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GOAL SETTING ON TEACHER JOB SATISFACTION IN RWAMWANJA REFUGEE SETTLEMENT PRIMARY SCHOOLS (Issue 12)

The study aimed at goal setting on teacher job satisfaction in Rwamwanja refugee settlement primary schools. The
study used mixed methods research design combining both quantitative and qualitative approaches which was utilized
in order to obtain both numerical data through standardized questionnaires as well as deeply explore experiences and
perspectives via in-depth interviews, thereby providing a holistic understanding of the topic. The target population
that this study seemed to generalize findings to was all the primary school teachers who were employed across the 15
schools located within Rwamwanja refugee settlement, with the most recent estimates putting the total number of
teachers around 150. From this overall population, a random sample of 108 teachers were selected through a simple
random sampling technique ensuring each member of the population has an equal probability of being chosen, to
participate in the quantitative aspect involving survey questionnaires. From the findings, the Test Value was 0, the tstatistics was 43.420, with PV=0.000 with mean 3.18148 at confidence interval difference 95%. This implied that goal
setting and teacher job satisfaction had a mean significantly different from 0, with mean difference 3.181. The
extremely low P-value (0.000) indicates high significant statistical significance and the 95% confidence interval was
relatively narrow, suggesting a high level of confidence in the results. Therefore, the relationship between goal setting
and teacher job satisfaction was strong. Upon the recommendations, schools should emphasize the importance of
clear and achievable goal setting for teachers and improve communication regarding professional development goals.
This can include providing training and resources for goal setting and transparent communication.

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