Administrative Support and Academic Staff Turnover Intentions in Teacher Training Colleges in Kenya

Likoko, Sarah; Alunga, Jane

doi:10.29322/ijsrp.12.02.2022.p12257

Cited by 2 publications

(2 citation statements)

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“…According to Likoko et al (2013), schools with inadequate classrooms force students to hold their lessons outside or under trees. These lessons are often disrupted, postponed, or never held during bad weather.…”

Section: Empirical Reviewmentioning

confidence: 99%

Impact of Classroom Resources on Academic Performance in Public Primary Schools: Case study of Belgut Sub County

Odongo,

Koskei

2024

East Afr. j. educ. stud.

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The significance of class resources regarding primary schools' academic performance cannot be understated. However, the performance of pupils has persistently remained dismal and continues to be on a downward trajectory. Despite the government's concerted efforts to improve conditions in classrooms, furniture, playgrounds, and libraries through initiatives such as the Constituency Development Fund (CDF), how physical resources influence academic performance is yet to be determined. This study aimed to evaluate the influence of class resources on academic performances in public primary schools in Belgut sub-county, Kericho County, Kenya. The production function theory guided the study. The study utilised a descriptive research design. The accessible population comprised 931 individuals, including one sub-county education director, 84 head teachers, and 846 teachers. The sample size was 272 teachers, 84 head teachers, and the sub-county director of education. Teachers were picked using simple random while the head teacher and sub-county director of education were purposefully chosen. The primary data collection methods were structured questionnaires. The qualitative data obtained through interviews was examined using a content analysis approach to identify the underlying meanings and implications expressed by the respondents. The quantitative data was coded, cleaned, and analysed using the Statistical Package for Social Science (SPSS version 24) to produce descriptive statistics. The results show that classrooms impact not only the pupils who use them but also the teachers who wish to improve their skills. The findings indicate that for pupils and teachers to improve their skills and academic performance, the class features must be well managed, developed and maintained so as to use them to the maximum and optimum results. The researcher recommended that stakeholders work together to ensure adequate physical resources are available in schools. Furthermore, there is a need for ICT infrastructure integration to reduce the requirement for class facilities; school administration must ensure that the available class resources are properly utilised through proper management and replacement of outmoded equipment

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Section: Empirical Reviewmentioning

confidence: 99%

Impact of Classroom Resources on Academic Performance in Public Primary Schools: Case study of Belgut Sub County

Odongo,

Koskei

2024

East Afr. j. educ. stud.

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“…Akpa and Asikhia (2016) corroborated that gender had no significant influence on the intention of employees to leave their universities. Likewise, Likoko, Ndiku, and Mutsotso (2018) reported that despite male having higher intent than female to leave an academic job, there is no statistically significant difference between gender and turnover intentions among public diploma teacher training colleges in Kenya. Also, aaccording to Getahun and Tadege (2020), turnover intention of teachers did not show a statistically significant correlation with sex.…”

Section: Introductionmentioning

confidence: 97%

Influence of Sex and Job Satisfaction on Turnover Intentions among Private School Teachers

ALAUSA

2023

LJERHRM

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Teaching is an essential profession in building human capital in any society. However, retaining this workforce in schools in Nigeria has become a herculean task over the years. This study examined sex and job satisfaction on turnover intention of teachers in private schools. Data were collected using cross-sectional survey design technique from 490 respondents in twenty-five private secondary schools across three Local Government Areas. 263 male and 227 female were conveniently sampled, with mean age of 23.1 and SD of 5.2; 361 married, 123 single, and 6 divorcees. Result showed that sex significantly influenced turnover intentions (t = 7.98, df (488), P<0.5). Also, there was a significant influence of job satisfaction on turnover intentions of the private school teachers (t = 2.64, df (488), P <0.5). On the basis of this, the researcher recommended that teachers’ job satisfaction programmes should be taking seriously by management of private schools so as to reduce their turnover intentions. Teachers should not be overburdened and time of engagement should probably be made more flexible for male teachers in private schools; they should also be more incentivized so as to attract them to the job;.

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Administrative Support and Academic Staff Turnover Intentions in Teacher Training Colleges in Kenya

Cited by 2 publications

References 0 publications

Impact of Classroom Resources on Academic Performance in Public Primary Schools: Case study of Belgut Sub County

Impact of Classroom Resources on Academic Performance in Public Primary Schools: Case study of Belgut Sub County

Influence of Sex and Job Satisfaction on Turnover Intentions among Private School Teachers

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