Influence of remuneration factors on job satisfaction and performance among tutors in public primary teacher training colleges in Kenya

Job satisfaction is one of the most widely used variables to gauge work performance in organizations. It is an employee’s attitudinal response to his or her organization, thus as with all attitudes the relationship between satisfaction and behavior, most specifically job performance is evaluated. It has been observed that quality passes among teacher trainees in Public Teacher Training Colleges in the country has been on the decline. The recent data reveals that out of 12,438 candidates who sat Primary Teacher Education examinations in 2017, only 5 candidates scored distinctions, 4992 had credit, 886 had pass, 5739 failed while 13 had their results cancelled. Furthermore performance among Teacher Trainees has been noted to be declining since 2014, as ranking as per college mean for Primary Teacher Education analysis 2016 results among the top 5 Primary Teachers Training Colleges indicated that there has been poor performance since 2014. The previous studies captured job satisfaction among primary and secondary school teachers and did not link job satisfaction with student’s performance. It is from this view point that the current study was conducted with an intent to establish job satisfaction and performance among tutors in public primary teacher training colleges in Kenya. The objective of the study was to establish the influence of remuneration factors on job satisfaction and performance among tutors in public teacher training colleges in Kenya. A conceptual framework was used to show how dependent, independent and intervening variables interrelate to influence job satisfaction among tutors and how it impacts on trainees performance. The study established that remuneration of tutors had an influence on tutor’s performance with a mean rating of 4.16 for salaries and CBA 2016. In conclusion the study established that remuneration factors had significant influence on job satisfaction and performance among tutors in public teacher training colleges. The study recommended that further research be done and extraneous variables not used during the present study be investigated. It further recommended that the findings of the study be used by college administrators, Ministry of Education, Kenya Institute of Curriculum Development and Teachers Service Commission to initiate and develop policies that could help and improve further job satisfaction and performance among tutors in the Kenya.