INFLUENCE OF WORKPLACE INCENTIVES ON TEACHERS’ JOB SATISFACTION IN LOWER GRADE PUBLIC PRIMARY SCHOOLS IN NAIROBI CITY COUNTY, KENYA
INFLUENCE OF WORKPLACE INCENTIVES ON TEACHERS’ JOB SATISFACTION IN LOWER GRADE PUBLIC PRIMARY SCHOOLS IN NAIROBI CITY COUNTY, KENYA
Mwanza Lucy Nduku - Department of Early Childhood & Special Needs Education, Kenyatta University, Kenya
Dr. Juliet W. Mugo - Department of Early Childhood & Special Needs Education, Kenyatta University, Kenya
ABSTRACT
The purpose of this study was to determine influence of workplace incentives on teachers’ job satisfaction in lower grade public primary schools in Nairobi City County, Kenya. Lower-grade primary schools’ teachers worldwide, form a vital segment of educationists who impart basic knowledge, skills, and values to their young learners. Thus, they need to experience satisfaction in their job, in order to be productive. However, there have been cases that seem to point to teachers’ job dissatisfaction (TJD), judging from the countless strikes when they down their tools worldwide. A good number of them have even abandoned teaching, owing to some negative perceptions surrounding the profession, but of concern in Kenya is that, most of those who have quit, were handling lower grade classes. Herzberg’s Two-Factor Theory of (1959) served as the study’s guiding compass due to its intrinsic/extrinsic aspects related to both job satisfaction and/ or dissatisfaction. The descriptive research design using mixed methodology was utilized in the present study that involved teachers handling Grade one to three in Westland’s sub-county, of Nairobi City County, Kenya. Simple random sampling was used to select 9 (30%) out of the 30 public lower grade primary schools/ headteachers and 36 (30%) teachers out of 120 of them. Questionnaires for teachers and interview schedules for headteachers were used to collect data. The pilot study was conducted in two schools to enhance validity and reliability of research instruments. Qualitative data collected was analyzed thematically using verbatim, while quantitative data was coded, then summarized using descriptive statistics like means, frequencies, and percentages. Additionally, a correlational analysis and ANOVA were used to test whether or not, any significant relationships existed between workplace incentives and teachers’ job satisfaction. The results are presented in tables, bar graphs, and pie charts. The study’s findings show that workplace incentives collectively influenced teachers’ satisfaction levels, ultimately affecting their motivation, performance, and commitment to the teaching profession. The study recommended that headteachers should foster a collaborative and respectful work environment by promoting open communication, mentorship, and shared decision-making. Ensuring teachers feel supported, respected, and appreciated can go a long way in boosting morale.
