Thesis:

Influence of principal’s management practices on teachers job satisfaction in public secondary schools in Makueni sub county Kenya.

This research examined the Interactions between teachers' work satisfaction and principal management methods at public high schools in Kenya's Makueni Sub-County. The core aims of this study were to identify factors influencing teachers' satisfaction with decisions influencing their professional roles, propose motivational initiatives to enhance teachers' job satisfaction, provide insights to enhance supervision for better working conditions and teacher satisfaction and investigate the effects of communication channels and transparency in school management on teachers' job satisfaction. This research focused on understanding how the management practices of public secondary school principals in Makueni Sub-County impacted teachers' job satisfaction. It recognized the pivotal role of effective school leadership in shaping the professional fulfillment of educators. The problem statement pointed out the need to understand how specific management practices influenced teachers' well-being, recognizing the broader implications for educational outcomes. The study aimed to enhance teachers' working conditions and job satisfaction, ultimately improving overall school effectiveness. Using a descriptive research design and a mixed-methods strategy, the project aimed to survey 7247 third- and Fourth-Year Students, 652 teachers, and 50 principals. A careful selection plan was employed to choose a sample of 380 participants, by applying stratified random sampling and Yamane's equations. Four strata were created based on the Makueni Sub-County zones; 32 Third- and Fourth-Year Students, two principals, and fifty- seven instructors were chosen from each stratum using purposive sampling. A sample size of 144 pupils, 228 teachers, and 8 principals was anticipated from this method, guaranteeing a representative analysis of the impact of principal management practices on teachers' job satisfaction. Stratified random sampling and Yamane's equations were used in this mixed- methods study, which had a descriptive research design and a Sample population of 7949 contributors. Identifying common themes in respondents' experiences was the initial step in data analysis. While quantitative data were studied using SPSS Version 22's descriptive statistics and linear regression, qualitative data were thematically presented employing narrative analysis. Tables and charts were used to portray the results visually. The study aimed to inform changes to educational regulations to increase teacher satisfaction and school effectiveness, attempting to improve teachers' working conditions and general contentment. Teachers, principals, and students provided quantitative and qualitative data. Internal reliability was assessed using the split-half method, yielding a reliability index of 0.832 via the Cronbach Alpha technique and also analyzing using inferential statistics Anova technique with high F-value indicated a strong relationship between the variables, and a p-value less than .05 confirmed the model's statistical significance. The validity, reliability, dependability, and credibility of research instruments were confirmed by a pilot study involving 38 participants from 8 public schools in Makueni Sub-County. Cronbach alpha coefficients of 0.754, 0.757, 0.745, and 0.851 were obtained for the instruments on decision-making, motivation, supervision, and communication practices, respectively, indicating reliability. Expert opinion determined validity and thorough documentation demonstrated reliability and trustworthiness. Therefore, it was recommended that to enhance teachers' job satisfaction, principals should adopt all management strategies, with decision-making being prioritized.