Social Determinants of Job Satisfaction among Public Secondary School Teachers in Chesumei Sub-County, Kenya

This study examined the social determinants influencing job satisfaction among public secondary school teachers in Chesumei Sub-County, Kenya.Despite policy reforms and efforts to improve teacher welfare, many educators continue to experience dissatisfaction, affecting retention and performance.Guided by Maslow's Hierarchy of Needs and Herzberg's Two-Factor Theory, the research focused on five key social factors: family, interpersonal relationships, accommodation, work environment, and nativity.A mixed-methods design was employed, involving 158 teachers and 14 principals selected through stratified and purposive sampling.Data were collected using questionnaires and interview schedules, and analyzed through descriptive statistics, Mann-Whitney U, Kruskal-Wallis H, and Pearson correlation tests.Findings revealed moderate overall job satisfaction, with teachers expressing greater satisfaction with workload and schedule flexibility, but dissatisfaction with remuneration, communication, housing, and cultural integration.Only accommodation and nativity had a statistically significant negative correlation with job satisfaction.Differences in satisfaction were observed across school categories and teacher demographics, with non-native teachers and those in poorly resourced schools reporting lower satisfaction.Interpersonal relationships and work environment, though negatively perceived, showed no significant correlation.The study concludes that improving housing conditions and addressing challenges faced by non-native teachers are critical to enhancing satisfaction.Recommendations include provision of adequate teacher housing, inclusive school policies, flexible work structures, and targeted support for non-local teachers.These findings underscore the importance of socially responsive administrative strategies in promoting teacher well-being, retention, and educational quality in Kenyan public schools.