scholarly journals Influence of Working Conditions on Turnover Intentions of Secondary School Teachers in Meru County

2018 ◽  
Vol 14 (25) ◽  
pp. 169
Author(s):  
Peter Kalunge Ekabu ◽  
Jeremiah M.Kalai ◽  
Grace Nyagah

The objective of this study was to examine the relationship between working conditions and teacher turnover intentions in public secondary schools in Meru County, Kenya. The study used a descriptive survey design with both quantitative and qualitative approaches in data collection and analysis. A total of 520 respondents were involved in the study that included 503 secondary school teachers, 15 principals and 2 staffing officers. Teachers working conditions were examined to determine their relationship with turnover intentions. Data obtained from teachers’ questionnaires were analyzed quantitatively using SPSS version 21.Hypotheses were tested using Pearson product moment correlation coefficient and chi-square goodness of fit at 95%, p<0.05. The result of product moment correlation analysis indicated that the independent variable, working conditions (r= -0.488, p<0.001) have a negative and an inverse relationship with the independent variable, turnover intention. These results were agreed with the results of Chi-square analysis for both the independent variable which showed a significant relationship between working conditions and turnover intentions of secondary school teachers in Meru County. The results therefore established that teachers’ motivation in secondary schools in Meru County is low due to poor working conditions and the education system appears to be staffed with teachers with poor morale and low levels of commitment to their jobs leading to high turnover intentions. The study recommends the various Boards of Management and other education stakeholders at the national and county government levels consider issues of teachers working conditions as an essential element in the motivating and reducing turnover intentions hence retention in teaching service.

2018 ◽  
Vol 14 (25) ◽  
pp. 17
Author(s):  
Peter Kalunge Ekabu ◽  
Grace Nyagah ◽  
Jeremiah.M. Kalai

The importance of motivation in retaining core employees and reducing turnover intention in any organization cannot be underestimated. Therefore, retaining the best teachers in secondary schools continue to be a major challenge for educational managers in Kenya as teachers keep changing careers or are not fully committed to their duties because psychologically majority have their hearts elsewhere. This study aimed at examining the influence of promotional prospects on turnover intentions of public secondary school teachers in Meru County. The study used a descriptive survey design with both quantitative and qualitative approaches in data collection and analysis. A total of 520 respondents were involved in the study. Teacher promotional prospects, was examined to determine its relationship with the dependent variable, turnover intentions. Data obtained from questionnaires were analyzed quantitatively using SPSS version 21. Hypothesis was tested using Pearson product moment correction coefficient and chi-square goodness of fit at 95%, p<0.05. The results from product moment correction showed that the independent variable; promotional prospects (r=-0.524, p<0.001), has a negative and an inverse relationship with the dependent variable, turnover intention. The Chisquare analysis corroborated the Pearson correlation results by showing a significant relationship between promotion prospects and turnover intentions of secondary school teachers in Meru County. The results concluded that teachers’ motivation in secondary schools in Meru County is low with teachers having poor morale and low levels of commitment to their job due to lack of promotion and stagnation in one grade hence high turnover intentions set in. The study recommends that the Teachers Service Commission of Kenya, consider issues of promotion of teachers in motivating and reducing turnover intentions hence retention in teaching service.


Author(s):  
Goodluck Nzowa

This study assessed the effect of teachers’ nonmonetary motivational factors on job satisfaction among public secondary schools in Arusha District. Data was collected from a sample of 175 teachers who were randomly selected from 6 public secondary schools. Analysis of data was performed through the SPSS by means of descriptive statistics and hypothesis testing. The findings showed that recognition, promotion, career and professional growth as well as working conditions influenced motivation among public secondary school teachers in Arusha District. On the basis of the findings, it was concluded that non-monetary factors such as recognition, promotion, career and professional growth as well as working conditions play a significant contribution towards motivation and job satisfaction among public secondary school teachers in Arusha District. The study recommends that the government and school management should collaborate to ensure teachers’ motivation for quality education provision.


2020 ◽  
Vol 11 ◽  
pp. 36-45
Author(s):  
Peter Ekabu

The study sought to establish whether the availability or non-availability of professional development opportunities determine the turnover intention of teachers in public secondary schools in Meru County, Kenya. Descriptive survey design, where both qualitative and quantitative paradigms were employed. The study population comprised of 2582 secondary school teachers and principals in 367 public secondary schools. Stratified proportionate sampling and simple random sampling methods were used to pick 518 participants who included 503 secondary school teachers and 15 secondary school principals. Questionnaires were used to collect quantitative data from teachers while interview schedules were used to collect qualitative data from the sampled principals. The hypothesis was tested using the Pearson Product-Moment Correlation and chi-square goodness of fit. Computer software SPSS Version 21 aided in data analysis. An analysis of the Pearson product-moment correlation showed a negative correlation between professional development opportunities and the turn-over intention of teachers in secondary schools in Meru County. Equally, Chi-square results corroborated indicating a strong and significant association of professional development opportunities and turn-over intention of teachers in secondary schools in Meru County. The study concluded that a lack of professional development opportunities leads to low morale, low motivation, and high turnover intention of teachers in public secondary schools in Meru County. The study recommended that the education stakeholders including the schools’ Boards of Management, the Ministry of Education, and the Teachers Service Commission among others motivate teachers by regularly offering them professional development. This would enhance their pedagogical skills thus reducing turnover intention among teachers.


2021 ◽  
Vol 13 (21) ◽  
pp. 12324
Author(s):  
Atif Saleem ◽  
Ling Wu ◽  
Sarfraz Aslam ◽  
Tianxue Zhang

Sustainable development is a process occurring on several levels, which placed the expectations on educational institutions, especially secondary schools, change radically. Schools, therefore, are gradually likely to emphasize enhanced and sustainable teaching practices under the agenda of the United Nations 2030, sustainable future. Hence, the job-oriented development of teachers is a critical factor of the school leadership mechanism. Considering this, the present empirical research was designed to study the mechanism of path-goal theory (PGT) to sustain teachers’ job-oriented development in private secondary schools in Pakistan. The viewpoint of teachers, whose job performance is ultimately affected by the school leadership behavior and who perform the job at the front line in schools, was taken on board for the investigation. A total of 2469 secondary school teachers from 785 private secondary schools participated in the present study. Confirmatory factor analysis, t-test, Pearson correlation, and path analysis structural equation modeling analytics were mainly involved in the data analysis. Overall, the findings substantiated the constructive PGT mechanism, especially indicating that directive leadership is the most influential and effective leadership behavior in complex tasks, including when teachers are inexperienced. Moreover, the helpful role of supportive leadership and achievement-oriented leadership behaviors backs up the directive behavior. Although participative leadership behavior was problematic in the studied schools, it should be constructively adopted, as it was found to be a statistically significant predictor. Therefore, training programs for school leaders with good experience in participatory leadership functions can be productive for long-term teachers’ motivation. The literature shows that several secondary school teachers still perform poorly because of inadequate leadership, and the viewpoint of teachers on PGT was ignored in earlier studies. Hence, there was a dire need to conduct this research to address these concerns, especially in the non-Western, Asian context. In addition to pioneering academic research on leadership PGT in the secondary school context, the PGT elements were investigated, including teachers’ extrinsic and intrinsic motivation for the first time, adding new understanding about the theory.


Author(s):  
Olurotimi Marcus BOLARINWA

This research work investigated the attitude of Secondary School Teachers in the Ijero Local Government Area of Ekiti State, Nigeria towards Physical fitness for sports. The research design used for the study was the descriptive type of research. A simple random sampling technique was used to select two hundred (200) secondary school teachers selected from all the secondary schools in Secondary Schools in Ijero Local Government Area of Ekiti State, Nigeria. The instrument for data collection for the study was a self-structured questionnaire. The instrument was subjected to a validity and reliability mechanism and it was found to be appropriate for the study. Four (4) research questions were raised and tested at 0.05 level of significance. The data collected were analysed using Chi-Square (X2) statistical analysis package. The findings of the study revealed that the disposition of secondary school teachers’ influences their attitude towards physical fitness programme and sports activities, the interest of secondary school teachers’ influences their attitude towards physical fitness programme and sports activities, availability of sports facilities influence the attitude of secondary school teachers’ toward physical fitness programme and sports activities and, secondary school teachers’ perception of health benefits of physical fitness influences their attitude towards physical fitness participation and sports activities in secondary schools in Ijero Local Government Area of Ekiti State, Nigeria. Based on the findings, appropriate conclusions and recommendations were made.


Author(s):  
Nilesh Kumar Patel

<p>This study aimed at finding out the effect of Integrated feedback on Classroom climate of secondary school teachers. This research is experimental in nature. Non-equivalent control group design suggested by Stanley and Campbell (1963) was used for the experiment. Integrated feedback was treatment and independent variable, Classroom climate was dependent variable and pre- Classroom climate, and Intelligence were considered as covariates. The sample of the study comprised of 77 secondary school teachers and 220 students studying in secondary classes from purposively selected four schools of Indore city. The data for Classroom climate, Job satisfaction and Intelligence were collected through standardized tools. One-way ANCOVA and 2X2 factorial design ANCOVA were used for data analysis. Hypotheses were tasted at level of significance with α = 0.05. It was found that the treatment has significant effect over Classroom climate when pre- Classroom climate was taken as covariate. The results also shown that Classroom climate was independent of the treatment when Intelligence and pre- Classroom climate were separately considered as covariates. In addition, classroom climate was also found independent of interaction between feedback and intelligence when pre – Classroom climate was taken as covariate.</p>


1984 ◽  
Vol 77 (5) ◽  
pp. 372-379
Author(s):  
James S. Braswell

The College Board's Advanced Placement (AP) offering in computer science is in its first year of operation. In the spring of 1983 the board (1984) published a course description to serve as a guide to those secondary schools that wish to offer AP Computer Science. This course description is also the basis of the first AP examination in computer science that is being administered in May 1984. A teacher's guide for AP Computer Science (College Board 1983) has also been prepared to assist secondary school teachers in planning and teaching the course.


2021 ◽  
Vol 6 (42) ◽  
pp. 364-382
Author(s):  
Suhaima Ali ◽  
Mohamad Khairi Haji Othman

In recent years, there has been an increase in the number of teachers who lack motivation and self-efficacy in carrying out their duties. This factor causes a significant decline in school performance and productivity. Therefore, by knowing the level of teacher motivation and the level of self-efficacy of teachers, then the recommendations required by the government to produce quality and high-performing teachers will be known more clearly. Thus, the issue of producing quality and high-performing teachers are used to answer research questions and fill the research spaces found in this study. This study aims to identify the relationship between motivation and self-efficacy of teachers in High-Performance Secondary Schools, Cluster Schools of Excellence, and also Ordinary Day Schools in the state of Penang. A quantitative approach was used in the data collection process of this study. The study instrument consisted of three parts; namely demographics, teacher motivation, and self-efficacy of secondary school teachers. The study sample consisted of 122 secondary school teachers in three schools in the state of Penang. Quantitative data were analyzed using various tests, namely the Independent T-Sample test, one-way ANOVA, and Pearson correlation analysis using SPSS software. The findings of the study indicate that there are significant differences in teacher motivation based on teacher age category and teacher tenure. The findings of the study also showed that there were also significant differences in self-efficacy based on length of service. The correlation analysis test also showed that there was a significant relationship between teacher motivation and self-efficacy with a weak magnitude. Therefore, teacher motivation and teacher self-efficacy need attention as it is able to increase efficiency among teachers while improving the quality of the education system.


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