Influence of Emotional Regulation on Job Satisfaction among Secondary School Teachers in Bungoma County, Kenya

Abstract

This study examined how emotional regulation influences job satisfaction among secondary school teachers in Bungoma County, Kenya. A descriptive survey design was employed. Data were collected using structured questionnaires administered to 400 teachers and interview guides administered to key education stakeholders, including the County Quality Assurance and Standards Officer, the Chairperson of the Kenya Secondary School Heads Association, and the Secretary General of the Kenya Union of Post Primary Education Teachers. Of the 400 questionnaires distributed to teachers, 380 were completed and returned, representing a 94 per cent response rate. All three key education stakeholders participated in the study, achieving a 100 per cent response rate in this category. Descriptive statistics, including means and standard deviations, were used to analyse teachers’ perceptions of emotional regulation. Simple linear regression was also used to examine the relationship between emotional regulation and job satisfaction. The findings showed that emotional regulation had a fairly moderate overall mean score (M = 3.09, SD = 1.26), indicating that many teachers had difficulty controlling their emotions during professional activities. Nevertheless, regression analysis revealed a statistically significant positive relationship between emotional regulation and job satisfaction among secondary school teachers (b = 0.017, t = 3.035, p = 0.003). The study concludes that emotional regulation is associated with job satisfaction among teachers. The study recommends that schools should consider incorporating emotional intelligence training and psychosocial support programmes to strengthen teachers’ emotional regulation and enhance job satisfaction. The study provides county-specific evidence linking emotional regulation to job satisfaction among secondary school teachers in Bungoma County, Kenya.