International Journal of Educational Policy Research and Review
Vol.5 (6), pp. 90-99 June, 2018
Available online at https://www.journalissues.org/IJEPRR/
Author(s) retain the copyright of this article. Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License.
Original Research Article
School measures used by principals to control teachers attrition in Rangwe Sub-County, Homa Bay County, Kenya
Lazarus Millan Okello
Department of Educational Psychology and Science, Rongo University, P.O Box 103-40404, Rongo-Kenya
Author’s Email: millan15(at)yahoo.com
School motivational rewards by secondary school principals have become an important aspect in controlling teachers’ attrition from one particular school to the other through transfer requests in Kenya. Teachers have the opportunities to choose on schools that provide inducements and retention benefits; in return, they will continue to impart knowledge and be dedicated to their work. The purpose of this study was to examine secondary school principals’ motivational rewards on retention: case of secondary school teachers in Rangwe Sub-County of Homa Bay County, Kenya. The study was premised on the investment of Adams Equity Theory; Expectancy Theory and Hertzberg Two Factor Theory. The objective of the study was to establish the school measures used by secondary school principals to enhance teachers’ retention in Rangwe Sub-County, Homa Bay County, Kenya. An interview schedule was used to collect data from 18 selected principals. Data was analysed using thematic analysis. Participants’ confidentiality was promised and adhered to by the researcher. It is hoped that the findings of this study may help the Principals and other education stakeholders find better ways of rewarding teachers to curb their attrition through transfers to other secondary schools. The study recommends that Guidance and Counselling departments be strengthened to reduce cases of insecurity through students strikes, school principals should introduce motivational bonuses and involve teachers in decision making process at all school levels. Principals should assure teachers upward mobility at their work place as this increases teachers’ confidence at work place. School principals should embrace relationship-oriented leadership behaviour to promote teachers’ retention and mentoring program should be offered to newly appointed teachers to enhance positive motive on teaching by attaching them to experienced teachers to give the direction.
Key words: School measures, principals, teachers control, attrition