Personal determinants and the level of job satisfaction among teachers in government aided primary schools in Butaleja District Eastern Uganda

Abstract

The thesis investigated the relationship between personal determinants of gender, education academic qualification and position held at school and the level of job satisfaction among teachers in Government aided primary schools in Butaleja District, Eastern Uganda. The study objectives were to establish the relationship between gender and level of job satisfaction; ascertaining effect of academic qualification to the level of job satisfaction and to establish if position held affected the level of job satisfaction. To achieve the objectives, Maslow’s and Herzberg two factor theories were applied. A cross-sectional research design based on survey approach was adopted. A self administered structured questionnaire was randomly distributed to teachers in the sub counties of Mazimasa, Kachonga, Butaleja and Busolwe. Using a 6 Likert scale the index of job satisfaction was calculated and interview guide information was also incorporated. Data from 162 respondents was collected in November 2008 and analyzed using qualitative and quantitative methods using SPSS statistical package. The null hypotheses of no significant relationship between gender, academic qualification and positionn held at school with level of job satisfaction were tested using the student t-test and ANOVA statistical tools. The study found a significant relationship between the personal determinants and level of job satisfaction and recommended recruitment and retention of more female teachers, employ more teachers of certificate, improvement on the teacher’s total package subject to a match between the individual’s work and qualifications and the deployment of teachers in positions in line with their level of education for career prospects.