Influence of daily life experiences on job satisfaction among secondary school teachers in Bungoma County, Kenya

Andanje Margaret Ochango; Poipoi W. Moses; Ogutu  Joel

doi:10.51867/AQSSR.3.3.36

Auteurs-es

Andanje Margaret Ochango Masinde Muliro University of Science and Technology, Kenya Auteur-e https://orcid.org/0009-0004-7250-4838
Poipoi W. Moses Masinde Muliro University of Science and Technology, Kenya Auteur-e https://orcid.org/0000-0003-4773-0759
Ogutu Joel Masinde Muliro University of Science and Technology, Kenya Auteur-e https://orcid.org/0000-0002-4845-7822

DOI :

https://doi.org/10.51867/AQSSR.3.3.36

Mots-clés :

Daily Life Experience, Educational Work Environment, Secondary School Teachers, Teacher Job Satisfaction

Résumé

This paper has explored how experiences in everyday life affect job satisfaction in secondary schools teachers in Bungoma County Kenya. The objective of the study was to establish the extent to which the regular professional experiences of teachers had any meaningful impact on the degree of job satisfaction. Herzberg's Motivator-Hygiene Theory guided the findings of the study. The research design used was quantitative survey with qualitative information through interviews. A sample size of 400 questionnaires was distributed among the secondary school teachers with 376 questionnaires being returned successfully, that is, the response rate of 94% from a target of 2000 teachers drawn from stratified sampling. The data was analyzed through descriptive statistics (means and standard deviations) and the relationship between daily life experience and job satisfaction was tested using regression analysis; the results showed that the general mean of the daily life experience was 4.00 (SD = 1.00). There was a great deal of agreement between teachers about how everyday experiences like student engagement and lesson planning and counseling helped their teaching to be effective. Nonetheless, regression analysis showed that the daily life experiences did not statistically affect job satisfaction (b = -0.017, t = -1.638, p = 0.102). This implies that as much as daily activities of the teacher influence the routine of teachers, it is not always the case that these activities influence the overall job satisfaction. The research was done on secondary school teachers in Bungoma County only and therefore, it may have lesser generalizability in other places or level of education. The study concluded that, teacher satisfaction should be promoted through the strengthening of institutional support systems like administrative support, professional recognition, and career advancement opportunities carried out by the educational stakeholders. The working conditions and professional well-being of teachers can be improved to achieve higher educational achievement and student performance. The study recommends that the research adds to the existing knowledge about teacher job satisfaction because it establishes that routine professional experiences alone do not have significant impacts on job satisfaction highlighting the role of other institutional and motivational elements.

Références

Babbie, E. (2020). The practice of social research (15th ed.). Cengage Learning.

Bakker, A. B., & Demerouti, E. (2017). Job demands-resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273-285. https://doi.org/10.1037/ocp0000056

Bianchi, R., & Schonfeld, I. S. (2025). Beliefs about burnout. Work & Stress, 39(2), 116-134. https://doi.org/10.1080/02678373.2024.2364590

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

Day, C. (2019). Quality retention and resilience in the middle and later years of teaching. In Attracting and keeping the best teachers: Issues and opportunities (pp. 193-210). Springer Nature Singapore. https://doi.org/10.1007/978-981-13-8621-3_10

Herzberg, F. (2003). One more time: How do you motivate employees? Harvard Business Review, 81(1), 87-96.

Herzberg, F., Mausner, B., & Snyderman, B. B. (1959). The motivation to work (2nd ed.). John Wiley & Sons.

Ingersoll, R. M., & Perda, D. (2008). The status of teaching as a profession. In Schools and society: A sociological approach to education (3rd ed., pp. 106-118).

Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201-233. https://doi.org/10.3102/0034654311403323

Kraft, M. A., & Papay, J. P. (2014). Can professional environments in schools promote teacher development? Explaining heterogeneity in returns to teaching experience. Educational Evaluation and Policy Analysis, 36(4), 476-500. https://doi.org/10.3102/0162373713519496

Leithwood, K., & Azah, V. N. (2019). Characteristics of effective leadership networks in schools. School Leadership & Management, 39(1), 3-23. https://doi.org/10.1080/13632434.2018.1470505

Masten, A. S., Lucke, C. M., Nelson, K. M., & Stallworthy, I. C. (2021). Resilience in development and psychopathology: Multisystem perspectives. Annual Review of Clinical Psychology, 17(1), 521-549.

https://doi.org/10.1146/annurev-clinpsy-081219-120307

Ministry of Education. (2023). Education sector performance report. Government of Kenya.

Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029-1038.

https://doi.org/10.1016/j.tate.2011.04.001

Skaalvik, E. M., & Skaalvik, S. (2017). Motivation and burnout in teachers: The mediating role of perceived school context. Teaching and Teacher Education, 67, 152-160. https://doi.org/10.1016/j.tate.2017.06.006

Skaalvik, E. M., & Skaalvik, S. (2018). Job demands and job resources as predictors of teacher motivation and well-being. Social Psychology of Education, 21(5), 1251-1275. https://doi.org/10.1007/s11218-018-9464-8

Worth, J., & Van den Brande, J. (2020). Teacher workload and wellbeing: A review of the research evidence. National Foundation for Educational Research.