| dc.description.abstract | The contribution that tutors make towards the imparting knowledge and skills to students is paramount. That notwithstanding, there has been an acute shortage of qualified tutors in Kenyan technical training institutes due to poor satisfaction with their roles. The purpose of this study was to conduct an analysis of select determinants of job satisfaction among tutors in technical training institutions in Meru County, Kenya. The specific objectives were to examine the influence of learning facilities, remuneration, promotion, and tutors’ recognition, on job satisfaction of tutors in technical training institutions in Meru County, Kenya. The study was guided by two theories which include the Herzberg two-factor theory and the expectancy theory. Further, cross-sectional research design was administered in the consideration of collecting data from various participants such as principals, HR managers, departmental heads and tutors at one single point in time. The study targeted 7 TTIs in Meru County, involving 261 tutors, 7 principals, 14 HR managers, and 40 HODs. Using purposive and random sampling, it selected 7 principals, 7 HR managers, 36 HODs, and 158 tutors, with Yamane’s formula guiding the sample size determination. The study used questionnaires and interviews to gather data from tutors, department heads, principals, and HR managers in Technical Training Institutions (TTIs), with a pilot study at Chuka Technical College. It assessed reliability and three types of validity, analyzed data using SPSS and thematic analysis, and found that learning facilities enhanced tutor satisfaction. However, ICT infrastructure was lacking, pay was only sufficient for basic needs, and promotion policies caused dissatisfaction. The study recommended improved ICT infrastructure, stable pay frameworks, inclusive promotion policy revisions, and support for tutor research. Future studies should include universities to broaden findings. | en_US |
