Influence of Community Resistance on Principals Job Satisfaction Following Secondary School Principal Delocalization Policy in Wanjoh Subcounty Nyandarua County, Kenya

Abstract: In the context of secondary school principals, delocalization refers to the practice of transferring principals from one school to another within a sub-county, county or region. Principal delocalization policy has been linked to have an effect on the quality of teaching and pupil performance as a whole. Therefore, this study sought to assess the impact of secondary school principals delocalization policy on job performance in Wanjohi Sub-County, Nyandarua County, Kenya. The specific objective was to investigate the influence of community resistance on job satisfaction following principal delocalization in Nyandarua County. The study applied mixed methods approach. Population for this study was 18 public secondary schools in Wanjohi Sub-County, Nyandarua County, Kenya. This study applied purposive sampling techniques which involved the selection of all 18 respondents. The research employed a questionnaire (for quantitative approach) and interviews (qualitative). Quantitative data was analyzed using descriptive statistics such as frequencies, percentages, with the help of Statistical Package for Social Sciences version 24.0 which was displayed using tables and figures. Qualitative data was analyzed, thematically and the findings were presented in a narrative format, allowing for a comprehensive understanding of the themes that emerge from the data. The study found that community resistance had an influence on job satisfaction following principal delocalization. The study concludes that community resistance to delocalized principals which affect coordination and consequently influence teachers’ job satisfaction under the principal delocalization policy. The study recommends that building partnerships between community members and school leaders can create a more supportive environment that ultimately enhances job satisfaction for educators. Moreover, this study recommends that there should be open communication between school administrations, teachers, and the community.