Abstract:
Career satisfaction among teachers is very crucial to the long-term growth of any educational system around the world. However, many teachers in Kenya are leaving the teaching frontline for jobs in other sectors. This study sought to establish the influence of the selected factors on career satisfaction and professional achievement among secondary school teachers in Gatanga District. The target population of the study was 460 teachers from 32 secondary schools in Gatanga District, Kenya. The sample composed of 170 teachers selected using random sampling methods, 30 HODs and 10 principals purposively selected. Schools were stratified into girls’ schools, boys’ schools and mixed secondary schools. The study employed ex post facto research design. Items sought responses on working conditions, motivation, supervision and qualification as selected factors influencing career satisfaction and professional achievement among secondary school teachers. Piloting was done with twenty teachers and five HODs from two schools which were not part of the sample. Cronbach alpha coefficient of 0.707 was established for teachers’ questionnaire. Reliability for the HODs questionnaire was 0.732. Descriptive statistics (percentages and frequencies) were used to analyze data with the aid of Statistical Package for Social Sciences (SSPS). Results revealed that the teachers’ and HODs’ characteristics such as personality, age and gender had no statistically significant influence on career satisfaction and professional achievement. However, working conditions, motivation, supervision and qualification were statistically significant. About 65.4% of teachers agreed that the selected factors had influence on career satisfaction and professional achievement. The study recommends that all stakeholders should be consulted since career satisfaction and professional achievement had proven to have great impact on teachers’ performance. The findings of the study are expected to be useful to TSC, Heads of Institutions and the Ministry of Education to reduce career satisfaction and professional achievement related problems exhibited among secondary school teachers.
