PERCEPTIONS OF SECONDARY SCHOOL TEACHERS ON THE BASIC EDUCATION ACT NO. 14 OF 2013 OF KENYA AND RELATIONSHIP TO THEIR JOB SATISFACTION

Abstract

The thrust of this study was to examine how secondary school teachers in Karen perceive the Basic Education No. 14 of 2013 of Kenya and its relationship to their job satisfaction. A descriptive survey research design was adopted. The target population was the 205 secondary school teachers in the 15 secondary schools in Karen. A random sampling was used to select a sample of 105 subjects. The research instrument used were closed-ended questionnaires. Data was processed and analyzed using the descriptive and inferential statistics with the aid of the Statistical Package for Social Sciences (SPSS). The findings of the study were that most of secondary school teachers in Karen were not involved in the education policymaking process in Kenya and this affected their perceptions about the policy as more teachers rated the policy as irrelevant. There was also significant relationship found between teachers’ perceptions of the policy and their job satisfaction. It was recommended that in order to increase the relevance and effectiveness of the current education policy, the Ministry of Education should make some immediate adjustments to the policy. In addition, the policy planners should work closely with teachers in further policy development processes.