Research
Psychometric Evaluation of Job Satisfaction Scale in Ugandas Teacher Population Sample
Despite several studies in the field of job satisfaction, troublesome areas are still evident. There is still controversy as to whether specific sample may be assessed using instruments which were largely developed based on a dissimilar type of sample other than the one under study. With focus on the problematic area, we derived the purpose for our study. The purpose of the present study is to examine Job Satisfaction Survey’s (JSS) relevance for estimation of job satisfaction in teacher population in Uganda. Confirmatory Factor Analysis, using structural equation modelling technique was used to assess the model fit in 208 primary school teachers in Uganda. Results of the Confirmatory Factor Analysis of the teachers’ sample did not support the existence of the original 9 facet model by (Spector, 1985), suggesting that some of the JSS’s sub scales do not reflect teachers’ job satisfaction within the context of Uganda. The best model in the present study was determined to be a four factor solution model, including promotion, supervision, fringe benefits and nature of work. In view of study’s originality/value; the current wave of changes in the education sector in Uganda demand validated scales that can address job context specific requirements to follow-up va riations in the satisfaction levels of primary school teachers, an area least addressed in literature in Uganda, which this study has fulfilled.
Delegation and Job Satisfaction: An Evaluation of the Relationship within Ugandaas Primary Education Sector
Study Objectives: The purpose of this investigation was to determine the impact of individual dimensions of delegation on primary teachers’ job satisfaction in Universal Primary Education sector in Eastern Uganda. Research Design/Methodology: A cross sectional research design was used. The study was carried on primary school teachers in schools in Eastern Uganda. A total of 247 survey questionnaires were distributed with the help of research assistants. The analysis was conducted using Structural Equation Modeling (SEM) with Analysis of Moment Structures (AMOS) software. Results: The findings of the study indicated that save for Decision making, delegation dimensions of: Autonomy, Authority, Responsibility, predicted job satisfaction.Research limitations/implications: The focus of the study was teachers working at Universal Primary schools in Eastern Uganda only. Study was cross sectional; therefore, future studies should consider investigation job satisfaction of Universal Primary school teachers from a longitudinal angle since respondents’ views vary over time. Also, this study considered some schools in Eastern Uganda which puts the issue of generalizability into question.Practical implications: Considering the importance of Universal Primary education sector in Uganda, the education managers, policy makers and academic administrators should take necessary measures for the optimal delegation of authority, autonomy, and responsibility if they are realize satisfied teachers on their jobs. Originality/value: The study contributes to literature by examining how individual dimensions of delegations influence job satisfaction in Uganda’s primary Universal school sector which of late is still limited as evidenced from reviewed literature.
