Investigating the Impact of Domiciling Junior Schools within Primary Schools on Teacher Motivation in Kenya.

Abstract

The study investigated the impact of domiciling Junior Schools within primary schools on teachers’ job satisfaction in Kenya. Secondary data was collected by reviewing documents and literature materials from online publications and libraries to attain the impact of domiciling Junior Schools within primary schools on teachers’ motivation. The study adopted qualitative approach of exploring secondary data by reviewing documents and literature materials from online publications and libraries to attain the intended purpose of the study. Data analysis involved qualitative statistics which was done thematically. The findings showed that teachers’ job satisfaction was critical for effective teaching performance particularly when they are expected to undertake multi-tasking roles. The findings also revealed that teachers’ workload positively related to job satisfaction and the relationship with their supervisor and that the supervisors did not give the necessary support which would make the teachers appreciate their work. The findings further indicated that Junior school teachers were found to be demotivated, prompting the government to prioritize motivating programs aimed at fostering and enhancing teacher performance.