Effect of Teachers Service Commission Motivational Strategies on Retention of Science Teachers in Public Secondary Schools in Kisumu County, Kenya
Obungu, Edwin Otieno
MetadataShow full item record
Low retention of science teachers has become a major problem in the education sector all over the world. Though it is evident that retention of science teachers is dependent on motivational strategies, their retention is still a challenge to countries worldwide. The study investigated effect of Teachers Service Commission motivational strategies on retention of science teachers in public secondary schools in Kisumu County, Kenya. Four objectives guided the study, namely; to investigate the turnover trends among science teachers in public secondary schools in Kisumu County, Kenya; to establish the effect of working conditions on retention of science teachers in public secondary schools in Kisumu County, Kenya; to determine the effect of career advancement on retention of science teachers in public secondary schools in Kisumu County, Kenya and to establish the effect of compensation on retention of science teachers in public secondary schools in Kisumu County, Kenya. Herzberg’s Two Factor Theory and Embedded mixed method design were adopted for the study. Target population included 905 respondents which comprised 221 principals and 684 science teachers from 221 public secondary schools in Kisumu County. Stratified, simple random and purposive sampling techniques were employed to sample 277 respondents who included 68 principals and 209 science teachers from 68 public secondary schools. Science teachers questionnaires, principals interview schedule and document analysis guide were used to collect data. Pilot study was conducted in 7 public secondary schools in Kisumu County. Validity of the data collection instruments was determined through expert judgment whereas reliability was ascertained through internal consistency method using Cronbach’s Alpha coefficient formula which yielded 0.848. Statistical Package for Social Sciences version 22.0 facilitated analysis of quantitative data. Quantitative data was analyzed using descriptive and inferential statistics while thematic approach was used to analyze qualitative data. Quantitative findings were presented in tables, figures and charts whereas qualitative data were presented in narratives and verbatim form according to themes. The study revealed that turnover was high among science teachers who held bachelor’s degrees in job group “L” having a combination of Physics and Chemistry. The study established that working conditions significantly affected retention of science teachers and this included factors such as employee representation, health and safety and working load. Further, the study established that career advancement significantly affected retention and this comprised factors such as promotion and career path. Finally, the study found that compensation significantly affected retention and this included factors such as equitable pay and fringe benefits. The study recommends automatic promotion of science teachers from job group “L” to “M” by TSC, principals should make a deliberate effort to provide protective clothes, warning signs and laboratory equipment to protect users from harmful emissions and that TSC should introduce risk allowance to science teachers.