Institutional motivational practices influencing teacher retention in public secondary schools in Kamukunji sub-county, Nairobi County, Kenya

Abstract

The purpose of this study was to investigate the influence of institutional motivational practices on teacher retention in Public Secondary Schools in Kamukunji Sub-County, Nairobi County, Kenya. The study specific objectives were to establish the influence of reward system, delegation of duties, provision of teaching-learning materials and on-job training on teacher retention in public secondary schools in Kamukunji Sub-County, Nairobi County, Kenya. This study was guided by Frederick Herzberg’s two-factor theory. This study used descriptive research design. The Target population for this research was 243 respondents consisting of all the 8 secondary school principals from the 8 secondary schools and all the 235 teachers from the Kamukunji sub county. Census sampling and proportionate stratified sampling technique was used to select the principals and teachers respectively. A sample of 7 principals and 67 teachers participated in the study. Data was collected using questionnaires. Validity of research instruments was done through piloting of the tools in a school that did not participate in the main study. Descriptive statistics was used to analyse data. Quantitative data was analyzed and presented in frequency distribution tables. Qualitative data was analysed qualitatively by organizing data into themes based on study objectives and presented in a narrative form. The study found that 71.5% of the school principals and 80.6% of the teachers agreed that reward systems promotes development and professional advancement by placing teachers in a place to accomplish better results and enhance their job performance. The study observed from 85.7% of the principals and 65.7% of the teachers who agreed that delegation of duties gives the school principals the time and ability to focus on higher-level tasks thus reducing pressure and stress. The study observed that all the principals and 91.0% of the teachers agreed on the statement that provision of teaching-learning materials helps teachers in creating a conducive environment for learning. The study established that all the principals and 91.0% of the teachers agreed that teachers learn the various skills that they require in their teaching field as they interact with other experienced teachers in the school. The study concluded that teachers stayed in their profession because of the positive contributions reward systems made to their professional development. A good supply of instructional and study materials foster a positive work environment and the use of instructional materials does not increase the rate of teacher retention. When the teachers are exposed to on-the-job training, they enhance their teaching knowledge and skills. The study recommends that the school management ought to assess the reward practices existing and implement corrective and preventative measures aimed at minimizing the turnover of teachers. The administration of the school should make an attempt to allocate responsibility roles to teachers as early as possible and allow them to gain the requisite experience. The government together with the applicable line ministries and education development partners ought to ensure that there is adequate teaching and learning materials. The government should develop human resource development strategies that are both long-term and ongoing, depend heavily on school-based in-service programs, and link training and upgrading to a career-path structure.