The Implications of Teacher Mobility on Learning Outcomes among Students in Public Secondary Schools in Kakamega County, Kenya
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Date
2022
Authors
Dominic, Everia
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Although teachers routinely move schools and jobs, the quality of teaching and learning in such schools is significantly diminished as a result of these transitions. This study was carried out among students in secondary schools in Khwisero sub-county, Kakamega County. It sought to understand the critical role that teaching staff stability plays in affecting learning results. The study was guided by two complementary theories in its investigation of the characteristics of teacher mobility and their implications for student learning. The Human Capital Theory and the Social Learning Theory were used. A descriptive survey design was employed in this study. The Systematic Area Study Approach was also used in order to complement and enhance the design of the descriptive survey. Using a mixed methods technique, the researcher was able to collect statistical and explanatory information while also completely exploring the research issues from all sides. This was a first for the researcher, who had never used a mixed methods strategy before. The sample size and population were determined via the use of stratified sampling techniques. After the schools were separated into strata, a random selection process was used to choose the final schools, which were proportional to each stratum. The sample consisted of 179 respondents, including five school administrators, 70 high school instructors, 103 high school students, and a representative from the Teachers Service Commission. The information was gathered using questionnaires, document analysis guides, and interview schedules. A statistical analysis of the data was done using the Scientific Package for Social Sciences Version (20.0.) and the results were presented in frequency distribution tables, measures of central tendency, and percentages. The study findings indicate that teacher mobility rates in Khwisero sub-county are very high: on a yearly basis, more than 20% of instructors leave their base schools, with just 11% of those teachers being swiftly replaced. Second, the burden of teacher departures is greater in schools with poor learning levels and, perhaps unexpectedly, in schools that are already facing teacher shortages. Third, teacher mobility is more severe among early-career teachers, especially male teachers, and teachers who are assigned to teach sciences, mathematics, and foreign languages, among other groups. Fourth, teacher migration is connected with low academic performance. On average, the loss of a teacher is connected with a 0.08 standard deviation decline in learning levels. Fifth, the learning environment provided by the stability of the teaching staff enabled students to achieve success in all disciplines, and finally, the student/teacher connections created because of teacher engagement in co-curricular activities had a good influence on student learning. The study recommends that governing authorities must prioritize the retention of teachers who provide the highest learning results as well as the retention of teachers who work in underperforming schools. At the same time, they must guarantee that instructors are replaced on a timely basis in order to decrease the amount of time that schools must spend adapting to transitional times.
Description
A Research Thesis Submitted in Partial-Fulfilment of the Requirements for the Award of the Degree of Master of Education (Comparative Education and International Studies) in the School of Education of Kenyatta University, February, 2022
Keywords
Implications, Teacher Mobility, Learning Outcomes, Students, Public Secondary Schools, Kakamega County, Kenya