Retention of special education teachers: a case of public primary special schools in Nairobi
Ngigi, Wangari Susan
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The purpose of this study was to investigate retention of special education teachers in public primary special schools in Nairobi province. The objective of this study were to unravel whether or not level of professional qualification, renumaration package, experience, contribution of the administrative support and effects of job satisfaction has on qutting and rentention of special education teachers. The study adopted a descriptive survey design and a random sample of 5 special schools was selected for the study. Questionnaire was needed to collect data from schools was selected for the study.Questionnaire was needed to collect data from special education teachers and headteachers. Quantitative data from the field was analysed using special packages for social sciences(SPSS) and response to each questionnaire item presented in frequency distribution and packages. The study was conducted in 5 public primary special schools in Nairobi province. The sample size of the study constituted 75 respondents of the 93 special education teachers deployed by the TSC in these schools after attaining some special education training. Results showed that majority of the special education teachers were females 51 (72.9%). A larger proportion of special education teachers had taught for a period of more than 15 years 24(34.3%) which had no negative effect on retention of special education teachers. All respondents had varied form of special needs training. The level of education had an influence on retention of special educators as highly educated teachers were least likely to leave while those with low level of education were more likely to quit SNE. A larger proportion of special education teachers 59(84.3%) were not satisfied with the current remuneration packages which considered as one of the major factors negatively effecting the retention of special educators in special schools. Majority of headteachers 3(60%) also reported the same. The administrators support also had influenced on retention of special education teachers 41(58.6%) special educators and 2(40%) headteachers were provided with few resources.53(75.7%) teachers and 3(60%) headteachers were rarely given appraisals. With regards to recommendation for promotion, 54(77.1%) teachers and 4(80%) headteachers were rarely recommended for promotion. This negatively affected retention of special educators feel overworked by the number of people they handle. This negtively affects retention of special educators. 30(42.9) teachers and 3(60%) headteachers plan to leave SNE in the next five years. This reveals they are not satisfied with their jobs hence negatively affecting retention of special education teachers. Recommendation were based on need to giving refresher courses and workshop for teachers, headteachers to maintain the recommended number of 3-5 learners per class, creation of awareness on SNE to the public by policy planners and Ministry of Education and giving higher remuneration to teachers handling learners with mental disabilities.