A survey of the factors influencing welfare programs in public Secondary Schools in Nairobi Kenya

Abstract

In Kenya, teachers in public secondary schools are provided by the government through the TSC Teachers Service Commission. This means that certain welfare programs are common to all teachers in these schools. Many schools realized that government were no longer motivators and the teachers believed that they were entitled to more than the pay. The objective of the study is to investigate the factors that influence teachers welfare programs in public secondary schools in Kenya. Other objective touched on how policy, teachers perception, team spirit and internal corporation, social responsibility and PTA and Board of Governors influence successful welfare programs in these schools. The design of the study was descriptive research design, where a sample was taken from a population of 290 teachers from public secondary schools out of 53 which represent over 10% of the total number of schools. Four teachers formed the sample from each and were selected by simple random. The primary data was obtained using questionnaires which were administered to the teachers in their respective schools. Data was analyzed using descriptive statistics which included tables, pie charts, bar graphs and percentages. The study was to benefit school managers and Boards of government who were able to appreciate the various welfare schemes and to identify the ones that will have a positive impact or motivate their teachers. The finding from the study is that welfare programs are unsuccessful because there is no policy on welfare programs and where it exists, it is not clear to the teachers. The conclusion drawn from the study is that there is no set down policy used by management to influence success of welfare programmes in secondary schools in Nairobi. The limitation of the study was limited to public secondary schools in Nairobi only and the only method used for collecting data was the questionnaire. It was recommended that there should be a clear policy guideline on programmers which should sent the teachers daily needs and teachers should be involved in decision making and the policy applied to the letter. There is room for further studies since the study was limited to schools in Nairobi only, there is need to carry out an extensive similar study in all secondary schools in the country to have a comprehensive report on factors affecting welfare programmers in all secondary schools. The same could also be done for primary schools in the country.