Teacher training is an important training of teacher preparation. The trainers play an important role and therefore any variable that affects them affect their service delivery. The service delivery is measured by the trainees performance in examination. It has been observed that quality passes among teacher trainees in Public Teacher Training Colleges in the country has been on the decline. The recent data reveals that out of 12,438 candidates who sat Primary Teacher Education examinations in 2017, only 5 candidates scored distinctions, 4992 had credit, 886 had pass, 5739 failed while 13 had their results cancelled. Furthermore performance among Teacher Trainees has been noted to be declining since 2014, as ranking as per college mean for Primary Teacher Education analysis 2016 results among the top 5 primary teachers training colleges indicated that there has been poor performance since 2014. The previous studies reviewed had captured job satisfaction among primary and secondary school teachers and did not establish the link job satisfaction and performance among tutors in relation to institutional factors. It is from this view point that the current study was conducted with an intent to establish the influence of job satisfaction and performance among tutors in public primary teacher training colleges. Objective of the study was to determine the influence of institutional factors on job satisfaction and performance among Tutors in public primary teacher training colleges. A conceptual framework was used to show how dependent, independent and intervening variables interrelate to influence job satisfaction among tutors and how it impacts on trainees performance. The study established that Institutional factors were found to have influence on job satisfaction and performance among tutors in public primary teacher training colleges as signified with a mean rating of 4.13 which according to level of job satisfaction indicator was high thus confirming that it had influence on Tutors performance. In conclusion the study established that institutional factors had significant influence on job satisfaction and subsequently influenced teacher trainees’ performance. The study recommended that further research be done and extraneous variables not used during the present study be investigated. It further recommended that the findings be used by college administrators, Ministry of Education, Kenya Institute of Curriculum Development and Teachers Service Commission to initiate and develop policies that could help and improve job satisfaction among teachers in the Kenya.
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