Government Policy Framework Factors for Job Satisfaction among Tutors and Teacher Trainee Performance in Public Teacher Training Colleges in Kenya

Job satisfaction is vital for appropriate organizational behavior. Thus, employee attitudinal response to his or her organization influences job performance. It has been observed that quality passes among teacher trainees in our Public Teacher Training Colleges (PTTCs) in the country have been on the decline. The recent data reveals that out of 12,438 candidates who sat PTE Examinations in 2017, only 5 candidates scored distinctions, 4992 had credit, 886 had passed and 5932 failed. Furthermore, performance among teacher trainees has been noted to be declining since 2014given the ranking as per college means for PTE analysis 2016 results among the top 5 Primary Teachers Training Colleges. The objective of the study was to establish the influence of government policy framework factors on job satisfaction among Tutors on teacher trainee performance. A conceptual framework was used to show the interaction between study variables that influence job satisfaction among tutors and teacher trainee performance. The study established that government policy framework factors of job satisfaction among tutors had an influence on teacher trainee performance, especially the impact of the existence of properly coordinated government policy guidelines on the provision of teaching and learning facilities coupled with other related infrastructures in colleges. This was found to be crucial in motivating tutors at a statistically significant level whereby r= 0.807 at a p-value of 0.05. The findings of this study are recommended to be used by college administrators, the Ministry of Education, the Kenya Institute of Curriculum Development, and TSC to initiate and develop policies that could help improve job satisfaction among tutors in PTTCs for improved teacher trainee performance in the country.