Determinants of teacher retention in public primary schools in Machakos county, Kenya

Abstract

Teacher retention in educational institutions is an area of great concern to stakeholders in the education sector. Staffing in public primary schools is an important practice that ensures provision of quality education. Retention of teachers has been a challenge in the management of public primary schools necessitating the need for an inquiry and thus the need for this study which aimed at investigating the determinants of teacher retention in Public Primary schools in Machakos County. The study was guided by four objectives; To determine the influence of teachers’ job, teachers’ motivational practices, organizational support and workplace conditions on their retention in public primary schools in Machakos County, Kenya. The study was based on the Fredrick Herzberg’s’ Two-factor theory and employed mixed method approach using sequential concurrent design. The target population comprised of898 headteachers, 8768 teachers, 9 TSC Sub-County directors and one TSC County director in Machakos County. The study used census sampling to select the TSC directors, simple stratified proportionate sampling to select the 382 teachers, and random sampling to select the 90 headteachers to participate in the study. Data was collected using questionnaires for headteachers and teachers while interview schedules were used to collect data from the TSC Sub-County directors and the TSC County director. Content Validity of research instruments was ascertained using a pilot study and expert judgment by the supervisors and the defense panel while reliability of instruments was ascertained using Test-Retest technique. Qualitative data entry and organization; content analysis and interpretation were conducted based on themes drawn from the objectives of the research in relation to research goal, purpose and objectives. Quantitative data was analyzed using percentages and reported using graphs, charts and frequency distribution tables. Qualitative data drawn from interview was transcribed into themes and reported in narratives. Coefficient of Correlation was used on hypotheses to establish the influence of determinants of teacher retention based on the research objectives. Hypothesis was tested at 0.05 level of confidence. Quantitative data was analyzed quantitatively as well as use of inferential statistics and reported by use of frequency distribution tables. Qualitative data was analyzed by organizing data into themes based on the study objectives and reported in narrative form. The results indicated that there was a statistically strong significant relationship between job, teachers’ motivational practices, organizational support and workplace conditions and their retention in public primary schools in Machakos County, Kenya. The results posted showed that teachers’ job security, organizational teacher support, teacher motivational practices and workplace condition were significant at (p) levels of 0.025, 0.00783, 0.00724 and 0.024 respectively. The study concluded that job security practices, teachers’ motivation, organizational support and workplace conditions influenced teacher retention. Based on the results the study recommended Ministry of Education, Teachers Service Commission, Boards of Management should support teachers by providing security, good workplace conditions and motivating them to attract and retain teachers.