Motivational factors influencing teachers’ retention in public secondary schools in Kathonzweni sub-county, Makueni county, Kenya

Abstract

This study sought to investigate motivational factors influencing teachers’ retention in public secondary schools in Kathonzweni Sub County in Makueni County, Kenya. The objectives of the study were to determine the influence of monetary incentives, nonmonetary incentives, work schedule flexibility and career development prospects on retention of teachers in public secondary schools in Kathonzweni Sub County in Makueni County. The study was anchored on Herzberg's Motivation- Theory. Correlational research design was adopted. The 791 teachers from all school categories in Kathozweni Sub County were used as the study's target group. Stratified sampling technique was used to group the schools into Extra County, county and sub county schools. To select the teachers; the researcher utilized simple random sampling proportionately. The sample size consisted of 79 teachers. The data was collected using questionnaires for teachers and interview schedule for principals. All 38 principals from the 38 schools took part in the study. The research instruments were validated through piloting by validation of research instrument in schools that did not take part in the study. Data was then coded and analyzed with the aid of SPSS software using descriptive statistics. Quantitative data was analyzed using cross tabulation Tables and pie charts. Qualitative data was analyzed by use of themes. Correlation research design was used to generate inferential results at a significance level of 0.05. Based on the study objectives, descriptive results showed that monetary incentives had a positive relationship on teacher’s retention. Average mean was 3.606. Meaning most teachers consented with majority of the statements though their answers differed as indicated the standard deviation of 1.16. The outcome showed that, non-monetary incentives on teacher retention had an average mean of 3.64; however the responses had a standard deviation of 1.30. This indicated a positive relationship. Work schedule flexibility had a positive relationship on teachers’ retention as the average mean of positive responses was 3.54, with a standard deviation of 1.38; this means most of the teachers agreed to most of the statements. Results further showed that career development practices had a positive relationship to teachers’ retention .The average mean of positive responses was 3.4 this implied that most of the teachers agreed on many of the statements though the answers differed as indicated by the standard deviation of 1.0. Correlation findings indicated that non-monetary incentives and teachers’ retention are positively and significantly related (β=0.443, p=0.000). Additionally, the results showed that nonmonetary incentives and teachers’ retention are positively and significantly related, (β =0.370, p=0.000). The results also showed that work schedule flexibility and teachers retention were positively and significantly related (β=0.439, p=0.000). The results also showed that career development practices and teachers retention were positively and significantly related (β=0.589, p=0.000). The study concluded that motivational factors influence teachers’ retention in public secondary schools in Kathonzweni Sub County in Makueni County, Kenya. From the findings, the study results proved that motivational factors have significant effect on teachers’ retention in PSS in Kathonzweni sub county Makueni county Kenya.