Abstract

Work-life balance has always been concerned with those interested in the quality of working life and its relation to broader quality of life. This study sought to establish the influence of characteristics of work-life balance on teachers’ levels of job satisfaction in public secondary schools in Nairobi County, Kenya. The purpose of this study was to determine the influence of supervisor support and gender on the teachers’ levels of job satisfaction. The study used Stacy Adams’ equity theory of which holds that individuals compare their ratio of inputs and outcomes to the input-outcomes of other individuals. This study was a descriptive survey design. The target population was 83 public secondary schools and 1759 public secondary school teachers’ with 67 principals and 670 teachers sampled. Data were collected using an interview schedule and questionnaires. Descriptive statistics was performed to analyze quantitative data. Pearson Product Moment Correlation Coefficient was used to determine the linear correlation between the independent variables and the dependent variable. Using null hypotheses, multiple regression analysis was done. The key findings were that the principals were supportive to their teachers especially in terms of readily giving them permission to attend to their personal needs and training opportunities. There was no statistically significant difference in teachers’ levels of job satisfaction between male and female teachers. The study recommends that the Teachers Service Commission should formulate policies that are specifically geared towards enhancing teachers’ work-life balance. Comparative studies should be carried out in the rural areas.

Key words: Gender, influence, job satisfaction, supervisor support and work-life balance.