Factors contributing to primary schools' teacher turnover in Sigor Division, Bomet District, Kenya
Susu, D. Kiradi
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This study conducted in Sigor Division, Bomet district, Kenya, sought to assess the factors categorized as multiple: Organizational, Environmental and Individual teacher variables considered contributory to teacher turnover in primary schools. The questions which guided the study were: how do teachers' rate the selected multiple: organizational, environmental and individual teacher variables considered contributory to teacher turnover in primary schools in Sigor Division; What is the teachers' perception on the Local Education Office's adherence to the selected TSC Staffing Guidelines on teacher deployment in the division; what is the key informants' rating on the importance of the selected factors considered contributory to teacher turnover in primary schools in the division; and how does the response on teacher self-prediction about possible turnover on completion of the mandatory 5 year service in the school/zone/division/district prior to or to seeking transfer compare with the pattern of responses in (a), (b) and (c). Descriptive survey design was employed as the study method while a questionnaire and a structured interview schedule (both modeled on the principles of supply and demand; and employee job satisfaction and motivation parameters) were used as data collection instruments. The target population consisted of 38 head teachers, 282 teachers, one AEO and two ZQASOs in the division, and selected education officials at the DEO's office. The sample was 68 respondents consisting of 56 teachers, eight HTS, the area AEO, two ZQASOs and the DSO. Descriptive data analysis involving frequency counts, percentages, means, ranking and point biserial correlation coefficient (rpoint bis) to determine the relationship between responses to the questions posed was used. The study found out that inequitable pay and compensation for teachers serving under similar environmental conditions, lack, poor or inadequate social infrastructural facilities, insecurity owing to tribal skirmishes over land and cattle rustling; and persistent trop failure were the main factors contributing to teacher turnover in primary schools. Recommendations made include; consideration for equity in teacher remuneration and compensation, particularly payment of hardship allowance to teachers serving in the division as an incentive for retention; the need to intensify security in the region as well as consider taking affirmative action that gives an edge to candidates from the division during pre-service recruitment into teacher training colleges and employment by TSC as strategies towards minimizing teacher turnover and enhancing the morale of those now serving in the area.