ABSTRACT

This study investigates the influence of management governance practices on the job satisfaction of board-employed teachers in public secondary schools in Buea Municipality, Cameroon. Job satisfaction among teachers is a critical factor in determining their commitment, performance, and overall contribution to educational quality. This research aims to assess how governance practices such as decision-making, communication, and support systems impact the job satisfaction of these teachers.

A mixed-method approach was used, combining quantitative surveys and qualitative interviews. Surveys were administered to board-employed teachers in public secondary schools to gather data on their levels of job satisfaction, perceptions of management practices, and key factors influencing their work environment. Qualitative interviews with school administrators and teachers provided further insights into the governance practices that affect teacher satisfaction. The study also reviewed existing literature on governance in educational institutions to contextualize the research findings.

The results reveal that effective management governance practices significantly contribute to job satisfaction among board-employed teachers in Buea’s public secondary schools. Teachers who reported transparent decision-making processes, clear communication channels, and strong administrative support demonstrated higher levels of job satisfaction. On the other hand, challenges such as lack of involvement in decision-making, inadequate communication, and insufficient recognition were identified as factors contributing to dissatisfaction. Teachers emphasized the importance of having a supportive management system that acknowledges their professional contributions and provides opportunities for growth.

The study concludes that improving governance practices is crucial for enhancing teacher job satisfaction. Recommendations include promoting inclusive decision-making, strengthening communication between management and teachers, and establishing systems to recognize and support board-employed teachers. By addressing these areas, public secondary schools in Buea can enhance teacher satisfaction and improve educational outcomes.

Keywords: management governance, job satisfaction, board-employed teachers, public secondary schools, Buea Municipality, Cameroon, decision-making, communication, support systems.