Influence of Administrative Practices on Teachers’ Job Satisfaction in Public Secondary Schools in Isinya Sub-County, Kenya

Abstract

Worldwide, job satisfaction persists as a critical issue, closely linked to administrative practices. This study examined how teacher involvement and administrative support for professional development influence teachers’ job satisfaction in public secondary schools in Isinya Sub-County, Kenya. The study was guided by Herzberg’s Two-Factor Theory of Motivation and employed a descriptive survey design within a mixed-methods approach. The Sample size included 97 teachers, 11 principals, and 8 county education officers, from whom data were collected using structured questionnaires and semi-structured interviews. Quantitative data were analyzed through descriptive statistics and Pearson correlation, while qualitative data were examined using thematic content analysis to provide deeper insights. The findings indicated a strong positive correlation between teacher involvement in administration and job satisfaction (r = 0.846, p = 0.001), as well as between professional development support and job satisfaction (r = 0.891, p = 0.000). Teachers expressed greater satisfaction when actively engaged in decision-making, delegation of responsibilities, and governance, and when afforded opportunities for continuous professional growth. The study concludes that participatory leadership and consistent professional development initiatives play a critical role in strengthening teacher motivation, satisfaction, and retention. It recommends institutionalizing inclusive administrative practices and harmonizing professional development support across schools to enhance sustainability in the teaching profession.