Effect of Principals’ Intellectual Stimulation on Teachers’ Job Satisfaction in Secondary Schools in Samburu Central Sub-County
DOI:
https://doi.org/10.70619/vol6iss4pp54-65-860Keywords:
Principals’ intellectual stimulation, teachers’ job satisfaction, Secondary schools, Samburu Central Sub-County.Abstract
Purpose: To evaluate the effect of principals’ intellectual stimulation on teachers’ job satisfaction in secondary schools in Samburu Central Sub-County.
Methodology: The study adopted a cross-sectional research design; it combined quantitative and qualitative methods in a mixed-method approach. The study's target population comprised 370 persons, including 343 secondary school teachers and 27 secondary school principals in Samburu County. The sample size of 94 persons was obtained by picking 10 principals purposively and through a simple random method, where 84 teachers were obtained. The study established the validity and reliability of the research instruments. Prior to the study, a pilot test was administered to 10 teachers selected from Samburu East Sub-County. In addition to other research specialists, the researcher conferred with the research supervisor. Descriptive statistics were used to summarize the research findings in terms of central tendencies (frequencies, mean, and percentages) and measures of dispersion (range and standard deviations). Prior to SPSS version 25 analysis, Excel data sheets were utilized to categorize, code, and highlight important quantitative data. Content analysis methods were used to thematically examine qualitative data. Correlation analysis was the inferential analysis conducted to test the hypothesis.
Results: The questionnaire results noted that most respondents agreed that the principals were able to balance individual interests and institutional interests. Additionally, it was also agreed that the principals nurtured creativity among teachers. However, the respondents had a neutral opinion that principals embraced knowledge acquisition, circulation, and integration. The Pearson correlation coefficient for principals’ intellectual stimulation is r = 0.369 at α < 0.000 and a 99% significance level. Therefore, since the significance value was less than 0.05, the study rejected the null hypothesis.
Conclusions and Recommendations: Principals’ intellectual stimulation positively affected teachers’ job satisfaction. This was because the principals had managed to advance institutional interests while also addressing individual innovativeness and creativity, thereby enhancing intellectual stimulation among the teachers. Nevertheless, it was not clear how knowledge was managed, with most principals moderately embracing its acquisition, circulation, and integration into the learning process. The recommended action for intellectual stimulation is for principals to strengthen transformational leadership by balancing institutional goals with teachers’ individual creativity. MOE should establish effective knowledge management systems that support the acquisition, sharing, and application of information.
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