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European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at: www.oapub.org/edu doi: 10.5281/zenodo.846433 Volume 3 │ Issue 8 │ 2017 LEVELS OF TEACHERS’ JOB SATISFACTION IN PUBLIC SECONDARY SCHOOLS IN SIAYA, KISUMU AND KAJIADO COUNTIES, KENYA Obonyo Paul Mugai, Adino G. Onyango, Nyere Jackline Department of Education Management, Policy and Curriculum Studies, Kenyatta University, Kenya Abstract: Teachers’ job satisfaction is one of the fundamental factors that determine the success of any school. A satisfied teacher would most likely put in more effort towards the success of a school while a dissatisfied teacher would lazy around and students would not reap the full benefits of education. This study examined the levels of teachers’ job satisfaction in public secondary schools in Siaya, Kisumu and Kjiado counties, Kenya. The study adopted a descriptive survey paradigm. The study was guided by the Herzberg’s Two Factor Theory. The target population comprised of 379 deputy principals, 1010 heads of departments, and 2208 teachers in public secondary schools in Siaya, Kisumu and Kajiado counties, Kenya who had served for more than two years in the same school. Stratified and simple random sampling was used to sample 38 deputy principals, 101 heads of departments and 221 teachers giving a total of 360 respondents. The data for this study was collected using Teacher Job Satisfaction Survey Questionnaire. The data collected were analyzed using descriptive and inferential statistics. The study found out that most (56.7%) teachers were dissatisfied and that most (63.9%) of them would not choose teaching as a profession if they were to start over again in a new career. The study concluded that a dissatisfied teaching force is disastrous for the education sector in Kenya as this will prevent learners from reaping the full benefits of education. The study recommends that education stakeholders and policy makers should put in place Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 684 Obonyo Paul Muga, Adino G. Onyango, Nyere Jackline LEVELS OF TEACHERS’ JOB SATISFACTION IN PUBLIC SECONDARY SCHOOLS IN SIAYA, KISUMU AND KAJIADO COUNTIES, KENYA appropriate mechanisms that will address the challenges around the attainment of teachers’ job satisfaction in Kenya. Keywords: job satisfaction, teaching profession, intrinsic factors, extrinsic factors 1. Introduction Job satisfaction plays an important role in maintaining the quality of human resources in any organization. It is known to greatly impact on employees’ performance. It has a great relationship with employees work performance and organizational productivity. According to Ombemi (2016), job satisfaction is one of the cornerstones of a healthier secondary school. This is because a contented teacher would most likely put in more effort towards the success of a school. On the contrary, a dissatisfied teacher would lazy around and students will not reap the full benefits of education (World Bank, 2015). The happier people are with their job, the more satisfied they are which results to higher productivity, morale and initiative (Furnham, 1997). This finding is in line with Roethlisberger (1949) earlier study which noted that unsatisfied workers are less productive. De Nobile and McCormick (2006) noted that low levels of satisfaction are linked to negative behavior, lower commitment and lower productivity. They further noted that teachers who experienced low job satisfaction suffered from psychological withdrawal from the job, poor interpersonal relationship with staff, students and administration and absenteeism resulting to students’ poor performance. Schools need satisfied and motivated teachers who can work efficiently and effectively with undue supervision for the attainment of school goals and productivity (Timothy et.al, 2001). A study conducted by World Bank (2015) reported that when teachers are supported and celebrated for their achievements, then their job satisfaction is raised. This will enhance students’ achievement. Therefore, any challenges around the attainment of teachers’ job satisfaction can demise the attainment of school goals. For downloading the full article, please access the following link: https://oapub.org/edu/index.php/ejes/article/view/976 European Journal of Education Studies - Volume 3 │ Issue 8 │ 2017 685