Trends in promotions among Secondary school teachers in central, west and north sub counties of Nyandarua County, Kenya
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This research investigated the determinants and distribution of promotions for secondary school teachers in North, West and Central sub-counties of Nyandarua County. The problems of stagnation that relate to burnout and discriminative performance based promotion policy that negatively influence curriculum delivery method and outcome led to this study. Objectively, school type that created diversity in work environments and gender due to historical gender imbalances in promotions were considered. The study was guided by the expectancy theory. Qualitative and quantitative methods of data collection using questionnaires for teachers and interview schedules for the rest of the respondents were used. 58 teachers in extra-county schools, 51 in county and 79 in district day schools were involved. 13 school principals, 3 sub-county education human resource officers and 2 officers in the national Teachers' Service Commission were involved. The study found promotion through interview to be majorly once in teachers' career. Out of the promoted teachers, 30.1 per cent were female while 69.9 per cent were male. 74.1 per cent of extra-county school teachers, 48.1 per cent of county and 29.1 per cent of district day schools teachers had been promoted making school type a promotion determinant. The study recommends; reducing overemphasis on examination scores during promotions, creating an integrated promotion system with many lateral openings, automatic promotion for teachers with long experience and satisfactory performance and entrenching constitutional provisions for gender equity. Further research on effect of using student examination results as a factor of teachers' promotion on teaching methods and learning outcomes is necessary.