Factors influencing teacher retention in private primary schools in Kiambaa constituency, Kenya

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dc.contributor.authorMbiu, Gladys
dc.date.accessioned2020-01-16T09:37:09Z
dc.date.available2020-01-16T09:37:09Z
dc.date.issued2019
dc.descriptionThesis submitted in partial fulfillment of the requirements for the Degree of Master of Science in Educational Management (MSc.EM) at Strathmore Universityen_US
dc.description.abstractThe purpose of the study was to investigate the factors influencing teacher retention in private primary schools in Kiambaa Constituency, Kenya. The specific objectives were to; determine teacher characteristics affecting retention, assess the role of mentors on retention of teachers, examine how induction activities influence retention of teachers and to identify challenges faced by school administrators, new teachers, and existing teachers in the induction of teachers. The study was guided by the This study is grounded on the Social Learning Theory (SLT) as advanced by Albert Bandura. Cross sectional research design was employed where all the teachers in the 46 private primary schools in the constituency were targeted. A sample size of 14 (30%) of the schools was adopted. A proportional sample of 7 teachers and 1 principal was selected in each of the 14 schools working out to 98 teachers and 14 principals. Questionnaire tools were used to collect the data. The reliability coefficient (Cronbach alpha) was 0.78 while the instrument return rate was 100%. It was established that work experience, marital status, and age were positively correlated to retention, parental responsibility was negatively correlated. Work experience was identified as the sole variable responsible for the teacher retention out of the six that were studied. More than half of the teachers did not have mentors to guide them professionally socially or spiritually while at school. The teachers desired induction on the culture of the school programs, school rules and regulations; scripture teachings for school devotions; school culture; delivering the new curriculum; teaching methodologies, and on assessment and grading of school examinations, the teachers further needed guidance on teacher performance appraisal, children discipline of the learners and on the day to day emerging challenges while at work. Induction process impacted on the retention of teachers to a great extent. School administrators faced a myriad of challenges, key among them being teacher incompetence and high staff turnover. The teachers also faced a myriad of challenges, the main one being the lack of induction into the school culture, programs, rules and regulations in order to carry out their duties effectively. Recommendations were that private schools consider hiring more experienced teachers and well-structured induction programmes in order to enhance retention rates. Further research was suggested on the human resource practice within the private primary schools in the study area
dc.description.sponsorshipThe purpose of the study was to investigate the factors influencing teacher retention in private primary schools in Kiambaa Constituency, Kenya. The specific objectives were to; determine teacher characteristics affecting retention, assess the role of mentors on retention of teachers, examine how induction activities influence retention of teachers and to identify challenges faced by school administrators, new teachers, and existing teachers in the induction of teachers. The study was guided by the This study is grounded on the Social Learning Theory (SLT) as advanced by Albert Bandura. Cross sectional research design was employed where all the teachers in the 46 private primary schools in the constituency were targeted. A sample size of 14 (30%) of the schools was adopted. A proportional sample of 7 teachers and 1 principal was selected in each of the 14 schools working out to 98 teachers and 14 principals. Questionnaire tools were used to collect the data. The reliability coefficient (Cronbach alpha) was 0.78 while the instrument return rate was 100%. It was established that work experience, marital status, and age were positively correlated to retention, parental responsibility was negatively correlated. Work experience was identified as the sole variable responsible for the teacher retention out of the six that were studied. More than half of the teachers did not have mentors to guide them professionally socially or spiritually while at school. The teachers desired induction on the culture of the school programs, school rules and regulations; scripture teachings for school devotions; school culture; delivering the new curriculum; teaching methodologies, and on assessment and grading of school examinations, the teachers further needed guidance on teacher performance appraisal, children discipline of the learners and on the day to day emerging challenges while at work. Induction process impacted on the retention of teachers to a great extent. School administrators faced a myriad of challenges, key among them being teacher incompetence and high staff turnover. The teachers also faced a myriad of challenges, the main one being the lack of induction into the school culture, programs, rules and regulations in order to carry out their duties effectively. Recommendations were that private schools consider hiring more experienced teachers and well-structured induction programmes in order to enhance retention rates. Further research was suggested on the human resource practice within the private primary schools in the study areaen_US
dc.identifier.urihttp://hdl.handle.net/11071/6773
dc.language.isoen_USen_US
dc.publisherStrathmore Universityen_US
dc.subjectRetentionen_US
dc.subjectTeacher Characteristicsen_US
dc.subjectInduction Processen_US
dc.subjectMentorshipen_US
dc.titleFactors influencing teacher retention in private primary schools in Kiambaa constituency, Kenyaen_US
dc.typeThesisen_US
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