|dc.description.abstract||Few studies have examined how school administrators in Kenya perceive their work and employment
conditions. The primary purpose of this study was to determine which aspects of the principal' s
position contributed to job satisfaction of Kenyan secondary school administrators. A secondary
purpose was to investigate the extent to which overall job satisfaction is related to individual
characteristics of the principals and to organizational characteristics
of the schools.
Data were obtained by means of a survey questionnaire, which was mailed to 201 secondary school
principals in the Rift Valley Province of Kenya. The response rate was 67% (135/201).
The data were analyzed using descriptive statistics, correlational analyses and multiple linear
regression, as well as comparison of means using t-tests to answer the research questions. Content
analyses of free response information were used to give substance to statistical findings.
The majority of the Kenyan secondary school principals (90%) were satisfied with their total work
role. Highest satisfaction scores were associated with (1) principal relationships with teachers
and students, (2) principal's social relationships with teachers, and (3) the principal' s freedom
to allocate teaching assignments. Principals appeared to be dissatisfied with "fringe benefits
the contract" and "other fringe benefits".
The means calculated from the reported perception of overall job
satisfaction were not significantly different for (a) age, (b) gender, (c) length of
administrative service, (d) post-secondary education, (e) school setting, (f) type
of school system, or (g) school size.||