MISSIONING AND JOB SATISFACTION OF CATHOLIC RELIGIOUS SISTERS IN

KAREN, NAIROBI COUNTY, KENYA: IMPLICATIONS FOR PSYCHO-

SPIRITUAL INTERVENTION

ADEGUN CELINA OMOLOLA, SSMA

PSI/30/CA/16

A THESIS SUBMITTED TO THE PSYCHO-SPIRITUAL INSTITUTE IN PARTIAL

FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTER OF

ARTS IN PSYCHO-SPIRITUAL THERAPY AND COUNSELING

MARIST INTERNATIONAL UNIVERSITY COLLEGE, A CONSTITUENT

COLLEGE OF THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, NAIROBI,

KENYA

APRIL, 2018

DECLARATION AND RECOMMENDATION

DECLARATION

I hereby declare that this Master’s Thesis is my original work and has not been presented to

any other University or institution for academic grading. All sources have been appropriately

cited and dully acknowledged.

Sign …………………….. Date…………………………

Name: Adegun Celina Omolola, SSMA.

PSI/30/CA/16

RECOMMENDATION

This Master’s Thesis has been presented for examination with our recommendation as University Supervisors

1st Supervisor

Signed………………………….. Date………………………...

Name: Sr. Dr. Chika Eze, SHCJ

2nd Supervisor

Signed…………………………. Date………………………..

Name: Rev Fr. Dr. Patrick Thawale.

i

DEDICATION

To my mother, Mrs Cecilia Adegun, and to all who have helped me to be who I am.

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Abstract

Catholic religious sisters are missioned to various apostolates by their superiors, which the Church describes as mission. The sisters could be assigned to a variety of mission fields depending on the congregational charism in line with the sisters’ professional skills and/or ability. Ideally, the superiors are meant to consult/dialogue with the sisters to ensure that missioning arises as a result of shared responsibility. This study targeted Catholic religious sisters in Karen, Nairobi County, Kenya. The main aim was to explore if the sisters in their lived reality of religious life have experienced consultation, which ought to facilitate their sense of job satisfaction as God’s happy workers. Four research objectives guided the study as follows: to find out how the sisters experience mission, to examine sisters’ experiences of consultation in relation to mission, to investigate the impact of mission on the sisters’ job satisfaction, and to evaluate the role of psycho-spiritual intervention for animating consultation process. Phenomenological approach of qualitative method was used in the study. A purposive sample of 22 Catholic religious sisters was used. Data were collected using interview and focus group discussion guide. The findings showed that consultation impacted positively on job satisfaction of the sisters. Therefore, the study recommends that leaders of religious life (including policy makers) make more concrete effort to consult/dialogue with the sisters before sending them on mission. Seminars/workshops should also be conducted as means of psycho-spiritual intervention to assist the superiors and the sisters interact with each other in a more holistic manner.

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ACKNOWLEDGEMENTS

I am grateful to God who bestowed His love and mercy on me in the course of this

study, and for granting me the courage and strength to reach a fruitful completion. I

appreciate my parents late Chief James Adegun and Mrs Cecilia Adegun who ensured that I

receive basic education. My gratitude goes to my Baba and founder of my congregation,

Most Rev. Michael Olatunji Fagun for his words of encouragement and support. I am

appreciative of my superior general, Sr. Regina Adenike Oke and her council for their

support and the opportunity given to do this study. Many thanks to the participants for

availing themselves to be interviewed for this study.

I thank Fr. George Ehusani the initiator of the Psycho-Spiritual Institute, Fr. Dominic

Adeiza the PSI director, Lux Terra Foundation and Missio Aachen, Germany for the

scholarship I was given to start and complete this program. My sincere gratitude goes to my

able research supervisors, Sr. Dr. Chika Eze, SHCJ and Rev. Dr. Patrick Thawale for their

unflinching support, guidance, prompt response and sacrifices to make this thesis a success.

Their encouraging words kept me going at difficult moments. God bless you.

I equally thank my siblings and their respective families for their constant support and

encouragement. Special thanks to Mr Ogundiran Omoniyi Thaddeus for his regular phone

calls to ensure the success of this work. I appreciate Monsignor Edward ‘Tunji Ogidan for his

prayers and encouragement. My sincere gratitude goes in a very special way to my growth

facilitators for journeying with me psychologically and spiritually. The entire staff of Psycho-

Spiritual Institute and the Marist Brothers is appreciated. I am grateful to all my sisters in the

congregation of the Sisters of Saint Michael the Archangel for always being there for me.

May God grant you all the grace of faithful and final perseverance. I am appreciative of my

colleagues at PSI, especially Sr. Patricia Onah and Fr John-Mary Atep who have been very

supportive throughout the period of this program. God bless you all.

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TABLE OF CONTENTS

DECLARATION AND RECOMMENDATION.......................................................................i

DEDICATION...........................................................................................................................ii

ABSTRACT..............................................................................................................................iii

ACKNOWLEDGEMENTS......................................................................................................iv

TABLE OF CONTENTS...........................................................................................................v

LIST OF TABLES..................................................................................................................viii

LIST OF FIGURES..................................................................................................................ix

LIST OF ABBREVIATIONS....................................................................................................x

CHAPTER ONE........................................................................................................................1

INTRODUCTION......................................................................................................................1

1.0 Introduction......................................................................................................................1

1.1 Background of the study...................................................................................................1

1.2 Statement of the study’s problem.....................................................................................5

1.3 Objectives of the study.....................................................................................................7

1.4 Research questions...........................................................................................................7

1.5 Significance of the Study..................................................................................................8

1.6 Theoretical Framework....................................................................................................8

1.6.1 Theology of mission..................................................................................................8

1.6.2 Trait and factor theory of Parsons.............................................................................9

1.7 Conceptual framework...................................................................................................11

1.8 Scope of the study..........................................................................................................11

1.9 Operational definition of terms......................................................................................12

CHAPTER TWO.....................................................................................................................14

LITERATURE REVIEW.........................................................................................................14

2.0 Introduction....................................................................................................................14

2.1 Catholic Religious Sisters’ Experiences of Mission......................................................14

2.2 Catholic Religious Sisters Experiences of Consultation in Relation to Mission............20

2.2.1 Sisters’ Skills and Demands of Mission..................................................................20

2.2.2 Sisters’ Ability and Mission....................................................................................23

2.2.3 Sisters’ Interest and Mission....................................................................................25

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2.3 Impact of missioning on job satisfaction........................................................................28

2.4 Relevance of Psycho-spiritual intervention in fostering consultation for Missioning.. .31

2.5 Summary of the Reviewed Literature and the Identification of Knowledge Gaps........33

CHAPTER THREE..................................................................................................................34

DESIGN AND METHODOLOGY.........................................................................................34

3.0 Introduction....................................................................................................................34

3.1 Research design..............................................................................................................34

3.2 Epistemology..................................................................................................................34

3.3 Participants.....................................................................................................................35

3.4 Sampling Procedure........................................................................................................35

3.5 Instrument of Data Collection........................................................................................35

3.6 Interview Procedure........................................................................................................36

3.7 Data Analysis..................................................................................................................37

3.8 Ethical Issues..................................................................................................................37

3.8.1 Confidentiality.........................................................................................................37

3.8.2 Informed consent.....................................................................................................38

3.8.3 Privacy.....................................................................................................................38

3.8.4 Potential Risk...........................................................................................................38

3.8.5 Voluntary Participation............................................................................................38

3.9 Summary of Chapter.......................................................................................................39

CHAPTER FOUR....................................................................................................................40

DATA ANALYSIS, PRESENTATION AND DISCUSSION OF THE FINDINGS.............40

4.0 Introduction....................................................................................................................40

4.1 Demographic Details of the Participants........................................................................40

4.2 Presentation of the Findings...........................................................................................41

4.3 Analysis of Research Question One (RQ1)....................................................................41

4.3. 1 Fulfilment in Mission.............................................................................................42

4.3.2 Lack of Qualifications.............................................................................................49

4.3.3 Anxiety....................................................................................................................51

4.4 Analysis of Research Question Two (RQ 2)..................................................................53

4.4.1 Impact of consultation.............................................................................................54

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4.4.2 Inadequate training/preparation...............................................................................58

4.5 Analysis of Research Question Three (RQ3).................................................................60

4.5.1 Sense of Accomplishment.......................................................................................61

4.6 Analysis of Research Question Four (RQ4)...................................................................66

4.6.1 Listening and consultation.......................................................................................66

4.6.2 Adequate preparation for mission............................................................................70

4.6.3 Prevention of depression.........................................................................................73

CHAPTER FIVE......................................................................................................................76

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS............................................76

5.0 Introduction....................................................................................................................76

5.1 Summary of the Study....................................................................................................76

5.2 Summary of the Findings...............................................................................................77

5.3 Conclusion......................................................................................................................79

5.4 Limitations of the Study.................................................................................................80

5.5 Recommendations..........................................................................................................81

5.6 Suggestions for Further Research...................................................................................82

5.7 Reflexivity......................................................................................................................82

REFERENCES.........................................................................................................................84

APPENDIX 1: PARTICIPANT’S CONSENT FORM............................................................90

APPENDIX 2: INTERVIEW QUESTIONS GUIDE.............................................................92

APPENDIX 3: LETTER OF AUTHORISATION..................................................................93

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LIST OF TABLES

TABLE 4.1: PARTICIPANTS’ DEMOGRAPHIC DETAILS...............................................................41

viii

LIST OF FIGURES

FIGURE 1: CONCEPTUAL FRAMEWORK ON MISSIONING AND JOB SATISFACTION OF SISTERS......11

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LIST OF ABBREVIATIONS

BPS British Psychological Society

CBT Cognitive Behavioural Therapy

CICLSAL Congregation for the Institutes of Consecrated Life and Societies of Apostolic Life

CRS Christian Religious studies

DDL Daughters of Divine Love

ECHP European Community Household Panel

FGD Focus Group Discussion

GAD Generalized Anxiety Disorder

LDS Latter-Day Saints

OCB Organizational Citizenship Behaviour

POS Perceived Organizational Support

PSI Psycho-Spiritual Institute

R/S Religion/Spirituality

SBM School-Based Management

SHCJ Society of the Holy Child Jesus

SOE State-Owned Enterprises

WAEC West Africa Examination Council

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CHAPTER ONE

INTRODUCTION

1.0 Introduction

This study primarily aimed at examining Catholic religious sisters’ experiences of

mission and its impact on job satisfaction. In this regard, the study explored if in the process

of being sent to mission (apostolate –work) the sisters’ skills, interest, and ability

(competency) are given due consideration leading them to achieve a sense of satisfaction in

rendering their services to humanity under the auspices of the Church, in God’s name. This

chapter presents the background, statement of the problem, objectives, research questions,

and scope of the study. The chapter also presents the theoretical and conceptual frameworks,

and operational definition of terms.

1.1 Background of the study

Mission in the Catholic Church context refers to the process by which the heralds of

the Gospel are sent out into the whole world to carry out the task of preaching the Gospel

which involves various apostolates (works) such as nursing the sick, teaching in schools, and

pastoral in terms of spiritual development (Ad Gentes, 1965). In this perspective, the

Catholic religious sisters are often missioned (sent) to various apostolates by their superiors

(leaders of religious life), wherein they are assigned to minister in different fields of work of

life. Ideally, the superiors are meant to consult/dialogue with the sisters in order to ensure

that missioning arise as a result of shared responsibility, providing each sister the

opportunity to have an input regarding where they are sent (Perfectae Caritatis, 1965;

Maureen, 2013). What this means is that there should be dialogue, whereby the superior and

the sister examine and evaluate the needs of the mission and the sister’s expertise in terms of

skills, ability and interest. Sometimes too, there might be the need to consider health

1

conditions before one is sent on mission. In this way, there is an assurance to some extent

indicating that sisters’ skills, ability and interest are matched with mission; as well as

reflecting the congregational interests (objective). Hence, the congregational and sisters’

interest ought to complement each other, otherwise sisters may not find fulfilment in the

work they do.

The call to religious life is a special vocation. In this vocation, the Catholic religious

sisters are missioned to carry out various apostolates (job/work). It is therefore pertinent, for

the sake of clarity to distinguish between vocation and job in this current study. There is the

age old debate about the difference between a vocation and a job. The term vocation stems

from the Latin root word vocare which indicates God’s calling, bidding or summoning

(Gregg, 2005). The term vocation in the strict sense means the mandatory or invitatory

manifestation of the will of the one who calls and in this respect – God (Butler, 2005). In

addition, there are two notes about a vocation: a divine invitation and a human response

(Butler, 2005).

According to Benedictus PP. XVI. (2012), vocation “is a gift of the Love of God!”

More so, Hankle (2010, p.205) in his work on the psychological processes of discerning the

vocation to the catholic priesthood, employed the qualitative research method and part of the

findings of the study were the definition of vocation among other things. He asserted that

“For the Catholic, a vocation is a response not to internal promptings or desires, but rather to

divine promptings. The vocation in this spiritual tradition is something finding its source in

God.” In addition, three levels of understanding of vocation by Catholics were expressed by

this study. First, vocation means the call by God to all who are baptized; secondly, vocation

is a state of life like for the priests, religious and married people and thirdly, vocation is “the

idea of a personal call, a unique mission each individual has and exercises to fulfil the life

God wants for that person regardless of their state in life.” The reviewed study was on

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priests and their vocation, however, the meaning and understanding of vocations to the

priesthood is the same to the religious life.

The foregoing reviewed article gives three dimensions to the term vocation. The

third, which is about a personal call to fulfil some mission according to what God wants is

the loose sense of vocation in the light of understanding vocation to the religious life. For

instance, Lohman, (2016) cited a college professor and his passion for his professorial work

as a kind of vocation as understood in the third sense above. Vocation in this light is loose

and not as strict as the first and second sense in which God calls the one called into the

Christian life and priestly and religious life. This third aspect of vocation is based on “one’s

life calling” that is based on interest and the desire to remain committed irrespective of

changes in the world especially in this technologically driven times that are always

changing. The reviewed study is on vocation in the third understanding but vocation in the

current study is on the first and second understandings.

On the other hand, a job is “something that you have to do to survive” (Ling, 2016).

It is a short-term engagement or activity to support survival. However, a vocation is a calling

that gives a deep sense of satisfaction and fulfilment more than a job (Ling, 2016). Thus,

Duffy and Dik (2013) in a research carried out in the USA on calling, made clear distinction

between a vocation and a job. A vocation is a calling and a job is a work. For the calling, it

is literally linked to God or a higher power who summons. The needs of society, a family

legacy and needs of one’s country may inform the call. As for a job, it is determined by

one’s sense of purpose, meaning and strongest internal passions and the need to satisfy

achievement needs.

Occupational psychologists are very vocal in acclaiming that job satisfaction is

affected by many factors including the work environment and expertise skills (Anyango &

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Aila, 2017; Parsons, 1909; Staunton, 2015). Employees who are assigned to duty based on

their interest, skills and professional qualification perform better and no doubt experience

greater job satisfaction. In this regard, the Catholic religious sisters are no exception to such

experience of job satisfaction if their expertise skills are duly considered when they are

assigned to mission, despite the fact that they solely devote themselves to serving humanity

in God’s name. Hence, sisters who are involved in one way or the other in the Church’s

mission of serving humanity ought to be happy, satisfied and this in turn affects their

performance. When a sister is satisfied with her job, the result is always different from one

who is not satisfied. If an employee perceives that the manager recognizes that he/she is

intelligent, this can lead to employee’s satisfaction and subsequently greater productivity

(Wainaina, Iravo & Waititu, 2014). In an article reviewed by Shaed, Ishak and Ramli

(2015), it was established that participative decision making leads to many positive

outcomes towards employees, such as job satisfaction, job performance, and job

commitment.

Though a lot of studies have been carried out on job satisfaction of employees, very

few explored the job satisfaction of Catholic religious sisters in relation to missioning. For

example, the study of Wittberg (1993), which explored job satisfaction among lay, clergy

and religious order workers of the Catholic Church in the United States was based on their

participation in decision making leading to job satisfaction. Kreis, Cramond and Lunz

(2016) examined the motivational factors of three generations of women committed to

religious life. The findings revealed that most of them were motivated based on their

commitment to God and their religious community. In the same vein, Kreiss (2010) assessed

life satisfaction in apostolic women religious based on the satisfaction enjoyed in living the

religious life, and not necessarily based on missioning experiences and their level of

participation in decision making. Aptly, the above researches were not conducted in relation

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to job satisfaction of Catholic religious sisters’ ability, interest and skills, particularly in

Africa and Nairobi.

But on one hand, based on de facto observation, some superiors take it upon

themselves to overlook the possibility of dialogue and resign to sending sisters to mission

without consultation. In such situations many sisters have felt that their voices were not

considered, leading them to feelings of frustration, and making them to experience some

lack of satisfaction in the ministry they engage in. Within the Church’s perspective, the

sisters ought to do whatever they are sent to do or go wherever they are missioned under

obedience (Perfectae Caritatis, 1965; Coriden, 1985). Accordingly, Eze, Lindegger and

Rakoczy (2013) reporting the findings of a research study designed to examine Catholic

religious sisters identity in the Nigerian context expressed that some of the sisters’ interest

and professional qualifications including competency are not always considered, leading to

poor performance and frustration as well. Therefore, it will not be an exaggeration to argue

that missioning among Catholic religious sisters could constitute sources of lack of job

satisfaction especially when consultation is compromised. Consequently, this study explored

how/if Catholic religious sisters in Karen, Nairobi County experience any form of lack of

job satisfaction in relation to missioning, and if they do, what kind of psycho-spiritual

counselling intervention is needed to address such needs.

1.2 Statement of the study’s problem

Missioning of Catholic religious sisters by posting them to different apostolates is a

necessary aspect of their call. In fact, the Catholic Church update on religious life

emphasizes that it is mission that begets community (CICLSAL, 2007, 2008). In the process

of sending the sisters on mission a lot of factors ought to be considered such as ability,

interest, skills and professional qualification. What this entails is that there are multiple

levels of activities that need to be achieved for missioning to be successful, leading sisters to

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experiences of job satisfaction. Such activities include consultation/dialogue with the sisters

to explore what their interest, ability, including skills are in order to match such with the

needs of the mission.

Hence, the Catholic Church mandates superiors to listen to their subjects and help

them to cooperate with an active and responsible obedience in undertaking new tasks and in

carrying out those already undertaken (Perfectae Caritatis, 1965). The research problem

addressed in this study is the manner of posting Catholic religious sisters without due

consideration for their skills, interest, and ability. The act of missioning sisters to apostolate

by the superior and the members of her council/cabinet without consultation with the sister

being missioned tends to likely impact on performance as well as satisfaction. In some cases

sisters have been missioned without consultation leading them to perceive mission as

burdensome. No doubt, they may fall victims of lack of satisfaction in what they do; thus

they might be described as people who do not enjoy what they are doing. Therefore, the

concern is: is there a relationship between sisters’ job satisfaction and missioning among

Catholic religious sisters?

To the researcher’s best knowledge no empirical study has been carried out in Karen,

Nairobi regarding Catholic religious sisters’ job satisfaction in relation to missioning with

particular reference to skills, ability and interest. Some of the few studies that have been

carried out are not even done in Africa rather more in the Western world, which all together

present a large research gap that needs to be filled. Therefore, there was need to carry out

this study to examine if manner of missioning in any way impact on Catholic religious

sisters’ sense of job satisfaction, specifically for sisters who live in Karen, Nairobi, Kenya.

1.3 Objectives of the study

The study was guided by the following objectives:

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1. To explore Karen Nairobi Catholic religious sisters’ experiences of mission;

2. To examine Karen Nairobi Catholic religious sisters’ experiences of consultation

in relation to mission;

3. To investigate if Karen Nairobi Catholic religious sisters’ sense of job

satisfaction is impacted upon by manner of missioning;

4. To evaluate the role of psycho-spiritual intervention as a means for animating

consultation process for Karen Nairobi Catholic religious sisters’ missioning

experiences.

1.4 Research questions

1. What are Karen Nairobi Catholic religious sisters’ experiences of mission?

2. What are Karen Nairobi Catholic religious sisters’ experiences of consultation in

terms of matching skills, ability and interest with the demands of mission?

3. How is the Karen Nairobi Catholic religious sisters’ sense of job satisfaction

impacted upon by the manner of missioning?

4. Why is psycho-spiritual intervention needed for promoting dialogue before sisters’

missioning?

1.5 Significance of the Study

The findings of this study when published will be of help to the leaders of various

religious congregations in Nairobi County in considering the skills, interest, ability and

professional qualification of their members in posting them to apostolates.

The findings of this study will also help the various leaders in the Catholic Church to

dialogue with their subjects before sending them on mission, as this will have a positive

impact on the job satisfaction of the subjects.

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Furthermore, the findings of this study will inspire leaders of various religious

congregations to consider the skills, ability, interest and professional qualification of their

subjects in assigning them to duty. When this is done, it is likely that sisters (maybe

including priests) will experience high level of job satisfaction.

1.6 Theoretical Framework

The theoretical framework of this study draws on an interdisciplinary perspective of

theology of mission, and Parsons’ trait and factor theory.

1.6.1 Theology of mission

The mission of the Church is rooted in the mission of God. This mission of God is

that all men and women may be one, and come to know him (Ratzinger & Schoenborn,

2014). Missionaries are agents of evangelization who preach the gospel of Christ through

their words and their exemplary way of life. They could be priests, religious or lay faithful.

Anyone who is involved in preaching the Word of God and living up to that Word is

participating in the mission of God. "Missionary activity is nothing other and nothing less

than the manifestation or epiphany of God's plan and its fulfilment in the world and in

history; in this history God, by means of missions, clearly accomplishes the history of

salvation"( Ad Gentes, 9). 

The theology of mission in this study springs from Redemptoris Missio of John Paul

II (1990). This document recognised the Holy Spirit who worked through the apostles, and is

still working today as the principal agent of the whole of the Church's mission. Mission’s

ultimate purpose is to enable people to share in the communion, which exists between the

Father and the Son. The goal of mission according to (Walters, 2013), is the glory of God.

Mission is carried out through witness, initial proclamation of Christ, conversion and

baptism, forming local Churches, ecclesia basic communities, incarnating the gospels into

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people’s culture, interreligious dialogue, forming consciences and charity. Catholic religious

sisters have been of great help in their mission through their works of charity, proclamation

of the Gospel, Christian education, cultural endeavours and solidarity with the poor and

those suffering from discrimination, abandonment and oppression. However, the Church

rightly expressed that missionaries need to excel in what they do, and as such advocates for

professional training in order to aid them carry out their activity successfully (Gravissimum

Education, 1965). The principles of the theology of mission provided the lens through which

sisters’ process of missioning was understood and analysed. It was in this perspective that an

understanding of consultation was interpreted in view of what meaning sisters are drawing

from their lived experience.

1.6.2 Trait and factor theory of Parsons

Trait and factor theory was developed by Frank Parsons (1854–1908). He is known

as the father of Vocational Guidance. (Zunker, 2006 as cited in Naim, 2017), opined that

Parsons is best known for his interests in helping individuals make occupational and career

choices. This theory states that occupational decision making occurs when people have

achieved an accurate understanding of their individual traits in terms of aptitudes, interests

and personal abilities. A rational and objective judgement about the relationship between

their individual traits, and the labour market are also key in occupational decision making.

Therefore, this trait and factor theory was useful in proffering an understanding to how

sisters understood their ability and expertise skills. The theory assumes that it is possible

measure both individual talents and the attributes required in particular jobs. It also assumes

that people may be matched to an occupation that's a good fit. The theory also suggests that

individuals perform best, in fact, their maximum productivity when they are in jobs best

suited to their abilities. In the choice of vocation, it is maintained by Parsons that personal

counsel is fundamental to the career search (Parsons, 1909). Probably, this study proposed

9

that this personal counsel as emphasized by Parsons could be equated to consultation

process that ought to precede missioning sisters to their various apostolate (work). The trait

and factor theory is the most widely used approach by guidance and vocational counsellors,

but not without limitations. One of the limitations is that it does not take into consideration

changes in the individual and the environment over the individual's lifespan (Giobbi, 2017).

Going by the trait and factor theory, it follows that when Catholic religious sisters are

assigned to apostolate according to their ability, interest and skills; there is the likelihood of

them performing well and attaining job satisfaction.

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1.7 Conceptual framework

Independent Variable Dependent Variable

A

B

Intervening Variable

Figure 1: Conceptual Framework on Missioning and Job Satisfaction of Sisters

The study conceptualizes missioning as the independent variable and job satisfaction

as the dependent variable. The arrow A in figure 1 indicates that missioning will have an

impact on job satisfaction while arrow B indicates that directives from the superior,

dialogue, sabbatical program and psycho-spiritual therapy may intervene with the dependent

and independent variables. Job satisfaction of Catholic religious sisters in Karen, Nairobi

county will be achieved when due consideration is given to their interest, ability and skills in

posting them to apostolates. It is hoped that this consideration given to their interest would

facilitate productivity as well as sense of fulfilment.

1.8 Scope of the study

This study focused on missioning and job satisfaction of Catholic religious sisters in

Karen, Nairobi County. It was conducted between May 2017 and April 2018 and hence time

bound. The study explored if the skills, ability and interest of Catholic religious sisters were

considered in posting them to various apostolates. A qualitative approach through in-depth

11

Job satisfaction:

Interest Ability Skills

Directives from the superior Dialogue Sabbatical program Psycho-spiritual therapy

Missioning:

Consultation

interview and focus group discussion (FGD) was used, and the participants were 22 Catholic

religious sisters between the ages of 28 and 63 years. The participants included sisters from

twenty different Catholic religious sisters’ congregations in Karen, who are in temporary

profession, those who have made their final profession of vows, and a superior.

1.9 Operational definition of terms

Missioning is the act of assigning Catholic religious sisters to apostolic work. The process

of missioning is usually carried out by the superior (leader) of the institute/congregation

Job Satisfaction refers to a worker’s sense of happiness, achievement and success, which

goes a long way to making the person find joy in what he or she is doing.

Job is the work a person engages in to support survival.

Vocation is a special call and gift a sister receives from God to serve Him in humanity.

Catholic Religious Sisters are Catholic women called by God to serve him in a unique way.

They profess the vows of chastity, poverty and obedience; and dedicate their lives to the

service of God through humanity, in the different apostolates they engage in.

Superiors are leaders of Catholic religious sisters’ congregations.

Apostolate is the work a congregation engages in. It can best be understood as the specific

work that particular religious institutions aim at doing. Examples are teaching, nursing,

social work, pastoral work, etc.

Consultation in this study refers to discussion or dialogue the superiors of religious sisters

ought to have with sisters before they are sent on mission (work).

Ability is the natural aptitude of the sisters to be able to carry out the work assigned to them.

Interest is the likeness sisters have towards the apostolate.

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Skills refer to the training sisters receive to be able to perform well in their apostolates.

Thus, all their professional trainings such as teaching, nursing, engineering, psychologist

etc., are part of the sisters’ expertise knowledge.

Obedience is one of the vows professed by the sisters to surrender their wills totally to God,

through the authority of their superiors.

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CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

The primary mission of Catholic religious sisters is evangelisation, which is

preaching the Gospel of Christ to all wherever they are sent. This mission consist in bringing

the message of God’s tenderness and compassion to the entire human family through their

personal witness (Pope Francis, 2016). In carrying out this mission, the sisters also minister

to various needs of people ranging from spiritual, health, social, and education (Mangion,

2005). However, sisters’ interest, ability and skill is of great importance in order for them to

function effectively in meeting these various needs of the people, and particularly this study

explores if the sisters’ ability and skills are considered when missioning them. This chapter

therefore, focuses on the review of literature related to the study based on Catholic religious

sisters’ experiences of mission, including experiences of consultation in terms of dialogue

before missioning. Furthermore, literature regarding impact of missioning on job

satisfaction, and the relevance of psycho-spiritual intervention towards fostering

consultation for missioning will also be presented.

2.1 Catholic Religious Sisters’ Experiences of Mission

Catholic Religious Sisters are women who are called specially by God and who

dedicate their lives to the service of God through serving humanity. Vocation to religious

life is a gift of love of God, a call that cannot be forced on anybody, and it is a radical gift of

self for love of Jesus Christ (Benedictus PP. XVI, 2012). The sisters freely choose to answer

this call and after their initial formation, they are sent on mission by their superiors to

evangelise through their various apostolates. Sisters engage in various apostolate ranging

from teaching, nursing, social work and pastoral work. The mission of Catholic religious

sisters is to bear witness in accordance with the ideal of their institute (John Paul II, 1996).

14

Many a time, the sisters work in very challenging areas, in spite of these challenges, the

sisters radiate joy, happiness and fulfilment in carrying out their apostolates.

Sisters who were consulted and assigned to apostolates based on their interests and

skills experience joy and satisfaction in carrying out their work. This is evident in the report

of the experiences of sisters compiled by Lidman (2016). One of the experiences is reflected

as follows:

I love to take care of the young in the community, so my Mother Superior chose me to be a formator. This opportunity made me very happy because I like to help with the young sisters who want to become sisters in my congregation.

Accordingly, one of the participants of the study carried out by Eze, Lindegger and

Rakoczy (2013), on the prospect and challenges of Catholic religious sisters with regards to

their educational development said:

I was in the school at the juniorate community–so it was good being with the students. I taught them physics which I enjoyed doing. I still miss-I still miss them because when you are with them sometimes it is not only… teaching them Physics, it is not only just at that Physics time that you get to discuss with them. You get to discuss their life … what-what is their future going to be like and what they want to make out of their lives … and it was good.

This participant according to the study was assigned to apostolate based on her interest,

ability and skill. She was therefore fulfilled and satisfied.

Sisters who were consulted, but not posted in line with their ability, interest and

skills experienced joy and satisfaction because they were involved in the decision that

affected them with regards to posting. According to the report of Lidman (2017), one of the

sisters who was consulted and was missioned to where, in her own opinion she was not fit to

handle, performed wonderfully well. Her strength was that, she was not just part of the

decision, she was highly encouraged and motivated by her superior, who trusted in her

15

ability. In this regard, the approach in missioning affected her job satisfaction positively.

This argument is supported by another study of Eze, Lindegger and Rakoczy (2016), where

the sisters were consulted, but not posted according to their abilities, interest and skills. One

of the participants’ response was:

I am a trained Music teacher but when I was sent to one of our communities to teach Music in a school that we run, the superior changed it…she said that I should teach CRK (Christian Religious Knowledge). I had to accept that, even though I found it very difficult because I don’t understand why I cannot teach Music which I studied. When I met with my spiritual director she said ‘okay since you have accepted it … accept it with love.’ That advice I took! I used my music skills to dramatize the teaching of CRK. Eventually the students began to enjoy the subject and they performed excellently even in external exams … that was the first time the students started making A’s in CRK …

When sisters are missioned without consultation in line with their interest, skills and

abilities, they experience frustration in the mission, and therefore have no sense of job

satisfaction. This is evident in the experience of one of the participants in the study of Eze et

al. (2013), as she narrated her story:

I was sent there to teach music …and also to be an Assistant- the Vice Principal Admin. But when I came there … it was a different thing all together I met. …in the first place she (sister principal) refused that I should teach music. She said bluntly that she hates music … and she wouldn’t want her students to … study music. …in the first term I taught only the music … So just after the very first term she cancelled music … she said, she is no longer interested in music. She said she is … not registering music as an examination subject for West Africa Examination Council (WAEC). She said …the money for registering music is too much … she said that I should teach CRS (Christian Religious studies) instead… I took it even though it is not my course … that was the first time I’m teaching the course; a subject that I did not study…

Some superiors and senior sisters lord it over their subordinates and make the

mission difficult for them. The consent of many sisters are not sought before they are

assigned duties, and they dare not complain, else they will be tagged ‘disobedient sisters’

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(Eze et al, 2013). A qualitative research was carried out by Gervais and Watson (2014), on

Catholic Women Religious’ convent experiences from the late 1930s to the late 1960s. The

research, based on the experiential accounts of thirty-two current and former women

religious in Canada, demonstrated how Catholic women religious, due to their unique

position as both leaders and subjects of the institutional church, have been agents of, and

subjected to particular forms of disciplinary ritual, both in the Church and in their lived

religion. According to this study, there was no consultation with the sisters. They went

wherever they were sent by the superiors, but were not happy and fulfilled doing that

because their interest, abilities and skills were not considered. A painful and regrettable

experience of one of the sisters is reflected thus:

I went to teachers’ college after high school … I left after first year because I knew teaching wasn’t for me … after the novitiate … with the same desire [to be a nurse], they [sisters] advised me to go to Toronto and get that training and I had my trunk all packed but Father [name removed] came over; they needed a Grade 1 teacher and I was the one chosen.

While the sister’s heart was not at all into the teaching career, she survived only because she

focused her attention on the school children who were poor or orphaned. Rather than

teaching, she was much more satisfied when helping the marginalized children with food,

clothing and household chores on weeknights and weekends.

A qualitative research carried out by Eze, Lindegger and Rakoczy (2016), on power

relations influencing Catholic Religious Sisters’ identity construction revealed that many

Catholic religious sisters are not happy with the master-servant relationship that exist

between superiors/formators/senior sisters and the other sisters. The research was conducted

among 18 participants from two religious congregations in Nigeria. The participants

represented different categories of Sisters that live religious life such as temporary professed

sisters and final professed sisters including leaders who are charged with the responsibility

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of taking care of others. Some of the sisters, according to the findings, obeyed their superiors

simply because of the vow of obedience, some obeyed in order to allow peace to reign in the

community, while some damned the consequences and followed their hearts. The very fact

that these sisters obeyed did not imply that they were happy and experienced job

satisfaction, as their interest, skills and abilities were not taken into consideration. The voice

of one of those who damned the consequences of what would become of her action is

reflected as follows:

In the community project, I worked at different sessions including the primary school, and the pharmacy … but one day the sister in-charge of the clinic requested that they needed more hands at the cashier desk … so I was asked to go and help out there but not long after that, she started complaining… She said they were closing earlier; now they are closing late … the implication is that I was not working hard enough. I was sent back to the school and I gladly left. Shortly after that she started complaining again that she needed me back. One day after school, the superior said to me, ‘see if you can go and help out,’ I said, ‘Sister I am not going back there,’ and then she tried to explain. I said, ‘Sister both of us saw what happened… I was not productive, so there is no point me going back there.’ Up till that time, I was missioned (sent) to the clinic, I had no problem, I went and worked in the clinic, then back to the school … and now you’re asking me to come back ha::ha I think, I have had enough of the disgrace.

The implication of this is that there is need for good relationship between the superior and

the sisters as this will likely lead to fulfilment and satisfaction in mission.

The experiences of the sisters in the above review clearly showed that sisters perform

well, and they experience a high level of job satisfaction when they were missioned

according to their skills, interest and abilities. Those who were consulted, but not missioned

according to their interest, ability and skills were able to experience satisfaction too. The

mere fact that they were listened to helped them to accept the apostolate with love. This

acceptance probably led to the success recorded in the apostolates and this brought

satisfaction to the sisters. However, those who were not consulted were not happy carrying

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out the task they were assigned to. This had a negative impact on their performance and

satisfaction.

Researches have also shown that social skills of managers like respect for others,

mutual regard, commitment, openness, tolerance, empathy, negotiation and communication

have a positive impact on employees’ job satisfaction (Schuetz, 2011). The research carried

out by Anjum (2014), tried to investigate how proficient the managers at a Pakistan telecom

company are in managing their relationship with their subordinates. The study also focused

on understanding the link between the social skills of managers and job satisfaction of their

subordinates. Primary data was collected from 4 managers and 16 employees through

questionnaires and personal interview of a manager. The study revealed that there is a

positive correlation between the social skills of managers and their subordinates in a telecom

sector. Hence, as the manager’s social skills increase, the job satisfaction level of his/her

subordinates increases. The implication of this research to the present study is that the social

skills of the superiors like respect and mutual regard for the sisters, will likely have a great

impact on the job satisfaction level of the sisters. Negotiation in terms of consultation,

openness to the sisters’ view, and proper communication will also be useful social skills in

ensuring that the sisters experience job satisfaction.

The community life is a great source of strength where the Catholic religious sisters

experience love, acceptance and care (Lidman, 2015). This is a place where the sisters share

their joys and sorrows. The gifts, expertise and knowledge of the sisters are put together to

enrich their community and to foster their mission. According to Wall (2015), community

holds the consecrated life together, as the communal aspects of prayer, mission and service

are most rewarding. Some superiors are gifted guides to the members of their community

thereby, making the community a real home for the sisters, while some have wielded

autocratic control over the sisters, making life unbearable for them (Hereford, 2014).

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2.2 Catholic Religious Sisters Experiences of Consultation in Relation to Mission

This section of the literature intends to look at Catholic religious sisters’ experiences

of mission with respect to their skills, ability and interest. The main focus is to explore the

implication consultation has in terms of missioning sisters to their various apostolate. In this

regard, themes such as sisters’ skills and demands of mission, sisters’ ability and mission,

and sisters’ interest and mission will be used to present the literature review.

2.2.1 Sisters’ Skills and Demands of Mission

Skills are often acquired through training. Assigning duty to an individual based on

his or her skill, is like putting a round peg in a round hole. Researches have shown that when

an employee is placed where his or her skill is relevant, he or she is likely to be happy,

perform well and attain a high level of job satisfaction (Elnagar & Imran, 2013; Masum,

Azad & Beh, 2015). The study conducted by Badillo‐Amador and Vila (2013), highlighted

the relevance of examining education and skill mismatches as two different, although

simultaneous, phenomena of the labour market. Spanish data from the European Community

Household Panel (ECHP) survey for the year 2001 were used to examine the degree of

statistical association between both education and skill mismatches. The study also aimed at

estimating wage equations as well as job satisfaction equations, considering satisfaction with

pay, with the type of job and overall job satisfaction. In order to analyse the consequences of

both types of mismatches from the workers’ viewpoint, 3,641 valid records, which included

workers between 16 and 64 years old working at least 15 hours per week in their main job

were used for the survey. Information related to personal and employment characteristics,

education, income, health, job satisfaction were taken into consideration in the survey. The

analysis revealed that skill mismatches are perceived by workers as a much more relevant

problem than education. Therefore, skill mismatches appeared as key determinants of

workers’ job satisfaction. The findings of the study thus confirmed that workers whose jobs

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were assigned in line with their skills are more satisfied with their jobs than those who were

not assigned duties based on their skills.

An empirical study on job satisfaction of academic staff in Turkey was undertaken

by Toker (2011). The study investigated the levels of job satisfaction and the effects of

demographics on levels of satisfaction among academicians in the universities of Turkey.

Questionnaires were administered to 648 academicians working in the Universities of

Turkey. The findings revealed that the job satisfaction levels of the academicians were found

to be moderately high and that the social status was ranked as the highest; as the professors

reported a higher level of job satisfaction as compared to instructor and research assistants.

From this study, it is clear that skills have a positive impact on job satisfaction of an

individual.

Khan and Aleem’s (2014) study of Autonomous Medical Institutions of Pakistan was

carried out to find the impact of job satisfaction on employee turnover. The study aimed at

investigating the factors such as pay, promotion, job safety and security, nature of the work

that affect the job satisfaction level and that are the cause of turnover of employee’s in the

Autonomous Medical Health Institutions in Pakistan. 270 questionnaires were administered

to doctors, nurses, administrative and accounts staff whose age range mostly from 25-31

years, who were working in Autonomous Medical Health institutions in the Punjab. The 200

questionnaires returned were analysed using SPSS 20.0. The findings suggested that

variables like pay, promotion, working conditions and nature of work are prominent factors

facilitating job satisfaction level of the employees. The working conditions in the study

could be likened to how Catholic religious sisters are missioned through consultation. When

the working condition is favourable, a high level of job satisfaction is attained.

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Training to attain skills is a very key factor affecting job satisfaction. This statement

is supported by the research on the impact of employees’ training programmes on job

satisfaction by Bercu (2017). The main aim of the study was to explore if employees’

training have an impact on job satisfaction and the effect of such training on job

commitment of employees from wood-industry companies in the Northeast region of

Romania. The employees were from wood-industry (firms with registered place of business

in the northeast region of Romania formed by six counties –Bacau, Botosani, Iasi, Neamt,

Suceava and Vaslui). Questionnaires were sent to 227 employees from different departments

by e-mail, but only 132 responses were considered for the study. Secondary data was also

reviewed using direct observation method to analyse the internal documents of the firms

(training plans and strategy considering the training of their employees). The results were

analysed using the Microsoft Excel spreadsheet and 89.66% of the respondents said that the

training was extremely or relatively highly useful. The study revealed a direct correlation

between training programmes and job satisfaction, therefore, it is necessary to implement

high-quality training programmes because it has a positive connection with ethical rules,

work recognition, supervision and commitment to work.

In the case of Catholic religious sisters, the duty is assigned by the superior.

Sometimes, the sisters are consulted and they are posted in line with their skills. Such sisters

enjoy their job, they are committed, productive and have a high level of job satisfaction. To

be proficient school administrators and teachers, Eze, Lindegger and Rakoczy (2013),

explored the prospects and challenges of educational development of African Catholic

religious sisters. The qualitative research carried out among 18 Catholic religious sisters,

which include temporary professed, final professed and leaders of Daughters of Divine Love

(DDL) and Society of the Holy Child Jesus (SHCJ) in Nigeria revealed that the Sisters who

were assigned based on their skills were happy with their work while those who were not

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assigned in line with their skills were not happy with their work. The study established that

majority of the sisters were not assigned to work according to their skills. The sisters whose

skills were not considered find their mission very tough to cope with, though after much

struggle, some of them managed. The fact that the sisters were not skilled had a negative

impact on their job performance and job satisfaction. According to the findings, many of the

sisters carried out the work assigned to them due to the vow of obedience, not because they

were competent.

In order to explore, describe, and interpret perceptions of how leadership styles and

behaviours might influence employees’ job satisfaction and motivation in the workplace, a

qualitative phenomenological research study was carried out by Johnson and Nandy (2015).

The study recruited 24 experienced leaders including managers, directors, administrators,

chairperson, and supervisors who were in attendance at a conference in the Fort Lauderdale,

Florida. The participants have experienced leadership, motivation and encountered

employees with job satisfaction study. The responses revealed that leadership styles are

significant, and influence how leaders influence employees’ motivation and job satisfaction.

The implication of this to the present study is that the leadership style of the leaders in

Catholic religious sisters’ congregations will likely affect the job satisfaction of the sisters.

This means that if sisters are consulted and carried along in taking decision that affect them,

their level of job satisfaction will likely be high, otherwise, they will experience a low level

of job satisfaction.

2.2.2 Sisters’ Ability and Mission

Every individual is endowed with special talents which, when put to a maximum use

can give satisfaction to such individual. People will possibly act or behave according to their

personality type. The levels of professional competence is determined by the abilities, skills,

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attitudes and knowledge possessed by workers (Badillo-Amador, Nicolás, & Vila, 2008).

The research conducted by Badillo-Amador, Nicolás and Vila (2008), using 4,186 valid

records of Spanish data from the 2001 wave of the European Community Household Panel

(ECHP), indicated that competence mismatches reduce workers’ job satisfaction. This

implies that both overcompetence and undercompetence are undesirable situations from

workers’ viewpoint. In the study, overcompetence means that a person is too competent for

the work, while undercompetence means that the worker is not competent enough for the

work he or she is assigned to. The implication therefore, is that when workers are not

assigned properly according to their abilities, there is a likelihood that the level of job

satisfaction will not be high.

Consultation before taking a decision that affect an individual has a long way to go

in his or her performance and satisfaction. This is evidenced from the findings of a study

conducted by Sukirno and Siengthai (2011). The study set out to find the impact of

participation in decision making on lecturers’ performance in higher education. A total of

347 usable questionnaires were obtained through mail survey from the lecturers in

Yogyakarta Province in Indonesia. One major finding of the study is that involving lecturers

in educational decision making would be useful to improve not only lecturer performance

but also organizational performance. Though this study was conducted among lecturers of

higher education, the fact that participation in decision making had a positive impact on their

performance shows that if Catholic religious sisters participate, through consultation with

their superiors in matters that pertain to them, they will likely perform better and be satisfied

with their job.

Samuel and Oloko (2014) carried out a similar study to examine how participatory

management affect the performance of an organization. A sample of 340 employees from

different departments in Kisii level 5 hospital were randomly selected to establish the effects

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of employee recognition, open communication, and decision-making on employees’

performance in public hospitals in Kenya. Questionnaires and structured interviews were

used as the tools for data collection. The finding of the study showed that employees’

recognition affects performance of employees in the hospital. In the same vein, if Catholic

religious sisters are recognised through consulting with their superiors in matters pertaining

to them, there is the possibility that their ability will be considered in missioning them. Oloo

and Orwar (2016), posits that when employees are made to participate in decision making,

they feel more responsible for their actions in the firm. This can also be translated to

Catholic religious sisters who participate in decision that pertains to them through

consultation.

The apostolic letter of Pope Francis on the year of consecrated life called religious

communities to acknowledge the dignity of each person and share respective gifts to make

living together possible for them (Pope Francis, 2015). In consulting the sisters, their ability

will likely be considered before they are sent on mission.

2.2.3 Sisters’ Interest and Mission

Passion drives people to attain their maximum in life. An individual who is interested in

achieving any goal in life puts his or her mind, energy and whole being in achieving this

goal. Lee (2016) posits that when a person is not interested in what he or she is doing, such

person is not going to feel satisfied with his or her job. From the trait and factor theory

(Parsons, 1909), it is evident that interest play a major role in achievement of high level of

job satisfaction of an individual. Cenci and Filippim’s (2016) research based on the

attraction and retention of people for religious life in Catholic religious institutions in

Ontario, Canada found among others, that the systems of rules, standards and regulatory

principles, have a direct influence on the attraction and satisfaction or dissatisfaction of

25

people who entered and remained in religious life and those who quitted religious life.

According to the study, rules were strictly adhered to, and it was not about the interest of the

individual sister, it was all about doing things the way they are laid down in the rule. Some

of the sisters in the study were happy and contented because they believed that was God’s

will for them, some were not comfortable and some had to quit the life. The fact that

religious life emphasised more on rules and regulations brought tension between the

perception of the individual sister and the institution.

Muindi (2011) carried out a study on 36 non-management members of academic

staff at the school of Business, University of Nairobi. The purpose of the study was to

determine the level of participation in decision making, the extent to which this participation

affect the level of job satisfaction, and the determinants of job satisfaction of the target

population. According to the study, uses of skills and abilities were among the factors that

affect job satisfaction. The study also revealed that employees’ participation in decision

making increases job satisfaction. Furthermore, the study found out that most of the

employees of the school were satisfied with their jobs as their level of participation in

decision making increases. The implication of this study is that participative decision

making has a very positive influence on job satisfaction of employee. The findings of this

study could be applied to Catholic religious sisters that, if their voices are listened to through

consultation, they will likely experience a high level of job satisfaction.

Leaders tend to take unilateral decisions irrespective of the interest of their subjects.

This is revealed in the study carried out by Kiumi, Chemnjor and Macharia (2014), on the

determinants of teacher involvement in decision making process by secondary school

principals in Nyahururu Sub-County, Kenya. To carry out the study, questionnaire was

personally delivered to a sample of 191 teachers through simple random sampling technique

of a targeted population of 380 teachers. The findings revealed that more than half (55%) of

26

teachers perceived their principals to be autocratic. This means that principals in the study

area have not fully embraced consensus building approach in decision making process. This

in turn had a negative impact on the learning outcomes of the students in the study area. The

study offered useful insights on how principals can enhance participatory decision making

so as to attain desired learning outcomes in their institutions. One of such insights is the

need for principals to note that each teacher brings to school unique competencies that may

have a positive additive impact in a school if properly harnessed. Therefore, to achieve the

desired synergy in the school, all teachers should be brought on board particularly when

critical decisions touching on students learning are being deliberated. Though this study was

carried out in a school, it can be applied to Catholic religious sisters’ setting where, if sisters

are allowed to participate in decision through consultation, they will likely perform better

and this will have a positive impact on their level of job satisfaction.

Findings revealed that when sisters’ interest are considered, they perform well and

are happy, otherwise, they are not satisfied and this has a negative impact on their job (Eze,

Lindegger & Rakoczy , 2013, 2014). Through consultation, the interest of the sisters will be

detected and they will be missioned in line with their area of interest. This when done could

lead to job satisfaction and performance of the sisters. As much as the final word in decision

making belong to the authority, those in authority are encouraged to involve the members of

the institute in the decision-making process (Pope Francis, 2017). The document on fraternal

love in community emphasised respect, among other qualities needed to live together in a

community. Respect of individual’s interest in missioning will foster communion of minds

and hearts among those called to live together (CICLSAL, 2007, 2008), and in this case

among the Catholic religious sisters.

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2.3 Impact of missioning on job satisfaction

There is a need to be happy and satisfied when sent on a mission, as this will likely

have a positive effect on the people to be served. The positive effect of consultation on job

satisfaction in missioning cannot be overemphasized.

A research was carried out by Cheng (2008), to examine theoretically the causal

relationship between teacher participation in decision-making and their affective outcome

for developing a participatory decision model. The research also aimed at identifying the

decision domains that would assist school administrators to effectively involve teachers in

decision-making under the school-based management policy. A total of 335 teacher-

completed questionnaires which were administered in 20 secondary schools in Hong Kong.

The results of the findings showed among others, that job satisfaction was related to the

form and extent of teachers’ participation in decision-making. It was therefore recommended

that school administrators should encourage teacher participation in curriculum and

managerial decision domains, as the intent of the School-based management (SBM) policy

is to increase job satisfaction and to enhance greater commitment to the school policies. The

implication of this research for Catholic religious sisters is that, the form and extent to which

the sisters are consulted before they are missioned by their superiors will affect their level of

job satisfaction.

Abdulai and Shafiwu (2014), carried out a similar study to examine the relationship

between participation in decision making and employee productivity among staff in Naara

Rural Bank and Builsa Community Bank. Qualitative and quantitative data collection

approaches were employed, using the simple and purposive sampling techniques to obtain a

sample of 80 respondents for the study. Open-ended and closed questions on the various

employee participation scenarios, and an interview guide consisting of ten items were the

instruments used for the study. Findings from the study indicated that when employees

28

participate in decision making in various forms, decision implementation becomes easy and

a good working environment is created. The findings also revealed that there was increase in

commitment and satisfaction on decisions taken when employees participate in decision

making. This also increased employees moral since they feel recognized and as part of the

team in the organization and the direct consequence of all this improved productivity. The

relevance of this study to the Catholic religious sisters is that when they are part of the

decision making process, implementing such decision will likely be easy for them and a

good working environment may be created by the superiors. Also, the morals of the sisters

will likely be boosted as they feel recognised by their superiors. This will in turn likely lead

to job satisfaction and commitment on the part of the sisters.

Another study was carried out by Miao and Kim (2010) in China. The study

investigated the generalizability of perceived organizational support and job satisfaction as

positive correlations of employee performance in China. The participants comprising 130

employees and their 34 immediate supervisors were selected from An-shan Iron & Steel

Corporation and Benxi Iron & Steel Corporation, two large-scale state-owned enterprises

(SOE). Well-established psychological scales measuring perceived organizational support

(POS), job satisfaction, and four facets of organizational citizenship behaviour (OCB) were

administered. Data analysed using zero-order correlation and hierarchical regression analysis

showed positive correlations of POS and job satisfaction with work performance. The

average age of the participants was 36.79 and their average of tenure in their respective

departments was 9.05 years. The findings of the study revealed that there is a positive

correlation between perceived organizational support from the supervisor and job

satisfaction of the employees. Therefore perceived organizational support is important for

enhancing employee performance, and managers should aim at improving employee job

29

satisfaction. In like manner, when the sisters enjoy support from their superior in

consultation, they will likely attain high level of job satisfaction.

In the same vein, Rana and Singh’s (2016) study was conducted to determine the

relationship between employee empowerment and job satisfaction in IT industry in Delhi.

The study also examined the influence of demographic factors in empowerment and job

satisfaction. Questionnaires were distributed amongst professionals from five top IT industry

in Delhi (NCR) region. 475 out of the 750 questions administered were valid samples for the

analysis and SPSS was used for the analysis. Correlation results indicated that employee

empowerment and the empowerment dimensions had a positive and significant relationship

with job satisfaction. The results also indicated that educational qualifications had a positive

effect on job satisfaction. Empowerment in this sense can be related to making the voices of

the sisters heard through consultation before they are missioned. When this is done, the

sisters will likely feel belonged and this will in turn have a positive impact on their job

satisfaction in the mission.

To find out the impact of working environment on job satisfaction, Raziqa and

Maulabakhsha (2015) conducted a research using educational institutes, banking sector and

telecommunication industry operating in the city of Quetta, Pakistan. Quantitative

methodology was used and data was collected through a self-administered survey

questionnaire. Simple random sampling was employed to collect data from 210 employees.

The results indicated a positive relationship between working environment and employee

job satisfaction. The implication of this to the present study is that the sisters will likely

perform well and attain high level of job satisfaction if the working environment, in this

case, the mode of missioning them through consultation with them to seek their interest,

skills and ability.

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2.4 Relevance of Psycho-spiritual intervention in fostering consultation for Missioning

Consultation with the people to be missioned play a very vital role in the success of

the mission and the satisfaction of the missioned. This can be achieved when the voices of

the sisters involved are heard through participation in making decisions that concerns their

lives as individuals. The interest, skills and abilities of sisters can be considered during

consultation. The fact that the sisters are consulted before missioning does not necessarily

imply that they will be missioned based on their interest, skills and abilities. The sisters are

usually and most of the time missioned based on the need of the congregation and the

Church at large. Sisters sent on mission could experience high level of job satisfaction even

when their interest, skills and abilities are not considered. This could be achieved if and

when they are fully prepared. Psycho-spiritual therapy becomes very handy in handling this

kind of situation.

Psycho-spiritual therapy takes into account the totality of the person. It is the integration

of the mind, body and spirit, that incorporates mind techniques like imagery, visualization,

inner child therapy and meditation to bring a holistic healing to an individual (Farlex, 2012).

The ego, the personality, one’s everyday life, work, relationships, body and sexuality, are

seen as important aspects of one’s whole self which Psycho-spiritual therapy integrate; and

help to bring the individual into a new part of him or herself (Small, 1994; Martin, 2017).

Bonelli, Dew, Koenig, Rosmarin and Vasegh (2012), reviewed and synthesized

quantitative research to examine the relationships between Religious/Spiritual involvement

and depressive symptoms or disorders from 1962 to 2011. From the 444 studies reviewed,

over 60% reported less depression and faster remission from depression or a reduction in

depression severity in response to Religious/Spiritual intervention. The implication of the

findings of Bonelli et al is that religious beliefs and practices may help people to cope better

31

with stressful life circumstances, give meaning and hope, and surround depressed persons

with a supportive community.

The study of Barrera, Zeno, Bush, Barber, and Stanley (2012), also revealed the

importance of religion/spirituality (R/S) in therapy. The study was based on integrating

religion and spirituality into treatment for late-life anxiety. Three women who suffered

generalized anxiety disorder (GAD) were studied, using a 12-week modular cognitive

behavioural therapy (CBT), incorporating religion/spirituality. The result showed substantial

improvement in worry symptoms, as well as a variety of secondary outcomes following

treatment. This implied that the incorporation of R/S into CBT might be beneficial for older

adults with GAD.

Similarly, Martinez, Smith and Barlow (2007), examined client opinions about and

experiences with religious interventions in psychotherapy. A sample of 152 clients at a

counselling centre of a university sponsored by the Church of Jesus Christ of Latter-Day

Saints (LDS) was used for the survey. The findings revealed that specific interventions like

scriptural passages, teaching spiritual concepts, encouraging forgiveness, involving religious

community resources, and conducting assessments of client spirituality during therapy were

helpful to the clients.

The importance of psycho-spiritual therapy cannot be overemphasized as this therapy

helps to bring holistic healing in the client. Discussing religion and spiritual aspects of the

clients has found its ways into therapy, and many therapists are willing to explore the

religious and spiritual life of their clients (Hook, Worthington, Davis, Jennings, Gartner

& Hook, 2010; Brown, Elkonin & Naicker, 2013).

The intervention of this therapy will help both the superior and the sisters in

preparing in a holistic way before mission. The superior will be able to take into account the

32

psychological and spiritual aspect of the sisters. This will therefore help them in consulting

the sisters and make them fully prepared in a holistic way for the mission. On the part of the

sisters, they will also be able to put the needs of the congregation as a priority without the

feeling of being coerced, or that their psychological and spiritual well-being are neglected in

the process of missioning.

2.5 Summary of the Reviewed Literature and the Identification of Knowledge Gaps

The empirical and theoretical studies reviewed in this chapter presented studies on

the experiences of sisters in mission. Literatures relating to the experiences of consultation

in terms of sisters’ skills, ability and interest were also explored. The impact of missioning

on job satisfaction, and the necessity of psycho-spiritual intervention in helping sisters to

have a high level of job satisfaction was also looked into. None of the literatures reviewed

above dealt in particular with missioning as it relates to the job satisfaction of Catholic

religious sisters. This study is therefore relevant, to find out if the Catholic religious sisters

experience job satisfaction when they are missioned in line with their skills, ability and

interest.

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CHAPTER THREE

DESIGN AND METHODOLOGY

3.0 Introduction

The main purpose of this chapter is to present the design and methodology the

researcher used to explore missioning and job commitment of Catholic religious sisters in

Karen, Nairobi. Therefore, the chapter presents the research design, epistemology,

participants, and sampling procedures, instrument of data collection, interview procedure,

data analysis, and ethical considerations.

3.1 Research design

A research design is a detailed outline of how a research will be carried, and it holds

all the elements in a research project together (Kombo & Tromp, 2006; Creswell, 2014).

Qualitative method based on descriptive design was used to collect data for this research.

This is a method of collecting information through face-to-face, telephone or focus group

interviews with participants (Creswell, 2014). The aim of this design was to capture the real

experience of the Catholic religious sisters in Karen, Nairobi pertaining to their lived context

of mission and job satisfaction. Data was collected through face-to-face and focus group

interviews with the Catholic religious sisters in Karen who were participants in the study.

3.2 Epistemology

Epistemology is the nature and scope of knowledge about the world, reality and what

our knowledge is based on. It is concerned with information that counts as acceptable

knowledge in research, and how it should be acquired and interpreted (Vanson, 2014).

Interpretive epistemology employing the use of interviews to explore Catholic religious

sisters’ experiences of missioning and job satisfaction was used in this study to understand

the meanings the participants attached to their experiences.

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3.3 Participants

The estimated number of Catholic religious sisters in Karen, Nairobi as at the time of

this study was about 300. The number of participants who took part in this study was 22

Catholic religious sisters from twenty different religious congregations in Karen, Nairobi.

The age of the participants ranged from 28 to 63 years old. The participants were temporary

and finally professed members who had experienced posting to various apostolates. A

superior, whose duty among others was to mission the sisters in her congregation also

participated in the study.

3.4 Sampling Procedure

Sampling procedure is the process of selecting a suitable sample of a population

for the purpose of determining parameters or characteristics of the whole population

(Kombo & Tromp, 2006). Purposeful random sampling was defined by Cohen and

Crabtree (2006), as “the process of identifying a population of interest and developing a

systematic way of selecting cases that is not based on advanced knowledge of how the

outcomes would appear”. According to Cohen and Crabtree (2006), the purpose of this

procedure is to increase credibility, and not to foster representativeness. Purposeful

random sampling is mainly based on the fact that a predefined group of participants have

been identified as the sample group (Creswell, 2014). In this case, Catholic religious

sisters were the sample group, and the purposeful random sampling technique was

adopted to recruit 22 Catholic religious sisters who lived and worked in Karen, Nairobi.

3.5 Instrument of Data Collection

Interview guide with self-designed questions was used as the instrument of measure

to explore the mission experiences of the participants, their experiences of consultation and

its impact on job satisfaction (see Appendix 2). This instrument helped the researcher to

35

investigate the meanings participants gave to their experiences. It also provided an

opportunity for the participants to give the account of their experiences in their own words.

This allowed the researcher to gain a deeper insight into the lived experiences of the

participants. Truth value, neutrality, consistency and applicability were observed by the

researcher to increase the reliability and validity of the findings. To achieve truth value,

verbatim descriptions of participants’ account were included in the findings. Transparency

and clear description of the research process through the development of the methods and

reporting of findings were helpful to achieve consistency and neutrality.

Interpretations of data was consistent, transparent and free of bias. Personal biases of

the researcher as a sister, which may influence the findings was accounted for during the

study. In discussing emerging themes, fellow researcher’s help was sought to challenge

assumptions. This helped in accounting for the researcher’s bias and allowed a good

consensus to be reached. Verbatim descriptions of participants’ account were used to

support findings. Proper record of all the transcribed data were secured in an electronic

folder.

3.6 Interview Procedure

To collect data for this study, the researcher obtained a letter of authorisation from

the Research Ethics Committee of Psycho-Spiritual Institute, Marist International University

College. A letter of permission to carry out the study in Kenya was also obtained from

NACOSTI. A convenient time for the researcher and interviewee was arranged by the

researcher in advance. Each interview session lasted between 45 minutes and 1 hour. Each

participant was presented with a similar set of questions relating to their experiences of

mission and its impact on their job satisfaction. The participants were asked open-ended

questions with the exception of their demographics like age, level of education and

professional skill. Open-ended questions allowed the participants to express themselves

36

more freely, especially their feelings and thoughts. To ensure that accuracy was obtained

regarding what the participants said, the interview was recorded on a Dictaphone and later

transcribed verbatim. A pilot interview was conducted before the commencement of the

research in order to make corrections on the questionnaire. The pilot interview guided the

researcher to identify questions that might make participants feel uncomfortable with the

interview.

3.7 Data Analysis

In order to find answers to the objectives of the study, the data collected was

analysed. The common issues that recur were identified, and the main themes that

summarized all the views collected were analysed using thematic analysis (Brikci & Green,

2007). The results of the study were presented in narrative form based on the common

themes obtained. The recorded data collected was transcribed manually and stored

electronically in a computer.

3.8 Ethical Issues

The contemporary social and medical research establishment has created a number of

key phrases that describe the system of ethical protections to protect better rights of the

research participants (Trochim, 2006). Therefore, the researcher carried out the following

ethical considerations of academic research.

3.8.1 Confidentiality

To ensure confidentiality, the participants did not give their names and addresses in

the course of the interview. Information gathered was completely confidential, and the hard

and soft copies of data generated in this study were carefully stored in the computer and

files.

37

3.8.2 Informed consent

The purpose of the research was clearly explained to the participants to seek their

consent in participating in the study. Consent form was also attached to the interview guide

for the participants to formally give their consent.

3.8.3 Privacy

Information provided by the participants during the course of the interviews was

strictly confidential. For the purpose of privacy, interviews sessions were conducted in safe

place in the sisters’ convents. All records were strictly kept in a locked facility, and this

information was not made available to anyone.

3.8.4 Potential Risk

Risk in research is described as the potential physical or psychological harm,

discomfort or stress to human participants that may be generated by a research (British

Psychological Society (BPS), (2010). To avoid any potential risks or harm, the researcher

allowed the participants the preference of time and location for the interview. There were no

known potential risks except the inconvenience of time on the part of the participants for the

interview. However, the researcher being a therapist took necessary precautions and

prepared for debriefing exercise for participants who had emotional upsurge that came from

relating hurtful past experiences of the manner in which they were missioned.

3.8.5 Voluntary Participation

The participation in this study was voluntary. Participants were encouraged to ask

questions about this study at any time in the course of the study. The participants were not

38

bound to participate throughout the interview period. Those who felt like withdrawing their

participation were allowed to do so without any penalty.

3.9 Summary of Chapter

This chapter has presented the design and method that was used to achieve the

objectives of this study. It explained the research design, epistemology, participants,

sampling procedure and instrument of data collection. Interview procedure, data analysis,

and the ethical issues that guided the study were also presented.

39

CHAPTER FOUR

DATA ANALYSIS, PRESENTATION AND DISCUSSION OF THE FINDINGS

4.0 Introduction

This chapter presents the study’s data analysis including the discussion of the

findings in relation to the research questions. The data were collected through face-to-face

interview with Catholic religious sisters in Karen, Nairobi, Kenya, including one focus

group discussion (FGD). The data were transcribed verbatim and coded for themes.

Thematic analysis was used to present the findings for each of the questions. The study

focuses on exploring the influence of missioning on job satisfaction of Catholic religious

sisters in Karen, Nairobi.

4.1 Demographic Details of the Participants

A total number of 22 Catholic religious sisters from 20 different religious

congregations participated in this study. 17 sisters participated in the face-to-face interview,

while 5 sisters who were not part of the face-to-face interview schedule participated in the

focus group discussions (FGD). The age range of the participants is from 28 years to 63

years. All the sisters have been missioned in one way or the other. The participants included

temporary and finally professed sisters. A leader, who is currently serving a second term of

office in her congregation, was among the finally professed sisters interviewed. The number

of years spent in religious life for the temporary professed participants ranged from 3 years

to 8 years, while that of the finally professed ranged from 7 years to 48 years. The

educational qualifications of the participants were as follows: one MA, nine first degrees, 10

diploma certificates, and two form four. The participants engage in the following

40

professions: teaching, catechesis, pastoral work, social work, formation and secretary. The

demographics of the participants is presented in table 4.1 below.

Table 4.1: Participants’ Demographic Details

S/N

Code Age

Age in religious life Professional skill Educational level

1 RE 49 16 Secretary Diploma2 LK 41 12 Catechist Diploma3 RM 38 8 Catechist Diploma4 JN 28 4 Laboratory scientist Diploma5 JM 32 3 Catering Diploma6 AC 63 40 Teaching Diploma7 LL 43 19 Secretary Diploma8 JK 33 7 Catechist Diploma9 MA 39 7 Social work Diploma10 MZ 33 8 Teaching Diploma11 AR 62 48 Teaching First degree12 LZ 50 30 Teaching First degree13 LE 43 12 Theologian First degree14 AA 38 15 Theologian First degree15 BM 49 15 Social work First degree16 MB 37 7 Theologian First degree17 RK 55 29 Catechist First degree18 ME 39 15 Catechist First degree19 MR 49 27 Theologian First degree20 JL 28 4 NIL Form Four21 JH 30 8 NIL Form Four22 KA 53 32 Teaching Master’s degree

4.2 Presentation of the Findings

The findings and their discussions according to the research questions in relation to

reviewed literature and theoretical framework are presented in this section.

4.3 Analysis of Research Question One (RQ1)

RQ1: What are Karen Nairobi Catholic religious sisters’ experiences of mission?

The interview data revealed that the Catholic religious sisters of Karen, Nairobi have

different experiences of mission such as finding fulfilment in mission, sent on mission

without skills (training or qualification) resulting to experiences of anxiety. Hence, the

41

following themes of fulfilment in mission, lack of qualifications, and anxiety were employed

to represent the participants’ experiences of mission in relation to consultation.

4.3. 1 Fulfilment in Mission

According to the participants’ interview data, there were some who expressed

happiness based on the fact they were consulted before they were sent on mission. In this

regard, the participants claimed that they were happy based on the fact that their opinion

mattered, at least their voices were given a chance to be spoken and heard. Therefore, they

found fulfilment in doing what they had to do. On the other hand, there were some of the

participants who reported that they were not fulfilled based on the fact that they were not

consulted with before they were sent on mission. In this context, they felt ignored and this

act of being ignored impacted on their experiences of satisfaction. The sub-themes regarding

sisters missioned based on consultation and sisters missioned without consultation were used

to represent the participants’ experiences.

Sisters missioned based on consultation: A good number of the participants expressed that

the manner in which they were missioned made them feel respected and recognized, which

energized them to give their best happily. Some of them stated that they were consulted and

missioned based on their skills, interest and ability. In this regard, participant AR said:

I like teaching, yah. I was never forced into it. I liked it, so the congregation trained me in that line. So, I taught for a while then I became the administrator for 23 years. I was a principal of a high school for 23 years. For those 23 years, I enjoyed it. I liked to compare my work with the work of Christ because he was also a teacher and his teaching was to transform and even reform and make life better for the subject. I think I did my best at whatever level I could reach. I retired a very satisfied person (January 22nd, 2018).

The experience of the above participant clearly showed that she is a happy teacher

who loves what she does. She had interest in teaching, she was trained for it, and she was

able to put in her best. The fact that she liked and enjoyed what she did brought satisfaction

42

to her, and this was reflected in the way she expressed that she retired a very satisfied

person. The experience of this participant is supported by the findings of Lidman’s (2016)

study which reported that sisters who were consulted and assigned to apostolates based on

their ability, interest and skills experienced joy and satisfaction in carrying out their works.

Besides, the participant’s fulfilment also came based on the fact that she was imitating

Christ, who is an exemplary teacher. Hence, part of her fulfilment emerged based on

imitating Jesus Christ’s life style. Another participant MA who shared similar experience

said:

Yes, the happy moments were when I was able to practice based on my expertise knowledge from what I read in the university, and it was a joy for me, to see that I was now able to do things practically. I really like my profession and I prefer to be in the field. So it was a good experience for me to be able to work with women. It was the time to do things practically as a social worker. I really enjoyed when I had to do social work (January 24th, 2018).

The above participant had a diploma in social work, and was missioned based on her

professional skills. This proper match of her professional skills with the work she was

assigned to do gave her joy and satisfaction. She liked her profession and enjoyed doing

social work, which she claimed afforded her the opportunity to work with women. The

highlight for her was using her expertise knowledge, which in the perspective of trait and

factor theory of Parsons (1909) is doing a job best suited to her ability.

Yet participant ME who had interest in pastoral work and actually studied pastoral

theology expressed that she is joyful as she was missioned to work as a pastoral worker in

the diocese. Thus she said:

Right from the formation house, I chose to do pastoral work. I was sent for training, and I have diploma in pastoral theology. I was a pastoral worker, and worked in all levels in the diocese, and then I was posted to the national level. I liked my work so much that even when my contract was over, I felt like I should continue. For me I can say I am totally satisfied (January 26th, 2018).

43

From this participant’s experience, it is glaring that missioning her in line with her

interest and professional qualification made her happy and no doubt led to her experiencing

satisfaction. She even felt she could continue with the mission beyond the expiration of her

contract.

From the experiences of the above participants, it is clear that they were missioned

based on their interest, skills and ability. So they were happy doing what they were good at.

This is in line with some research findings that reported, that when Catholic religious sisters

are missioned appropriately, they are happy, fulfilled and satisfied (Eze, Lindegger &

Rakoczy, 2013; Lidman, 2016). As well, such argument have been reflected by Badillo-

Amador and Vila’s (2013) research findings indicating that workers who are assigned in line

with their skills are more satisfied with their jobs than those who are not assigned duties

based on their skills. Equally, this finding re-echoes the theory that individuals perform best

when they are in jobs best suited to their skills, interests and personal abilities (Parsons,

1909). It can therefore be concluded that sisters are happy and satisfied when they are

missioned based on their interest, ability and skill.

On the other hand, some of the participants reported that they were not missioned

based on their professional skills and interest though they were consulted. The experience of

mission for this group of participants was gratifying as they expressed that they felt their

voices were heard. Specifically, this group of participants expressed that the approach of

their superiors was encouraging and empowering; which revealed another dimension of the

sisters’ happiness and fulfilment, despite the challenges they faced. Participant KA’s

experience was that the superior missioned her outside her professional skills, but she was

well prepared, and according to her, that was the only time she was consulted. For her, she

was able to perform beyond what she would ordinarily do. She said:

44

My superior general called me, and asked me to go for a workshop on leadership, management and public relations. She prepared me, and when I went to that work, it was successful. It was successful. Everybody talked about how I handled that office. Do you understand? She prepared me. Her preparation prepared me body and soul. I was able to fit into the work and I did it with my whole heart full of happiness and joy (January 22nd, 2018).

The above participant, who is a trained teacher, is presently working as a developer

for her congregation. She was not missioned based on her initial professional skills or

interest, but she was consulted and sent for training in preparation to become a developer for

her congregation. This participant explained that she was happy being able to put in her best

in the job.

The participant went further to say:

When mother gave me that work there was no office, no vehicle, there was nothing, but within six months in the office, everything I needed came. I needed a car in the office, someone bought a brand new bus, blessed it and gave me the key. I used that bus and they still use it in our generalate. I got money, did all the things she wanted me to do. I had a successful working experience. That is what happens when you prepare someone (January 22nd, 2018).

This participant started the new job from a scratch, but in six months, she was able to

put things in place. The zeal with which the participant carried out the job resulted from the

fact that she was consulted and was trained. She was happy, and was able to do the job with

her whole heart because she was prepared for the mission. The experience of this participant

resonates with the findings of Mundi (2011) that employees’ participation in decision

making increases job satisfaction. This is to show that adequate consultation and preparation

is necessary when missioning sisters, especially when the mission is not in line with their

skills and interest.

In the same vein, participant MR who was not missioned based on her skill, shared

how her mother general went about it. For her, she was not only consulted, she was

encouraged, and had the full backing of her superior general. She said:

45

At one point I was a bit not happy, because I was given a post I thought I was not well prepared. My educational qualification and the post did not tally. I tried to explain myself to the mother superior, and luckily enough I had an understanding superior. She understood what I was putting ahead of her, and then she comforted me with these word: she said: ‘Have you ever been there?’ I said: ‘No’. She asked: ‘Is it not that you are just afraid of going? Go there, if there is anything, just communicate. I will be with you, following you very closely. We will be working together. So accept, you go and try’. I accepted but with only words of mouth, deep down I was still struggling. When I was there the first day I cried. After a while, I adjusted, and I enjoyed the job. I worked there for two terms of three years each. I was satisfied working for my congregation (Participant MR, 49 years old, January 26th, 2018).

Though without professional qualification, this participant worked successfully for

six years as a formator. She enjoyed the job and was satisfied helping to form the novices in

her congregation. This was because she was consulted, and had the support of her superior.

This is in line with the findings of Miao and Kim’s (2010) study that reported that

organizational support from the supervisor have a positive impact on the job satisfaction of

employees. The experience of this participant shows that sometimes sisters may feel

incompetent to do certain works, but when they are consulted with and are motivated by

their superiors, they would put in their best in the job and be satisfied. From the foregoing, it

is obvious that the sisters who got one form of motivation or the other from their superiors

were able to perform well and were happy, and satisfied with their jobs.

The participants above were able to perform well, and were satisfied because their

superiors did not just send them for mission, they were informed, consulted, motivated, and

encouraged by the superiors. The experiences of these sisters are related to the findings of

Samuel and Oloko’s (2014) study which revealed that employees’ recognition affect their

performance. Likewise, participation in decision making made the sisters feel more

responsible and satisfied with their jobs (Oloo & Orwar, 2016). In the same vein, the study

of Anjum (2014) showed that increase in manager’s social skills lead to an increase in the

level of job satisfaction of his/her subordinates. The findings of this study clearly indicated

46

that the social skills of the superiors like consultation, motivation and words of

encouragement had a positive influence on the job satisfaction of the sisters.

Missioning without consultation: On the other hand, most of the participants expressed that

they were not consulted before being sent on mission. The experience of mission for this

group of participants was not satisfying as they expressed that they felt their voices were not

heard nor reckoned with. They were not posted according to their skills, interest or ability,

neither were they consulted with before posting. Some got their posting through phone calls,

some saw their names on the posting list, some were not expecting a transfer, while some

just got the letter of appointment. The experience of participant MZ who was missioned

through a phone call is captured as follows:

I was a teacher, and was really happy and comfortable with my job until my superior called me on phone one evening, asking me to go for formation course. To my utmost surprise, the form was already obtained and filled without my consent. I was very annoyed and disturbed, because where I was doing my apostolate, I was really happy and comfortable. I inquired why I was not communicated with before the form was filled. All I got was that there was no time for communication, and they were ready to send me there. Calling me through the phone and giving mission was very disturbing. My skills and interest were not of their concern (January 24th, 2018).

The above participant had no idea that she would be going to school. She was caught

unawares. According to this participant, she had an opportunity of meeting with her superior

after three weeks of their encounter, and she requested to have a dialogue with the superior,

but the superior refused. “I told her all I want is dialogue. But she didn’t agree, and she told

me, ‘you just go, we have already decided’. So with that, we didn’t have good

communication. I felt so sad” (January 24th, 2018). This participant is presently going

through the formation training, but she is not happy and satisfied with it. She is just there

because of the vow of obedience. The fact that this participant is not satisfied with what she

is doing presently may have adverse effect on her.

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Participant JK, a focus group discussion member shared the experience of one of her

religious sisters who was not consulted before being missioned as follows:

One of our young sisters was sent to a mission land without being prepared. She was just told that mother general wanted her to go to another community outside Africa. So she went there. She didn’t know the language, she didn’t know the people. She got sick, she was taken to the hospital but she could not express herself, and what was happening in her body, and in that case the sickness continued. She was taken back home without talking, without eating, without drinking anything. The congregation is spending resources on her now to restore her to good health. So, for now, we are still hoping for the best with regards to her health (January 26th, 2018).

The above experience is not a palatable one for the sister involved. Actually, the

congregation will have to spend so much resource on the sister to bring her back to good

health and ultimately her well-being. According to the participant, this situation could

probably have been averted if the sister in question was consulted, and prepared for the

mission.

Another participant LZ who shared the experiences of some of her sisters who were

not consulted before they were missioned reported:

What I have noticed from the congregation concerning my sisters who were not consulted before being posted to different apostolates is that they went there grudgingly and this affected the way they approach their work. You find that a sister who was very happy in a particular community, when transferred to a new community, becomes very nagging, very sad, and this affect the people she is working, and living with. I want to believe that it is because somehow they felt forced to go to that particular place to work, so they are not going there with open minds. So they just do it because we all take the vow of obedience. We have cases where sisters had to move to another community immediately, without prior notice. This is not fair! They need to be told and prepared ahead (February 7th, 2018).

According to this participant, when the sisters are not prepared, they do the job in the

name of obedience, but they are not happy, they are frustrated and thus their performance is

affected. The experiences of the sisters shared above impacted negatively on them, others

around them and the work they were sent to do. This situation could be avoided if the sisters

48

were consulted, and do not feel forcefully sent on mission. The implication of the

experiences of these participants is that when sisters grudgingly accept to do a job, they will

not put in their best. Thus, consulting with the sisters before they are missioned will have a

positive effect in their job satisfaction.

Participant LL shared that in her congregation, transfer letters were just given to

sisters without consultation. She explained that:

There is no consultation. Sometimes you are just given a letter. So you have to read and see where you are supposed to be. It is very painful! I expect my superior to call me. You know, even if she is not asking for my opinion, but it’s good to sit together and she tells me, ‘Sister, we have agreed to transfer you from this community to another community’. You see… that is a little bit better. But now when you get a letter, or you are told, you have been transferred to a certain place, you will not perform according to how you were supposed to perform. It is very painful! It is a big challenge for me (January, 24th, 2018).

The above participant would have loved a situation where the superior consult with

the sisters, so that the best could be brought out of them. She stressed how painful it is when

the sisters just get letter of transfer without the superior talking with them. For her, it is not

about asking for her opinion but rather she only needed that human touch; to be treated as a

human being.

From the foregoing, it is clear that sisters are not fulfilled when they are not

consulted, or at least informed about their mission. These findings resonate with the study of

Lee (2016) which showed that when a person is not interested in what s/he is doing, such a

person will not be satisfied with his or her job. According to trait and factor theory of

Parsons (1909) interest play a major role in achievement of high level of job satisfaction. It

follows therefore that when the sisters’ interest are not considered through consultation they

will not attain a high level of job satisfaction as in the case of these participants.

4.3.2 Lack of Qualifications

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The second theme employed to depict the participants’ experiences of mission is lack

of qualification. This lack of qualification arises out of the experiences of those participants

including some of the sisters in their congregations portraying that some of them had not

been sent to school after they entered religious life. According to the findings of this study,

some of the participants were not sent to school for further studies in good time. They

worked for years in their apostolate without the basic minimum qualification, and by the

time their congregations were ready to send them to school, their secondary school

certificate would need upgrading. In this regard, participant JM shared her experience as

follows:

You see, you find a sister who has been professed for like seven or eight years in the congregation and she has no certificate. So it becomes very hard. Even the grade you had, you know as years goes, the grade also loses their market value. When you come back you find that, for example, if with your grade, you were to do like teaching in primary school, you are no longer able. Like for now, you see nursery schools used to take people with D plain, but now, they no longer do that. They have reached the stage of taking D+. Now things were not like that. So when you stay in the congregation for a long time, then when you come back to school it is not very easy. I don’t know whether the congregations are the same, but at least they should let a person have even a certificate course, instead of staying many years without any qualification (January 26th, 2018).

The above participant worked for seven years without further studies for any

certificate, diploma or degree programme. As expressed by her, delay in sending sisters to

school can render the result of the sisters almost useless by the time the congregation is

ready to send them for studies. Apart from this, attention and retention may somehow be

difficult as a result of delay. Similarly, participant LK expressed how she felt when asked to

teach without basic teaching skills as follows:

When I did my first profession, I was sent to a school in one of the regions in Tanzania, and I was teaching religious education in the secondary schools. I had no teaching qualification. I used the knowledge I have as a sister from what we did in the formation, but it was not the same like if I had gone for training. So sometimes they send you to an apostolate before training. Okay, you do your best but not like if you had gone there while you are trained. So,

50

I was able to teach, but not as effectively as I would have done if I am trained. But when you are told to go, you don’t say, ‘I would not go.’ We obey because of the vow of obedience, but sometimes it is not easy (January 26th, 2018).

According to this participant, when sisters are missioned without training, it will be

difficult for them to perform effectively. For effective and excellent performance, the

Catholic Church is very clear on the need to educate missionaries before they are missioned

(Gravissimum Education, 1965). However, so many sisters find themselves in a situation

where they are not professionally trained, and they keep struggling with their jobs because

of the vow of obedience. This being the case, sisters should be given the opportunities to

experience the vow of obedience as a shared responsibility rather than it being a burden

(Perfectae Caritatis, 1965).

4.3.3 Anxiety

The third theme used to describe the experiences of mission by the participants is

anxiety. The experience of anxiety in the case of the participants of this study arose from

their jobs and relationship with their superiors. This is because there was no consultation and

they were not also sure of the kind of job that lies ahead of them when they were being

missioned. Hence, most of the participants stated that they were always anxious when it

comes to transfers as they did not know where they would be transferred to, and the kind of

job they would do. Participant KA sharing what the sisters in her congregation pass through

narrated:

Transfer or posting just come on the list and you see your name, and they will give you one week, at most two weeks, which is probably not done, to start packing, getting ready for your new posting. Sometimes, sisters are even told to move immediately. You know, there are some trauma and disappointments that come with it. Some sisters won’t like where they have been posted to. The sisters most of the time feel depressed, feel unwanted, feel cheated. There are people who have had sleepless nights, trauma, and depression as a result of the manner in which they were posted. Some already developed psychological problems, and the superior is asking for the cause, not knowing that she is the cause (January 22nd, 2018).

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The above extract is a clear indication that some sisters go through the experience of

anxiety, trauma, and psychological challenges because they were not consulted before

missioning them to apostolates and that could lead to depression as expressed by the

participant. In addition, participant KA emphasised the fact that the manner in which the

sisters were posted including not having enough time to prepare for their new appointment,

and not being consulted, was responsible for what they went through.

Likewise, participant RM who said that consultation was not done in her

congregation, except when sisters were missioned to head certain institutions reported:

The nature of our congregation, apart from those who are heading certain institutions like principals in schools or administrators in hospitals, is that we only receive a circular with the name of where you are supposed to go. When the circular came out, and I saw my name written that I was to go to the novitiate, I became very anxious. I think formation house is a sensitive place to work, and one need to be prepared for it. I was not told earlier, and I did not know what and what to be done. What I have come to realize is that this has created a lot of disturbance, stress and tension for the sisters. There is anxiety of where will I be, and what will I do when I get there? So this thing has been so stressful, not only to me, but also, I have realized that sisters are suffering out of it (January 22nd, 2018).

From the experience of the sister above, anxiety has resulted in building up tension

and stress when the sisters were not aware of what job they were sent to do in a particular

place, until they reached there. The experience of missioning could be very painful

especially when the sisters are not involved in dialogue. In this regard, participant LL shared

her painful experience of transfer as follows:

When it reached time for transfer, I was not even told. The superior never talked to me. She left a message with a council member, to tell me that I have been transferred. I left for the new community. After I reached the new community, the superior came, and said I transferred myself. You see that conflict? I tried to explain to her, but she insisted that she did not transfer me. One thing I am sure of was that this council member could not have lied in such a thing. I believed the superior made the statement, but she was just denying. It is very painful and depressing (January, 24th, 2018).

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This participant, who was accused of transferring herself expressed how painful and

depressing it was, especially when the superior denied the fact that she left a message for the

sister. If the superior had dialogued with the sister in question, such confusion would not

have emerged. The voices of these participants is supported by the findings of Kiumi,

Chemnjor and Macharia’s (2014) study which revealed that autocratic leadership style of

principals had a negative impact on the teachers, which in turn affected the learning

outcomes of the students.

According to Hereford (2014) superiors are supposed to be gifted guides to the

members of their community, thereby, making the community a real home for the sisters.

Looking at the experiences of the participants in the above narratives, the superiors would

achieve more for their sisters, if they could apply dialogue in the course of their

administration rather than wielding autocratic control over their sisters, and making life

unbearable for them.

4.4 Analysis of Research Question Two (RQ 2)

RQ2: What are Karen Nairobi Catholic religious sisters’ experiences of consultation in

terms of matching skills, ability and interest with the demands of mission?

From the interviews conducted, it was clear that the sisters who were consulted, and

missioned based on their skills, ability and interest were happy doing the job, and they were

able to put in their best in attaining success. Whereas, those who were not consulted, or who

were not trained or prepared for the mission reported that they were not happy and they

found it difficult to perform well, even when they put in their best possible effort. In order to

answer the second research question of this study, the findings in this section were presented

with the following two themes: impact of consultation and inadequate training/preparation

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4.4.1 Impact of consultation

The first theme employed to illustrate the participants’ experiences of consultation in

terms of matching skills, ability and interest with the demand of mission is impact of

consultation. The findings of the study clearly indicated that consultation had a great impact

on the performance and job satisfaction of the sisters. According to the findings, few of the

participants claimed that consultation was a given reality in their congregations. Based on

the participants’ report, in the congregations where there were consultation and dialogue,

most of the sisters performed well and were satisfied. Thus, participant AR who is presently

a superior in her congregation said:

Hmm, in our congregation there is a lot of consultation generally now, unless something is beyond reach. They see you can do it, so they ask you to help. Like when I was re-elected for regional superior, I was trying to say no, but at the same time I looked at the situation on the ground and the sisters’ trust in me. So I looked at it and said okay. The election is like consultation ... So I said, okay fine, I will do it but I have to do this first, and they understood. You might be told, ‘Sister, we want this or that, think about it.’ And when at times, when consulted, people agree. Generally, people agree, and they not only perform well in the mission, they are satisfied (January 22nd, 2018).

In the above situation, the sisters of this congregation were part of the decision

making process in missioning them. They were consulted, and given time to think about the

mission, and the need of the congregation. For the very fact that they were carried along, the

sisters generally claim that they performed well, and were fulfilled in doing their job.

Participant MR who remarked that they experienced consultation in her congregation

shared how the sisters were missioned as follows:

In our congregation, we are not just sent without being consulted. When I was posted to work in the novitiate, I was consulted one year ahead. In all my postings to parishes, I was consulted except in one instance. When I asked my superior why, because it was not normal, her reply was that she thought

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she told me. You are informed of the various areas you can work right from the formation house, and your area of interest is taken into consideration when you are due for further studies. So, you are given a chance to choose. Sometimes, you may be posted outside your professional skills, but the good thing is that you are consulted first. I am happy that in our congregation, we do consult (January 26th, 2018).

Based on the practice of the above participant’s congregation, the sisters were

consulted before they were sent for further studies or mission. Most of the times, the sisters

in this congregation are missioned according to their interest, ability and professional

qualifications. When they were not missioned in line with their professional qualifications,

they were consulted and dialogued with. This accounted for why this participant was

consulted a year before she was posted to work in the novitiate.

On the contrary, in most congregations, the superiors missioned the sisters without

due consideration for their skills, ability and interest. As a result, the sisters felt that their

voices were not listened to, and this left some of them unhappy and dissatisfied. Participant

MB shared that:

No, I have not been consulted. They called me to give me a decision that has been taken by the council. It was to give me information not to consult me. Because the superior did not ask me, if I will go there or not. She did not ask me if I will be able or not. Otherwise if she asked me I could say no. I was missioned to be the dean of studies in a secondary school. So, when I received the call, I was disturbed. I didn’t sleep that night because, I was wondering if I finish Theology and I am sent to be the dean of studies, what will I do there, what is this about? So this has been for me a challenge because, I am not qualified for that post. It’s difficult, but I have to obey. Consultation is not done. Sometimes you cry, but after crying you go. Sometimes it becomes hard, you continue crying, they change you and give you another work (January 18th, 2018).

The above participant was not happy with her situation, but she had to do the job out

of obedience. The implication of this experience is that, when the sisters are not consulted

before missioning or/and when they are also missioned without consideration for their

professional skills, it leads to dissatisfaction in their jobs. Similarly, participant AC who was

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a teacher, and enjoying her teaching job, shared how she was pulled out without due

consultation to go for formation. She said:

To me, I felt that there should have been a dialogue, but there wasn’t. It’s like you come over and they say they are sending you for a training in formation outside this country and the plane is booked, you have to fly on 17th of January and that was a bit too late to put things together and hand things over. The time wasn’t there. It was painful, I didn’t hand over, I didn’t say bye to my colleagues and to the children (sighs) because I had to rush. Indeed it was a rush because, I left where I came from, they sent the driver to go and pick me. So when I arrived, I didn’t sit, I took off to Nairobi almost 300 km, from Nairobi straight to the airport. It was a rush and a little bit too much for me. I feel at least early consultation and dialogue could have been done (January 24th, 2018).

This participant’s experience was a painful one to her. She was not given enough

time to prepare, even to hand over to her successor. She was not happy because there was no

dialogue to know if she was ready for the mission or not.

Participant AA who had interest in a different area of study, explained how she

struggled with the way she was sent for further study. She reported that:

I was only told that, what you have been aspiring for, you might not go for it. This is where we want you to go to. So that is how it came and, so I had to obey. I couldn’t beat the church, I went for it. Like every other person, you can imagine how I felt. It was a terrible experience for me. It was not easy to begin the journey. I was really disoriented. I got to the school still filled with awe and expectation not knowing what it means to do theology. I was wounded, but there was nothing I could do to stop it. So, then eventually I have to do the will of God, as it is said (January 26th, 2018).

This participant indicated to the superior the course she wanted to study, but she was

not given the opportunity. She was not consulted rather was only told what they wanted her

to study. Though not happy with the decision of the superior, she had to resign to the will of

God as she had reported. Again, participant KA sharing how superiors missioned the sisters

by compelling them to obey because they vowed obedience said:

I feel the superior, at least a month before the time, or even a year before the time, or even some weeks before the time should talk with the sister, that you will be transferred from this community, for so, so reason. You will be going

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there for so, so reasons. Then, the sister will prepare her mind, will prepare herself, her emotions, and her psyche to go. But when it comes suddenly unprepared, untold, and everything, then that is where the problem lies. Generally, many of the sisters have the same feelings about transfers, locations, and assignments. A sister, who is a nurse, asked to go and run a school will not do very well because, she didn’t do education, she is doing what she did not study. But she is told she can do anything because she is a religious. It’s quite not right. People should be placed according to their ability and what they can do. … You vow obedience, you must obey. Sisters are obeying. Some obey sheepishly, some obey blindly and then the obedience is giving them trauma. There is no need for that. So, appointing a sister or giving her location or apostolate should be something a sister is able to do (January 22nd, 2018).

According to this participant, the vow of obedience when not appropriately applied

by the superiors has caused trauma to the sisters. Making religious sisters believe that they

have capacity to do anything might be challenging and possibly not help them be as efficient

as they ought to be. The findings of Cenci and Filippims (2016) that strict adherence to

rules, led to the dissatisfaction of people who entered religious life agrees with this present

study. It therefore shows that when sisters obey blindly or sheepishly, they can do the job,

but they will not be happy or satisfied because they are forced to do it.

The experiences of the sisters as related in their voices above indicated that the

sisters who were consulted, or at least informed about their mission in good time were happy

and fulfilled, while those who were not, went to the mission grudgingly, and were not

happy. The results of this study resonate with that of Samuel and Oloko (2014), which

indicated that the performance of employees who are recognised by their employer is better

than those who are not. Also, the study of Oloo and Orwar (2016) that employees feel more

responsible for their actions when they are made to participate in making decisions, is

confirmed by the findings of this study. Therefore, involving sisters in decisions that has to

do with them is very important, and it will go a long way in boosting their job satisfaction

and well-being. This can easily be done through consultation.

4.4.2 Inadequate training/preparation

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The second theme used in capturing the participants’ experiences of consultation is

inadequate training and preparation. Inadequate training or preparation in this regard is the

fact that the sisters had no or sufficient training or preparation in professional or language

courses that could be of help to them in their jobs. The participants of this study reported

that many Catholic religious sisters were not adequately trained or prepared for mission

before they were sent. Most of them were sent to one apostolate or the other immediately

after first profession, without further training. Some were not even given the opportunity for

further studies until after final profession.

Participant JL from the focus group discussion who counted herself lucky to be sent

to school after eight years of first profession recounted:

I am very happy, because to have this chance to study is a source of happiness. You see, like me I have stayed for eight years, not only myself, but I am like among those who have gone to school. And now, what I sometimes wonder is that, at least, if they prepare you to go for study, you are studying not for yourself, but for the congregation, the church, and the people you are going to serve out there (January 26th, 2018).

This participant has worked for eight years without qualification. From her sharing,

she was at least happy to be considered for further studies, so that she would be more

relevant wherever she would be missioned to. This participant is right in saying that the

sisters do not study for themselves, but for the good of the congregation, the church at large,

and the people they are missioned to serve. The stand of this participant is also supported by

Gravissimum Education (1965), which advocated that missionaries should be professionally

trained in order to carry out their activities successfully.

In the same vein, participant JK explained that some sisters come to religious life

trained in one skill or the other, but were posted outside their skill, instead of upgrading

them in whatever skill they already acquired. She said:

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Some sisters were trained in the courses of their choice before coming to religious life. Instead of allowing them to work with their qualification, they are sent to a different apostolate, and are not even allowed to build on what they already have. As a result of this, the sisters do not enjoy their apostolate because, it is not something they are passionate about, it is something which is being forced. The reason why many of the sisters were not performing in the fields is that, they have been given the apostolate which they are not capable of. So you don’t enjoy, you fail yourself and you fail the whole congregation, because failure of an individual sister, is failing the whole congregation. Sometimes we try to cover that shame by trying to work hard. (January 26th, 2018).

From the perspective of this participant, sisters who were trained in one field or the

other before joining religious life were happy with their area of interest, and would have

loved to continue in that line, since it is their passion. But, oftentimes they were missioned

outside their area of interest, and this led to many of them not performing well.

Participant JH described her experience with regards to inadequate preparation in the

language of where she was missioned. She highlighted:

So I tried my best, but it was a very difficult experience I had. I could see someone wanted to share with me, and I was also very eager to hear what the person wanted to tell me but because of the language, I could not help. It is not easy. For me, what I see is that unless you are prepared, first by learning the language before you are put in that position to work, you will find it difficult to communicate. You will not perform well because of the language barrier. You know as young sisters, you don’t complain as such. You can’t say you are not going. You have to obey. This is not only applicable to the young ones, but even those who are finally professed, they must obey. I cannot say I was happy working in that situation. It was difficult for me, I was not satisfied (January 26th, 2018).

The above participant explained how difficult it was carrying out the mission in a

foreign language, because she was not able to communicate with the people she was sent to

render service to. In this context, the sister was rather frustrated as she could not

communicate properly and such an experience had a negative impact on her job satisfaction.

Training sisters to acquire necessary skills, and also the language of where they are

missioned to, cannot be over-emphasized. The sisters can only give what they have, but

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when they are not trained, they do a haphazard job wherever they are missioned. The people

will not be happy with them, they will not be happy with themselves, and many a time they

end up being frustrated. The study of Bercu (2017) that training programme has a positive

connection with job satisfaction, is very much relevant to this present study. Eze, Lindegger

and Rakoczy’s (2013) study confirm the findings of the current study on the prospects and

challenges of educational development of African Catholic religious sisters, which revealed

that not being skilled has a negative impact on job performance and job satisfaction of the

sisters. Therefore, missioning sisters based on their skills, ability and interest will have a lot

of positive impact on them, especially when the sisters are consulted.

4.5 Analysis of Research Question Three (RQ3)

RQ3: How is the Karen Nairobi Catholic religious sisters’ sense of job satisfaction

impacted upon by the manner of missioning?

There was evidence in the interview conducted indicating that the Catholic religious

sisters’ sense of job satisfaction was impacted upon by the manner of missioning. This

manner of missioning was either with or without consultation, and sometimes without

consideration for the sisters’ ability and interest. Most of the participants reported that the

manner in which they were missioned influenced their sense of job satisfaction. The theme

sense of accomplishment was used to represent the participants’ responses.

4.5.1 Sense of Accomplishment

Sense of accomplishment is the main theme used to represent how sisters’ sense of

job satisfaction was impacted upon by the manner of missioning. This theme would be

discussed based on two sub-themes: sisters who are consulted and missioned based on their

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skills, ability and interest; and sisters not consulted and not missioned based on their skills,

ability and interest.

Sisters who are consulted and missioned based on their skills, ability and interest: All the

participants who were consulted before missioning indicated that they had a sense of

accomplishment. Participants who were missioned based on their skills, ability and interest

reported that they had a sense of accomplishment and job satisfaction in their apostolates.

Participant KA who is a trained teacher of special education, claimed that she has always

been posted to schools, and not just any school, but schools for students with special needs

where she is relevant. She said:

I can say that actually I have been working in my area of competence. Yes, because I did education, and I did special education, right? I have worked in all our five handicap schools. Which is good. Yes. I had a successful working experience. I have had job satisfaction (January 22nd, 2018).

This participant did not just work in any school; she worked in handicap schools

according to her qualification. Probably, if she were posted to schools where her expertise

was not useful, she would not have had job satisfaction. This implies that when sisters are

missioned based on their skills and interest, they are able to work successfully and are

satisfied with their jobs. Likewise, participant AR who liked teaching, and was assigned

based on her qualification and interest expressed her joy and sense of accomplishment and

job satisfaction saying:

I was consulted and asked what I would like to study. I opted for music education and the congregation trained me. After my studies I worked in schools. I was always missioned in line with my interest and skills before I retired. I am fulfilled and very satisfied (January 22nd, 2018).

This participant studied music education, and she taught her subject area. She was a

very satisfied person because she was trained and missioned based on her skills and interest.

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Although some sisters were not missioned based on their interest and professional

skills, they still reported that they were happy and fulfilled because they were consulted.

This was seen in the experience of participant LE who was missioned outside her area of

specialization, but was fulfilled and satisfied based on the way she was missioned. For her,

there was consultation generally in her congregation before sisters were missioned. Some

who even thought they were not capable were given opportunity to ruminate over the needs

of the congregation, and they often accepted, and performed well in their apostolates. This

was her experience:

Yeah there is consultation, you are called, and then you are told we are sending you there. If you are not ready at that time they will give you time to think about it then you come back. Many of those who go to think about it, come back with positive response even if it is not easy. What I have seen is that majority accepts and goes. I was challenged when I was sent to work in secondary school because it is something I have never thought of. Before I went, I asked why, and I was given some reasons. I was also given some time to think about it. I took up courage, and after two months I was settled and that was the beginning of loving teaching. I like teaching in school, and I came to realize that when you obey, and you do what you are requested to do, God will grant the grace. Many sisters are satisfied with what they were given because they were consulted first, and were given time to reflect. They are doing marvellously well out there (January 22nd, 2018).

The participant above was given some time to think about the mission and she

became happy afterwards. In her congregation, majority of the sisters accepted wherever

they were missioned to because they were first consulted with and given time. The sisters

were therefore satisfied with their jobs because they were part of the decision making

process. In a similar manner, participant AR who said there is a lot of consultation in her

congregation concluded that: “If I am fully prepared for what I am being sent for, I would

get job satisfaction because I am in the know” (January 22nd, 2018). Participant LE reported

that the manner in which her superior approached her before she was missioned motivated

her to perform well and in turn attain a high level of job satisfaction.

Dialogue is very important in order to see the capabilities of sisters, and for the betterment of the church and community. Sometimes, the sisters may not

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really know what they are capable of, but through dialogue, they can discover themselves and their talents. Like for me, ‘I said I am not able,’ but the superior who was there told me ‘I know you are able.’ She probably saw something in me that I was not aware of. Though it was not easy at the beginning, but after some time, I came to love the teaching job, because I was able to perform well (January 22nd, 2018).

Based on this sister’s experience it can be argued that the sisters may not always

know what they are capable of, therefore, on-going dialogue with superiors and others

would go a long way to facilitate sisters’ identification of their gifts and talents. In doing

this, the sisters need to be carried along through cordial exchange of ideas, so that they can

also discover themselves and their talents. The personal counsel, in this case consultation,

proposed by trait and factor theory of Parsons (1909) is in agreement with this study. When

this is done, the sisters would be happy doing what they are asked to do because they have

discovered what they are made of in terms of ability and talents.

From the foregoing, it is obvious that the sisters who were consulted, and missioned

based on their skills, interest and ability were fulfilled and happy with their accomplishment.

Equally, those whose missioning were not based strictly on their skills and interest, but were

consulted were fulfilled and satisfied. This finding is buttressed by the trait and factor theory

that personal counsel, in this case consultation, is fundamental to missioning sisters to jobs

(Parsons, 1909). This is an indication that when consulted, their superiors can bring the

potentials and the capabilities of the sisters to limelight. This finding is also supported by

that of Muindi (2011) that the level of participation in decision making affect the level of job

satisfaction of employee. It therefore means that when sisters are consulted and missioned

based on what they are capable of doing; their level of job satisfaction will increase.

Sisters not consulted and not missioned based on their skills, ability and interest: From the

findings, not many superiors engage in dialogue and consultation with their sisters.

Therefore, they did not mission their sisters according to their skills, ability and interest.

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Participants who were not assigned based on their skills have a different story to tell.

Participant who is a trained secretary before she joined her congregation recounted:

I joined the congregation as a Secretary. The superior wanted me to go for teaching and I told her I cannot teach. And then she told me, “If that is the case, then you will never go to school.” And up to today, I have never gone to school in the congregation. I just work with the experience I have gathered across time. And then all the knowledge that I have, that I came with as a secretary is useless. It is very painful Sister. It is painful! Because you see these are the people that want you to work in this profession and they do not want to give you the skills. It is very painful and challenging. Of course I get satisfied, because I am a person who love to work. But you know if I have gone for studies in accounting, if I have the knowledge, it cannot be difficult. It will be easier for me, and I will be more satisfied (January, 24th, 2018).

According to this participant, she only worked as a secretary for one year, and for the

past eighteen years, she had been working as an accountant in her congregation. She

lamented that she had no choice than to force herself to be satisfied with her job, since the

congregation refused to train her as an accountant. For her, this experience was very painful.

The experience of this participant showed how some superiors wield their authority to

suppress the interest, skill and ability of their sisters. The superior of this sister refused to

send her to school because the sister was not interested in teaching. Not only that, the sister

was not placed according to the skill she already acquired. When this participant was asked

if she was the only one going through this experience in her congregation, she replied:

No. Most of us! … So many sisters! In fact! Let me say so many sisters are not satisfied. I remember there is a sister who is complaining, who is crying till today. Actually, two of them wanted to join nursing school. One was sent for teaching and the other one for accounting. The one who was taken to school to teach, up till now she cannot stand in front of a class and teach – she is just there. And the one for accounting has to do it, but she still laments that this is not what she wanted to do. Even if she is performing or she is doing whatever that she is doing – she is not satisfied. Yeah (January, 24th, 2018).

It appears that many sisters are going through this experience of not being listened to

through dialogue or consultation. Their interest and satisfaction seem not to matter to the

superior. What is important to the superior is that the job is done. If the sisters continue in

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this manner, they may end up frustrated especially when they are not yielding positively in

their apostolate.

In a like manner, participant AC shared that sometimes the congregation was not

ready to train the sisters for additional skills, yet they posted them without required skills.

Thus, she said:

The problem comes when you don’t have the skill. You have trained for particular skills and then you are posted to a different occupation. Then you might not be effective or satisfied in your mission because of lack of skills, and sometimes the congregation may not be ready to take you for training first. You would work better in the skills you are trained for than when you have to learn on the job (January 24th, 2018).

This participant believed that sisters would work better in the skills they are trained

for. For her, if the congregation is not ready to train sisters for additional skills, the sisters

should be posted according to the skills they already have in order for them to be effective

and be satisfied with their jobs. From the above, learning on the job is not the same as being

trained in skills. Therefore, training in a skill should come first, then the sisters can improve

themselves through constant practice of the skills they have acquired.

In the light of the experiences of the participants, it is glaring that consultation is

very essential for sisters to reach a high level of job satisfaction. When sisters are missioned

without dialogue, they rarely experience satisfaction in their work. This study resonates with

the findings of Cenci and Filippim’s (2016) study in terms of emphasizing that rules

(obedience) were strictly adhered to in relating with the sisters rather than appreciating and

putting the interest of individual sister into consideration.

4.6 Analysis of Research Question Four (RQ4)

RQ4: Why is Psycho-Spiritual intervention needed for promoting dialogue before

sisters’ missioning?

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The participants were not conversant with psycho-spiritual therapy as at the time of

the interviews. However, most of them gave recommendations on how to promote dialogue

before the sisters are missioned. Some aspects of what constitutes psycho-spiritual

counselling were analysed based on the recommendations of the participants. Prominent

among their recommendations were listening, consultation, training and therapy. In the light

of this, the following themes such as listening and consultation, adequate preparation for

mission, and prevention of depression will be presented and discussed as aspects of psycho-

spiritual intervention.

4.6.1 Listening and consultation

The interviews conducted showed that listening is key in promoting dialogue before

sisters are missioned. Listening, according to the participants is a sign that they belong to the

congregation and that their voices matter. In this regard, many of the sisters narrated that the

superiors should have a listening ear to ensure that the sisters attain job satisfaction.

Participant LL said:

When planning to send sisters to school, it is good to listen to them. You see, in the process of talking we will come to an agreement! And then we will go, both of us being satisfied. But now you see, when they decide, … They have decided. Yes you will go because of obedience sometimes. You will go to that course but you will not be… productive! You will not be productive to the congregation and to the people that you are serving! Because the moment you will be doing that job, you will be remembering that, “I was asked to come for this course. This is not what I wanted.” And you see now… you will not perform well. (January, 24th, 2018).

According to this participant, when the superior and the sister come to an agreement,

things work better for them. The sister will be able to perform and be productive. In line

with the study of Sukirno and Siengthai (2011) participatory decision making enhances

productivity and performance. Hence, the superiors and the sisters should be in mutual

agreement before missioning. Likewise, participant AC highlighted the need for superiors to

listen to sisters:

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If I am consulted and I give my reasons, if I feel it would be better I go for a course maybe, in leadership, administration, or finance; the superior should listen to that and give me the opportunity to do that course. Even if it’s for a short while to do that course, it would make me feel much better, so I would be confident (January 24th, 2018).

This participant expressed that if the superiors listen to the needs of the sisters, and

permit them to at least express their opinions, especially in allowing them to go for short

courses, the sisters will perform better and be confident in doing their jobs. Similarly,

participant AR who is presently a regional superior stated the need for superiors to listen to

the sisters:

As a superior, once a sister says I can’t, find out where the problem is. When somebody does what she chooses, if there is a mess, the person has herself to blame, and as human beings we try to run away from destroying ourselves in places of work, we want to do our best. But when I am forced to do it, I have all the excuses. And, I am comfortable where I am, and I say after all I didn’t want this, I told them (January 22nd, 2018).

This participant stressed the need to allow the sisters choose what they are able to do,

so that the superiors will not be blamed for the sisters’ mistakes. She categorically said that

the sisters will put in their best and will not want to be failures in any responsibility they are

in agreement with.

Also, participant KA supported the importance of listening to sisters as she said:

“When a sister tells you I won’t be able to do it, don’t tell her you must do it, you have to do

it because I have nobody. That is where the problem comes” (January 22nd, 2018). The

argument of these participants is that sisters do not have to be forced against their

competence to carry out any job. When the superiors force the sisters to work in areas that

they are not competent, it is either the job is not well-done as well the sister is likely not

going to enjoy the act of doing what she was forced to do.

Consequently, there is need to effectively communicate with each other through

listening. In this way, sisters would build relationships, resolving conflicts, and improving

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preparation for mission (Schilling, 2012). From the participants’ narratives, majority of the

sisters were not listened to, therefore, they were not disposed to doing their jobs, and were

not satisfied with their jobs. Participant LZ was clear about consultation and dialogue as she

said:

… That’s why the church says that we should be consulted, because they know the benefit that people will receive if they are consulted. If we are consulted, we will own the work, put in our best in doing it, and we will be happy. No matter the difficulties and challenges we will be happy that at least we have been brought into the picture. We know what is happening, we know the reason why we do what we are doing. I will therefore encourage the superiors to consult the sisters before they are (February 7th, 2018).

The expression of this participant is in line with the injunction of Pope Francis

(2017), who encouraged those in authority to involve the members of their institute in

decision-making process. Also, participant AA explained that the superiors sometimes take

things for granted by not preparing the sister who is going on transfer, and even the superior

of the community the sister is transferred to. In her words she said:

To avoid conflict in the community, there should be a documented letter to the person concerned and another one to the local superior or the superior of the place where the person is going to work. There should be communication between these two. The local superior, or the superior of where you are going to work expect you, know what you are coming to do, prepare to receive you, and as you are going, you also know what you are going to do (January 26th, 2018).

Consultation with the local superior or the superior in charge of a particular

apostolate, and the sister missioned to join the apostolate or community is very important.

According to the findings of Raziqa and Maulabakhsha (2015) a good working environment

in terms of relationship with the boss have a positive influence on employees’ job

satisfaction. So, a good working relationship can easily be created when the local superior is

prepared to welcome a new member. The new member too will not see herself as a stranger

in the community or work place. In line with the above experience of some of the sisters,

and in order to avoid unnecessary conflict in communities and apostolates, it is obvious that

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there is need for the superiors to have the sisters prepared for transfer on both ends.

Participant JL from the focus group discussion also said:

It is good that the superior prepare the sister. The superior should consult with the sister, give her time to think and to accept. Advice and words of encouragement from the superior can be of great help to the sister in attaining job satisfaction wherever she is missioned (January 26th, 2018).

Further on consultation, participant KA was of the opinion that jobs should not be

forced on sisters, especially when they have given their reasons. She said:

Give her time to pray and think about it. She will then come with a response to you. I will do or I will not be able to do. You should prepare the sister and give her time to think over what you want to give her, especially if it’s not her area of specialization. You should give her time to think about it, to pray about it. Even if you can’t afford a workshop for her, give her time (January 22nd, 2018).

Giving sisters time to think and pray about posting, especially when it is not their

area of specialisation will afford them the opportunity to make a good preparation for their

new job. When they are prepared, they will be ready to work, and they will not feel that they

have been coerced. When this is done, there is every likelihood that the sisters will feel

comfortable with what they are assigned to do.

Yet participant LE, explained that there should be dialogue in line with the

capabilities of the sisters, to avoid the experience of bitterness as the sisters perform their

duties:

… When you give someone a letter without dialogue, some will work with bitterness, but when there is that dialogue, the person will be able to reflect, and will accept with joy. Definitely, when you are joyful doing your job, you will be satisfied. So dialogue is very important. It is good to look into capabilities of the sisters (January 22nd, 2018).

The capabilities of the sisters cannot be looked into without their involvement. In

order to do this effectively, dialogue and consultation are very important. From the

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perspective of this participant, the sisters can actually work with joy and be satisfied when

they are consulted and are part of the decision making process in missioning them.

The findings of Anjum (2014) that the social skills of managers have a positive

correlation with their subordinates resonate with this study. Hence, social skills of the

superiors in terms of consultation and respect for the sisters’ ability, interest and skills will

lead to increase in job satisfaction of the sisters. Also, the theology of mission encourage the

training of missionaries in the language and culture of the people they are missioned to, for

proper evangelization to take place (John Paul II, 1990). Therefore, training the sisters in the

language of the people they are sent to serve is necessary for them to be to efficient and

attain job satisfaction in their mission.

4.6.2 Adequate preparation for mission

The participants stressed the need for adequate preparation before missioning in

order to attain a good sense of job satisfaction. According to the participants, it is necessary

for superiors when missioning to identify the potentials of the sisters before they are sent for

studies or to apostolates. They equally encouraged training in skills and language of where

the sisters will be missioned. In giving adequate preparation, consultation and dialogue was

advocated. The need for adequate preparation reflect psycho-spiritual aspect of human

development. What it means is that sisters’ need for consultation and dialogue is duly

respected. In this context space would be created to recognize the sisters’ interest and ability,

and effort made to align such dispositions to the congregational charisma. Once this

happens the sisters including superiors would be able to understand and respect each other.

Hopefully, this new space would enable them discern more interactively what God is asking

each one to do. Adequate preparation will therefore be discussed in the light of the following

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sub-themes: identification of interest, ability, and the skills of sisters, and training in skills

and language.

Identification of interest, ability, and the skills of sisters: Most of the participants testified

that the best thing to do before missioning sisters is to identify their areas of interest, ability

and skills. In view of this, participant Ac said:

I would say that our superiors should always look at what we are capable of before we are sent. Because sometimes it is embarrassing when you attempt a job yet you don’t have much to offer, not because you don’t want, but because you are inadequate for the job (January 24th, 2018).

This participant expressed how embarrassing it could be when sisters make every

effort to do their best in their mission, but the result is not forthcoming because they are

inadequate in the job. In a like manner, participant LL said: “The best thing to do when

superiors are posting, is to post the sisters based on their professional qualifications”

(January, 24th, 2018). Participant JK (January 26th, 2018) of the focus group discussion

stressed that when sisters are not missioned based on their capabilities, they do not enjoy the

work, they fail themselves and fail the whole congregation. According to this participant,

failure of an individual sister is failure of the whole congregation. She went further to say

that sisters try to cover the shame of their failure by trying to work hard, which for her is not

the best. She therefore suggested that the superiors should ensure that the sisters are

missioned based on what they are capable of doing.

From the voices of the above participants, it is clear that when the sisters’ talents and

capabilities are identified, and they are missioned based on that, they will have no excuse of

not performing well or not being satisfied with their jobs. This findings is in agreement with

the trait and factor theory that assumed that people may be matched to an occupation that is

a good fit (Parsons, 1909).

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Training in skills and language: Some of the participants stated the importance of training in

skills and the language of the place where the sisters are missioned. Participant JL from the

focus group discussion explained that to avoid undue stress, the sisters should be prepared,

especially in the language of where they are missioned. She said: “The sisters also need to

be trained in the language of where they are sent, otherwise, communication becomes a

problem and this causes undue stress” (January 26th, 2018). The observation of this

participant is very true, because without the knowledge of the language of the people that the

sisters serve, they may not be able to carry out their mission effectively. Furthermore,

participant JK from the focus group discussion who encouraged that the sisters should be

prepared said:

For me, I feel to better our congregation, what I can suggest is that preparations should start for our people in formation. Let them be prepared that they can be missioned outside their area of specialisation, especially some of them who come to the congregation when they are already trained. Preparing them for mission outside their culture and language before they are sent is also very important (January 26th, 2018).

The take of the above participant is that the sisters should be well informed that they

can be missioned outside their skills. She also stated the need for preparation in the language

and culture of where the sisters will be missioned before they are actually sent.

Communicating directly without the use of interpreters will help the sisters better to know

the needs of the people they minister to and be able to help them accordingly. The

Redemptoris Missio of John Paul II (1990) is very clear on the need for missionaries to

understand the language and culture of the people they minister to. In the light of this, the

superiors will do well to train the sisters in language skills of where they will be missioned.

4.6.3 Prevention of depression

The third theme that most of the participants named in representing why psycho

spiritual intervention is needed to help sisters attain job satisfaction in their mission is how

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to prevent the sisters from experiencing undue stress leading to depression. One way of

doing this as explained by participant AR is to encourage and allow the sisters to go for

therapy and sabbatical programs. She narrated:

Some therapy needs to be done, whether academic therapy, social, spiritual or emotional therapy. When things are not working one needs to be stopped to think. One of the things that we have done in our congregation is to bring people for sabbatical, to be able to discover themselves. But this is done in agreement with them (January 22nd, 2018).

From the perspective of this participant, the therapy and sabbatical program will help

the sisters discover themselves better. The therapy sessions and sabbatical program can also

be of help in recognising and accepting the uniqueness of individuals. Therefore, there is

need for both the superiors and the sisters to avail themselves for these programs.

Participant LL expressing her concern that when sisters are not missioned based on what

they are capable of, or what they enjoy doing, they end up frustrated, and frustrating others

living with them in the community, and sometimes leading to undue stress said:

So it’s better consulting the sisters before you transfer them or before taking them to do any other course. Those things need to be discussed sister! Because you see, if we continue like that, we are not going anywhere as religious. Now we will start fighting in the communities! We will start hurting one another! People will become sick in the community because they are not satisfied! So you just go because of obedience. When you go to that community you will cause chaos! Because you have been given what you don’t like. Then people become sick, we start using a lot of money taking people to the hospital for treatment. So, it is better to avoid that, so that everybody will be at peace. Let the superior discuss with the sisters and then come to an agreement (January, 24th, 2018).

From the perspective of this participant, frustration can lead to sickness, quarrels and

lack of peace in the community. Instead of spending money on the sickness of the sisters, let

the sisters be consulted before any transfer or before they are asked to go for studies.

Psychological challenges and physical problems can also be avoided when a sister is

consulted and knows what she is going to do before she is sent.

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Participant KA who claimed to be happy with this topic, and hoping that the

superiors may have access to it stated:

I am very happy about the topic you want to do research on, and it’s something that should go to every congregation when you finish. There is a lot we really need to look into. I was discussing with some people that it’s high time we start making findings why sisters don’t age gracefully. Some are not coordinating well; they are suffering from one thing or the other, and all that. What is the cause? There must be a cause. It could be what they had accumulated when they were young, and they didn’t express themselves, and now the trauma has gone to their psyche and they are now manifesting it in their old age. There is no need for that. So, appointing a sister or giving her location or apostolate should be something a sister is able to do (January 22nd, 2018).

This participant said that what the sisters repressed because they could not express

themselves as a result of blind obedience affected them in their old age. Inability to express

oneself can easily lead to unnecessary stress, and this is the experience of the elderly sisters

in this particular congregation.

The voices of the above participants is a clear indication that lack of consultation

with the sisters led to chaos in the community and ill-health of some of the members who

could not express themselves. Thus, consultation with the sisters will help them to face the

challenges of their jobs without putting the blame on others. The findings of Abdulai and

Shafiwu (2014) agrees with this study that consultation in the form of participatory decision

making will create a good working environment, increase commitment, satisfaction and

morale of the sisters. And, as one of the participants explained that if a sister owns a job, she

will surely put in her best to perform and be happy. Otherwise, the congregation will

eventually be at a loss when the sisters are not happy, they are depressed to the extent of

some of them losing their minds and they become liabilities rather than assets to their

congregations. From the findings of this study, it is clear that the sisters are not ruling out

the vow of obedience, they are only asking for dialogue in line with Perfectae Caritatis

(1965), so that they can be fully prepared before going for mission.

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Psycho-spiritual therapy can help the sisters who suffer from anxiety and depression,

due to the manner in which they were missioned, to cope better with stressful life

circumstances, give them meaning and hope (Bonelli et al., 2012). Apart from helping those

who are already depressed or going through stress and anxiety, the therapy would be very

useful in helping the superiors to be empathic and respect individual’s interest in missioning

their sisters (CICLSAL, 2007, 2008). Consequently, the sisters and even the superiors will

have peace and there will be no need for unnecessary interventions when the sisters are

happy and fulfilled in their mission.

The findings of the study indicated that psycho-spiritual intervention are vital in

promoting dialogue before sisters are missioned. There is the need for the superiors to be

aware of the uniqueness of each individual sister in sending them for mission. Psycho-

spiritual therapy deals with the totality of a person, taking into consideration the physical,

emotional, cultural, and spiritual aspect of the person (Farlex, 2012). So, in missioning the

sisters, the superior would need to know the psychological, physical, cultural, and spiritual

needs and relevance of the sisters being missioned.

CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.0 Introduction

This chapter presents the summary of the study and its findings, conclusions,

limitations of the work, recommendations and suggestions for further research. It also

explains the position taken by the researcher in terms of reflexivity.

5.1 Summary of the Study

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This study explored missioning and job satisfaction of Catholic religious sisters in

Karen, Nairobi County, Kenya. Some psycho-spiritual interventions or strategies to help

sisters achieve job satisfaction were also examined. The study was guided by the following

research objectives:

1. To explore Karen Nairobi Catholic religious sisters’ experiences of mission;

2. To examine Karen Nairobi Catholic religious sisters’ experiences of consultation

in relation to mission;

3. To investigate if Karen Nairobi Catholic religious sisters’ sense of job

satisfaction is impacted upon by manner of missioning;

4. To evaluate the role of psycho-spiritual intervention as a means for animating

consultation process for Karen Nairobi Catholic religious sisters’ missioning

experiences.

The research questions were informed by these objectives. The study was guided by two

theories namely: the theology of mission from Redemptoris Missio of John Paul II (1990)

which recognised the Holy Spirit as the principal agent of the whole of the Church's mission;

and Parsons’ trait and factor theory (1909) which states that occupational decision making

occurs when people have achieved an accurate understanding of their individual traits in

terms of aptitudes, interests and personal abilities; and that individuals perform best when

they are in jobs best suited to their abilities.

The literature review of the study was in line with the objectives and research

questions. They indicated that the manner of missioning of Catholic religious sisters have an

impact on their job satisfaction. Furthermore, the knowledge gap that not much study has

been carried out in this area was proven, thereby portraying the significance for this study,

particularly from African perspective. A qualitative method, using face-to-face interview

and focus group discussion was adopted to collect data from 22 Catholic religious sisters

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from Karen, Nairobi County, Kenya. Thematic analysis was used to analyse the data based

on the emerging themes and according to research objectives. Accordingly, the data were

coded and grouped into themes, which were reported in narrative form for presentation of

the findings.

5.2 Summary of the Findings

The first research question on the experiences of mission of Catholic religious sisters

in Karen, Nairobi County, Kenya revealed three ways through which the sisters experienced

mission, and these were represented by the themes of fulfilment in mission, lack of

qualifications, and anxiety. Thus, the participants’ narratives indicated that sisters who were

consulted, and missioned based on their interest, ability and skills were fulfilled and

experienced job satisfaction, while those who were not consulted, and whose interest, ability

and skills were not considered did not experience job satisfaction. In a similar way, lack of

qualifications impacted negatively on the performance and job satisfaction of some of the

participants. Furthermore, the experience of anxiety arises as sisters claimed that they were

not prepared before they were missioned, and this sometimes made them anxious and

frustrated because they were not missioned based on their interest, ability and skills.

The second question on the experiences of consultation in terms of matching skills,

ability and interest in relation to missioning of Catholic religious sisters in Karen, Nairobi

County, Kenya according to the findings showed, that sisters who were consulted and

missioned based on their skills, ability and interest were happy and fulfilled. Conversely,

sisters who were not consulted and missioned according to their skills, interest and ability

did their job grudgingly and were not fulfilled. In addition, inadequate training or

preparation affected the performance of the sisters in their jobs. Some of the sisters worked

without the required qualifications, and some were not even sent to school for further studies

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in good time. Furthermore, lack of training in the language of where some of the sisters were

sent, made communication very difficult, thereby affecting their mission in a negative

manner.

Based on the findings of the third question on how the sisters’ sense of job

satisfaction was impacted upon by the manner of missioning, the participants who were

consulted before missioning indicated that they had a sense of accomplishment and job

satisfaction. Also, motivation and encouragement given by the superiors to the sisters,

especially when the sisters were missioned outside their skills and interest impacted

positively on the sisters’ sense of job satisfaction. Lack of consultation, and missioning of

sisters without due consideration for their skills, ability and interest equally had a negative

effect on the sense of accomplishment and job satisfaction of the sisters. Therefore, their

experiences of job satisfaction were greatly influenced by the manner of missioning.

The fourth question on the psycho-spiritual intervention for promoting dialogue

before sisters’ missioning according to the participants was that the superiors should

endeavour to listen to the sisters. Listening, according to the participants will make the

sisters to be more disposed to their jobs, more productive in their jobs, and satisfied with

their jobs. Similarly, identifying the sisters’ talents and capabilities before missioning them

was recommended, so that the sisters will not keep blaming the superiors for their inability

to perform, and be satisfied with their jobs. Again, the need to train the sisters in language

skills before they are missioned, so as to be relevant to the people they are sent to serve was

pointed out. Furthermore, consultation and dialogue with the sisters, and giving them time to

think and pray about posting, especially when it is not their area of specialisation was

proposed; as this will afford them the opportunity to make a good preparation for their new

job. It is hoped that when a sister owns a job, she will put in her best to perform and be

happy.

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5.3 Conclusion

Conclusions from this research are arranged according to the research objectives.

The first objective, which aimed at exploring experiences of mission of Catholic religious

sisters of Karen, Nairobi, Kenya concluded that consultation plays a major role in the sisters’

experiences of mission and satisfaction. Thus, the participants’ narratives indicated that

sisters who were consulted before they were missioned were fulfilled and experienced job

satisfaction. However, those who were not consulted, and those who were not professionally

qualified for their jobs were not fulfilled, therefore, they did not experience job satisfaction.

Furthermore, the experience of anxiety was connected to lack of adequate preparation before

the sisters were missioned.

According to the findings of the second objective, the study concluded that sisters

who were consulted and missioned based on their skills, ability and interest were happy and

fulfilled. However, sisters who were not consulted and not missioned according to their

skills, interest and ability did their job grudgingly and were not fulfilled. Also, inadequate

training or preparation in skills and language affected the performance of the sisters in their

jobs.

The third objective aimed at investigating the impact of the manner of missioning on

the sense of job satisfaction of the sisters. The study revealed that consultation, motivation

and encouragement the sisters received from their superiors gave them a sense of fulfilment

and job satisfaction.

The fourth objective sought to evaluate the role of psycho-spiritual intervention as a

means for animating consultation process. The findings of this study concluded that psycho-

spiritual intervention like listening to the sisters, identifying the sisters’ talents and

capabilities before missioning would be of great help in attaining job satisfaction. Training

both in skills and language, and consultation was greatly emphasised.

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5.4 Limitations of the Study

The researcher encountered some challenges during the course of this study. First

was finances and time constraint. Secondly, the research only employed a small sample size

and a qualitative method which was meant to get in-depth information from the participants.

Hence, this study satisfied the aim of a qualitative research design, which is the in-depth

study of the participants’ experience, as they were given sufficient space to tell their story

from their various personal perspectives. Therefore, the findings could not be generalized to

the larger group though the research proceed could be repeated to other context since the

study had made it explicit. As such it could be duplicated if needed. However, the findings

hold for the Catholic religious sisters who live in Karen and participated in this study.

Another limitation was the difficulty in getting sisters of Karen, Nairobi as many of

them were very busy with their apostolates. More so, during the interview the accent of the

sisters was also a challenge.

5.5 Recommendations

This research aimed at exploring missioning and job satisfaction of Catholic

religious sisters in Karen, Nairobi County, Kenya; and also to explore possible psycho-

spiritual interventions that could be used to assist them. The call to religious life is a very

beautiful vocation. Although the findings revealed that Catholic religious sisters in Karen,

Nairobi flourish in their missions and jobs when consulted and trained before posting and

vice-versa; on the other hand there are a majority of the sisters who reported that they were

not consulted before missioning including those, who expressed that their interest, ability

and skills were simply ignored when being missioned. As such these participants grapple

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with the experiences of making their voices heard including lack of training in preparation

for mission leading them to experiencing little or no job satisfaction. Therefore, the

following recommendations are made:

i. There is a need for the superiors of Catholic religious sisters of Karen, Nairobi

County, Kenya to identify the gifts and talents of the sisters, and mission them

accordingly. This recommendation should be achieved through proper engagement

of the superiors with the sisters, wherein on-going interaction/dialogue should

proceed missioning. In this way the superiors would get to know who their members

(sisters) are; particularly in terms of their ability, skills and interests. This need for

dialogue could extend to other leaders in the Catholic Church such as Bishops,

Priests who may participate in the process of missioning sisters to apostolate.

ii. However, effort should be made to marry the sisters’ interest with the congregational

charism. In this context, religious sisters ought to be abreast with Church documents

and their congregational constitutions in order to be well informed about what is

expected of them.

iii. In addition, superiors should endeavour to discern the needs of those sisters who

need further training and proper arrangement be made to send them to access the

professional skills they require for ministry (mission).

iv. There is need for religious superiors and the sisters to be aware of their humanity and

psychosocial needs, and how to satisfy such needs. This could be achieved through

psycho-spiritual seminars, workshops, conferences and symposiums.

5.6 Suggestions for Further Research

The following areas are suggested for further research:

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This study was a qualitative research. A further research could be carried out using

mixed method that will be both qualitative and quantitative on missioning and job

satisfaction of Catholic religious sisters.

There is also a need to carry out another study outside Karen to find out whether the

experiences of missioning and job satisfaction of the Catholic religious sisters are the

same.

5.7 Reflexivity

The perspective of the researcher can influence all the research. Therefore, there was

need for reflexivity during the research process. Reflexivity has been described as an

approach of attending methodically to the context of knowledge construction, especially to

the effect of the researcher, at every step of the research process (Cohen & Crabtree, 2006).

Reflexivity is all about the transparency of the researcher which involves examining and

consciously acknowledging the assumptions and preconceptions that the researcher brought

into the research, and therefore shaped the outcome. The essence of reflexivity according to

Wilkie (2015) is for the researcher to provide more effective and impartial analysis during

the research process.

The researcher chose this topic due to the fact that she is a Catholic religious sister of

the congregation of the Sisters of Saint Michael the Archangel who has been missioned to

various apostolates in her congregation. The interactions she had with sisters from within

and outside her congregation sharing their experiences of missioning also motivated the

choice of the topic. Therefore, being a Catholic religious sister, the researcher had a genuine

interest in carrying out this research which was geared towards helping her fellow Catholic

religious sisters to experience job satisfaction wherever they are missioned to. The

researcher was conscious of the fact that the aim of this study was not to make a value

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conclusion. That is, this study was not carried out to find out the weaknesses of the

participants, otherwise, the exercise would be a futile one. As a result of this, the researcher

was aware of her personal biases that could affect the outcome of the study. To safeguard

best ethical practice in the study, a good quality control measure was followed from the

process of sampling of the participants, to data collection, analysis of results, presentation

and discussion of the findings. Lastly, clearness and credibility of the findings of this study

are ensured by the fact that there were enough checks and balances, as this study was carried

out among Catholic religious sisters of Karen, Nairobi County, Kenya.

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APPENDIX 1: PARTICIPANT’S CONSENT FORM

Title of Research Study:

Missioning and Job satisfaction of Catholic Religious Sisters in Karen, Nairobi County,

Kenya: Implications for Psycho-Spiritual Intervention.

This study is being conducted by a Masters student of Psycho-Spiritual Counselling at

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Marist International University College.

It has been approved by the Department (contact: psimickenya@gmail.com).

The study involves no known risk to participants and contains no deception. It takes

approximately 1hr to take part in the present phase of the study.

Each participant is expected to participate in an interview sessions wherein it is anticipated

that they tell their own story of their lived experience of missioning in religious life and

what impact this has on their sense of job satisfaction.

All responses will be treated as strictly confidential. No participant’s personal information

will be revealed.

Participation in this study is voluntary and there will be no monetary compensation. A

refusal to take part will not lead to an individual being penalized in any way and all

participants have the right to withdraw from the study at any time.

Name of researcher: Adegun Celina Omolola PSI/30/CA/16

Position of researcher: MA student (Psycho-Spiritual Counselling)

Contact of the College: P.O. Box 24450-00502 Lang’ata Road, 00509 Nairobi, Kenya. Tel: +254715978013

Signed by researcher: ............................................. Date: .........................................

Statement to be signed by the participant:

I confirm that the researcher has explained fully the nature of the project and the range of

activities, which I will be asked to undertake. I confirm that I have had adequate

opportunity to ask questions about this project.

I understand that my participation is voluntary and that I may withdraw at any time during

the interview, without having to give a reason.

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Therefore, I agree to take part in this project.

Signature: ............................................... Date: .......................................................

APPENDIX 2: INTERVIEW QUESTIONS GUIDE

Part I: Demographic Information of the Participants

1) Age

2) Level of Education

3) Professional skill

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4) Number of years in religious life

Part II: Semi-structured Interview Questions

1. What has been your experience of missioning to apostolate within your religious

congregation? Could you share your experience, probably sharing insight to what

makes you happy or challenges you?

2. Would you say that you have been consulted before, with regards to when you were

posted to apostolate? Can you share with me some of your experiences including

other sisters that you know?

3. Would you say that, you have experienced any sense of job satisfaction in your

apostolate based on how you were missioned? You may want to look at it from the

point of view of how consultation (dialogue for mission) has impacted on your sense

of job satisfaction?

4. Would you say that your experience of mission has always pay attention to your

professional skills? In other words, would you or other sisters feel that mission

assignment is in line with expert knowledge you have?

5. Please, if you could elaborate on this using your own lived experience or that of

others.

6. Do you have suggestions on how sisters should be better consulted before they are

missioned?

APPENDIX 3: LETTER OF AUTHORISATION

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