School Policy Practices and Teacher Job Satisfaction: A Herzbergian Analysis of Pre-Primary School Teachers in Kilifi North Sub-County, Kilifi County, Kenya

Abstract

School policies play a pivotal role in providing a structured frameworks of standards and regulations that promote positive behavior and foster academic success. These school policies can have both direct and indirect effects on learners, educators and the larger educational context. The purpose of the study was to investigate the relationship between school policies and job satisfaction among teachers in pre-primary schools in Kilifi North Sub County, Kilifi County. The study was premised on Herzberg’s Two-factor theory. Descriptive correlational design was adopted for the study. The study had a population of 249 participants, including 83 head teachers and 166 pre-primary teachers. A sample size of 215 respondents was chosen that included; 76 head teachers, 139 pre-primary teachers and selected through multi-stage sampling. Data was collected using a questionnaire for teachers and an interview schedule for head teachers. To ensure reliability and validity of the research instruments, pre-testing was done on 3 ECDE teachers and two head teachers in two selected preprimary schools in Kilifi North Sub County. Descriptive statistics, including means and percentages, were used to summarize the findings, which were presented in tables, graphs, and pie charts. Inferential analysis involved the use of Pearson’s correlation coefficient to examine the relationships among the study variables. The study also used qualitative data to triangulate the findings of the quantitative data. Findings showed that there was positive and statistically significant relationship between school policies and teachers’ job satisfaction (r = 0.760, p < 0.01). The study recommended that policy makers to review some of the school policies to improve teachers’ job satisfaction.