Influence of School Environment on Teacher Retention in Early Childhood Development Centres in Nyatike, Migori County, Kenya
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Date
2018-11
Authors
Oloo, Judith Achieng’
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
In this study teacher retention is considered to enlingten different stakeholders on
strategies that can be adopted to retain teachers in schools. Teachers play a crucial role in
education, providing instruction and guidance to ensure student-learning and holistic
development.The purpose of the study was to establish the influence of school
environment which includes (work conditions, benefits, management style, Professional
progression) on teacher retention in Early Childhood Development Centres Nyatike
Zone, in Migori County. The study was based on Bronfenbrenner´s theory of ecological
development which has been one of the most applied and used theories in assessment of
early childhood education. The theory proposes that a child's development is affected by
their social relationships and the world around them which includes teachers.
Bronfenbrenner believed that a person's development was affected by everything in their
surrounding environment. The study adopted descriptive research design and was carried
out in both public and private Preschools. The target population was preschool teachers
teaching in Nyatike Sub-County which was used to evaluate and report the current state
of ECD teacher retention. A sample of 68 respondents was selected from the study
population of 206 Preschool teachers and Preschool head teachers, using cluster
sampling where each ECD center was taken as a cluster. Questionnaires and interview
schedules were used for data collection. A pilot study was done to establish the reliability
and validity of the research instruments. Statistical Package for Social Scientistists
(SPSS) was used to generate descriptive statistics and the findings was presented using
tables. The study found out that teachers who were assured of their job security can also
respond by giving their all in terms of what it takes to ensure conducive educational
climate which is necessary for their retention in early childhood development centres.
Majority of the teachers indicated that they liked teaching because they were trained to
teach and therefore were satisfied with the profession. The study further established that
there is a need to find ways of retaining the teachers in the proffesion as this will assist to
reduce the expenses of recruiting new teachers. The study concluded that workload
remains the most important factor influencing teachers’ decision to leave the profesion.
In addition, teachers liked teaching because they were trained to teach, they were
satisfied with the profession because that is where they were earning their living and that
teaching proffesion gave them time to do other things. A sustainable working
environment that fosters engagement is attractive to potential employees, best school
leaders foster a culture of contious improvement, promotes professional development
characterized by collaborative relationships among teachers and if this is not adhered to,
will enhance teacher retention in schools. The study made the following
recommendations: school administrations to be meeting regularly with teachers in their
respective schools to discuss ways in which they can be successful and ways that can
enhance their career progression as a motivation to stay in their schools. Recruitment of
sufficient number of preschool teachers is necessary to ensure adequate in the school in
the Sub-County. The County Government should also improve rewarding system for
preschool teachers in order to motivate them and boost their performance.
Description
A Research Project Submitted in Fulfilment of the Award of the Degree of Master of Education in Early Childhood Studies of Kenyatta University, November, 2018