Exploring The Factors Influencing Job Satisfaction among Junior Secondary School Interns in Kenya

Abstract

This study explores the factors influencing job satisfaction among intern teachers in Junior Secondary Schools (JSS) in Kenya, particularly within the context of implementing the Competency-Based Curriculum (CBC). With intern teachers constituting 40% of the JSS workforce, their satisfaction is critical to the success of educational reforms. Drawing on Herzberg’s Two-Factor Theory, Social Exchange Theory, and Job Characteristics Theory, the research investigates how working conditions, professional development opportunities, interpersonal relationships, salary and benefits, and job security affect job satisfaction. It also examines the mediating role of professional self-efficacy, work-related stress, and career outlook perception. Using a mixed-methods approach, the study combines quantitative data from 213 survey respondents and qualitative insights from 15 interviews conducted in Machakos County. Findings reveal that inadequate compensation, limited professional support, and resource constraints significantly reduce intern teachers’ satisfaction and instructional effectiveness. The study offers actionable recommendations for policymakers, curriculum developers, and teacher training institutions to enhance working environments and support mechanisms for intern teachers, thereby strengthening CBC implementation and improving educational outcomes.