Determinants and Distribution Patterns of Promotion Among Secondary School Teachers in Central, West And North Subcounties of Nyandarua County, Kenya
Loading...
Date
2015
Authors
Wokabi, Mugweru
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
The study purposed to investigate the determinants and distribution of promotions to higher job groups for secondary school teachers in North, West and Central sub counties of Nyandarua County. The problem of stagnation in ajob group that relate to negative attitudes towards work, burnout and reduced teachers' performance was investigated. Objectively, teachers' differentiations along the school type that created variations in work environments, gender, due to the historical gender imbalances, teaching experience, academic qualifications and teaching subjects of specializations were investigated. The study was guided by expectancy theory as analyzed by Victor Vroom. The theory perceives people to join organizations with personal expectations which affect their reactions towards the organization. Descriptive research design was used with both qualitative and quantitative methods of data collection applied to generate necessary data. From a target population of about 569 eligible teachers, purposive sampling of two extra county schools enabled 58 teachers to be involved while 51 County school teachers and 79 teachers from a stratified random sample of district day schools were involved. Principals from the 13 sampled schools, 3 Sub-County Education Human Resource Officers (SCEHROs) and 2 officials in the national Teachers' Service Commission (TSC) headquarters were also involved in the study. Questionnaires with both structured and unstructured items for teachers and interview schedules for school principals, SCEHROs and national TSC officials were used to generate the data. The data obtained was organized into frequency tables with percentages and analyzed using coefficients of variables in the study and thematic analysis of the qualitative data. The findings showed that the teachers' were mainly promoted once in their entire career to job group M. Years of teaching experience were found to be highly correlated to promotion with a strong positive correlation coefficient of 0.83 computed. Majority of promoted teachers (66.7%) had worked between twelve and twenty seven years. A higher proportion of degree graduates (48.9%) had been promoted compared to diploma graduates (45.8%). Diploma graduates were found to be promoted later than degree graduates. In all the promoted teachers 30.1 % were female while 69.9% were male indicating gender imbalance. Almost three quarters (74.1 %) of extra county secondary school teachers had been promoted while 48.1 % of County schools and 29.1 % of district day school teachers had been promoted indicating that the type of school was a factor of promotion. A strong positive Correlation coefficient of 0.8 computed between science and art based teachers showed that the two were highly related. The study recommends; increasing the number of promotion posts, automatic promotion after staying in one job group for a specified period of time to cater for qualified and experienced teachers left out by previous promotions methods, increasing interview scores on teachers' subject areas of specialization, provision of better incentives for teachers qualifications beyond the first degree and consideration of gender equity by applying constitutional provisions during promotions. Teachers' perceptions, attitudes and performance in relation to a single promotion in entire career and women representation at higher job positions in education management needs further exploration
Description
A Thesis Submitted In Partial Fulfillment Of The Requirements For Award Of The Degree Of Master Of Education In The School Of Education Of Kenyatta University