An examination of factors influencing employee turnover: a case of TSC teachers in public secondary schools in Kirinyaga District, Kenya

Abstract

Teachers in Kenya have always portrayed lack of devotion at their places of work. This is evident in their instability in the teaching profession and low morale in performing their teaching tasks and consequently unsatisfactory performance in the daily school duties and responsibilities. Poor remuneration has often been given as a cause of low morale among teachers, but literature shows that salary is not a sufficient condition for job satisfaction. It is not clear whether these are the factors that influence labour turnover among public secondary school TSC teachers in Kenya. This study therefore sought to find out the factors that influenced labour turnover among public secondary schools TSC teachers in Kirinyaga District of Kenya. The study employed a descriptive survey design and carried out in public secondary schools in Kirinyaga District. Stratified random sampling was used to select 30 schools, from which 120 teachers (4 per school) were randomly selected to participate in the study. A questionnaire was utilized to collect data for the study. Through piloting of the questionnaire, the researcher enhanced validity and reliability of the questionnaire. Data were analyzed using both quantitative and qualitative .techniques, and reported using frequency distribution tables, pie charts and bar graphs. The researcher established that most of the teachers in Kirinyaga District expressed intentions to quit the teaching career. The factors that contributed to high turnover intentions included job related factors, lack of further training opportunities for teachers and to some extent the workload associated with teaching; teachercharacteristic factors; and school-characteristic factors. The study therefore concludes that unless measures are taken, teacher turnover in Kirinyaga District will continue to rise. There is need therefore for concerted efforts by the Government, the TSC, and school management (principals and BoGs) to promote working conditions for teachers to be retained in schools. Therefore, the researcher recommends that secondary school principals should be encouraged to use participative leadership styles in school management; the Government through the TSC should device appropriate professional induction seminars and workshops for new teachers to extend their professional knowledge and skills acquired during training; the BoG and school administrators should make deliberate efforts to involve all teachers in decision making process to make them have a service of ownership of schools; the Government should make sure schools have adequate facilities in order for the teachers to offer their services without strain. This could be done through CDF and LATF funds which would be channeled to new schools to and development projects