate the relationships between the variables. Descriptive research design was adopted on a target population of 601 head-teachers, 5436 teachers and 35 Curriculum Support Officers (CSO). Yamane’s formula was adopted to calculate a sample size of 375 respondents: 37 head teachers, 335 teachers and three CSOs. Simple random sampling was used to select head teachers and teachers while purposive sampling was used to select CSOs who participated in the study. Closed and open ended questionnaires were used to collect data from teachers and head teachers respectively, while interview schedule was used to collect data from CSOs. Instrument validity was enhanced by consulting the research supervisors. Reliability of the instrument was attained through test retest and the Pearson coefficient of 0.87 obtained which was above the set value of 0.7. Descriptive statistics and thematic analysis were used to analyse quantitative and qualitative data respectively. It was found that satisfaction with remuneration (M=2.67; SD=0.61) and working conditions (M=2.73; SD=.85) have influenced work performance to a moderate extent, while supervision (M=4.29; SD=0.80) has influenced work performance among teachers to a large extent. Job security (M=1.43; SD=.89) has influenced work performance among teachers to a small extent. The study concludes that disparities in allowances between schools in some sub counties, workload and tough regulations implemented by CSOs have not influenced work performance. It is recommended that remuneration should be commensurate with the workload while teachers should be provided with adequate facilities to make their work efficient. Further studies is recommended on the implication of Teacher Performance Appraisal and Development (TPAD) on teacher job satisfaction and work performance as well as teacher job satisfaction levels of senior teachers in public primary schools in the wake of new roles by Teachers Service Commission (TSC).