Influence of Collegial Relationships on Teacher Job Satisfaction in Public Secondary Schools in Kesses Sub County
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Abstract: Collegial relationships among Teachers play a key role in influencing teacher work satisfaction, notably in public secondary schools in Kesses Sub-County, Uasin Gishu County, Kenya. The purpose of this study was to find out the influence of collegial relationships on teacher job satisfaction. The study was guided by the following hypothesis; H01: There is no significant relationship between collegial relationships and teacher job satisfaction. Ex post facto research design was adopted. The study was anchored on Herzberg’s two factor theory. Quantitative data was gathered through a structured survey administered to teachers across multiple public secondary schools, while qualitative insights was obtained from in-depth interviews with selected participants. The data collected was analyzed using descriptive statistics, inferential tests, and regression analyses, among others. Results were as follows; collegial relationship, teacher involvement in curriculum development, teaching and learning resources and physical working conditions had a positive and significant effect on teacher job satisfaction of (β=1.204, p=0.000). The study concluded that collegial relationships enhances teacher job satisfaction. The study further concluded that respecting each other at the school affects teachers’ job satisfaction. Trusting each other helps to improve how teachers relate with one another at the school which subsequently affect job satisfaction. Teacher relationships at school being built on mutual trust affects job satisfaction. Teachers’ commitment to one another at the school affects job satisfaction. How teachers relate with their colleagues being influenced by their level of commitment to one another affect job satisfaction. The study recommended that teachers should respect each other at the school and should trust each other so as to improve how they relate with one another at the school. Teacher relationships at school should be built on mutual trust. Teachers should be committed to one another at the school. A further study should be done on other determinants of teacher job satisfactions in Uasin Gishu County and other counties in Kenya. The study will be of benefit to policy makers and it will be instrumental in shaping educational policies and practices that enhance teacher job satisfaction.
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