TEACHER TURNOVER AND STUDENTS ACADEMIC PERFORMANCE IN PUBLIC

SECONDARY SCHOOLS IN BALAMBALA SUB-COUNTY, KENYA

[NAME]

A RESEARCH PROPOSAL PRESENTED IN PARTIAL FULFILMENT OF THE

REQUIREMENTS FOR THE BACHELOR OF EDUCATION ART

SCHOOL OF EDUCATION, ARTS AND SOCIAL SCIENCES

GARISSA UNIVERSITY.

OCTOBER, 2023
 DECLARATION

I hereby declare that this research proposal submitted to Garissa University is a record of my

original work.

[NAME]

REG: E100/045/20

Signature: ____________________________ Date: _______________

APPROVAL BY SUPERVISOR

This Project proposal has been submitted for examination with my approval as the university

supervisor.

Signature: ____________________________ Date: ________________

Dr. Stephen Rotich, PhD

School of Education, Arts and Social Sciences

Garissa University

ii
 DEDICATION

This research project proposal is dedicated to my colleague Mustaffa for his selfless

encouragement.

iii
 ACKNOWLEDGEMENT

My gratitude goes to my supervisor Dr. Stephen Rotich for guiding me throughout the study and

my course mates for their encouragement.

TABLE OF CONTENTS

iv
DECLARATION.............................................................................................................................ii
APPROVAL BY SUPERVISORS..................................................................................................ii
DEDICATION...............................................................................................................................iii
ACKNOWLEDGEMENT..............................................................................................................iv
LIST OF FIGURES.......................................................................................................................vii
LIST OF TABLES.......................................................................................................................viii
LIST OF ABBREVIATIONS AND ACRONYMS.......................................................................ix
ABSTRACT....................................................................................................................................x
CHAPTER ONE
INTRODUCTION
1.1 Overview.............................................................................................................................11
1.2 Background of the Study....................................................................................................11
1.3 Statement of the Problem.........................................................................................................14
1.5 Objectives................................................................................................................................15
1.8 Significance of the Study.........................................................................................................16
1.9 Theoretical Framework............................................................................................................17
1.10 Conceptual Frame Work........................................................................................................17
1.11 Assumptions..........................................................................................................................17
1.12 Limitations of the Study........................................................................................................18
1.13 Delimitation of the study.......................................................................................................18
1.14 Definition of Terms...............................................................................................................18
CHAPTER TWO
LITERATURE REVIEW
2.1 Overview..................................................................................................................................19
2.2 Trends in Teacher Turnover....................................................................................................19
2.3 Factors behind Teacher Turnover............................................................................................23
2.4 Teacher Establishment on Students’ Academic Performance.................................................26
2.5 Strategies of Coping with Teacher Turnover in Schools.........................................................27

CHAPTER THREE
RESEARCH METHODOLOGY
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3.1 Overview..................................................................................................................................31
3.2 Research Paradigm..................................................................................................................31
3.3 Research Design......................................................................................................................31
3.4 Location of the Study Area......................................................................................................31
3.5 Target Population.....................................................................................................................31
3.6 Sampling procedure.................................................................................................................31
3.7 Sample Size of the Research....................................................................................................32
3.8 Instrumentation........................................................................................................................32
3.9 Validity of the Instruments......................................................................................................32
3.10 Reliability of the Instrument..................................................................................................32
3.11. Piloting of the study..............................................................................................................33
3.12 Data Collection Procedure.....................................................................................................33
3.13 Operational Definition of Research Variables.......................................................................33
3.14 Data Analysis Methods..........................................................................................................34
3.15 Ethical Considerations...........................................................................................................34
REFERENCES..............................................................................................................................35
APPENDIX I: QUESTIONNAIRES FOR TEACHERS.............................................................38
APPENDIX II: INTERVIEWS FOR PRINCIPALS....................................................................40
APPENDIX III: QUESTIONNAIRE FOR STUDENTS’ COUNCIL.........................................43
APPENDIX IV: BUDGET ESTIMATE......................................................................................51
APPENDIX V: TIME FRAME.....................................................................................................52
APPENDIX VI: SKETCH MAP SHOWING BALAMBALA SUBCOUNTY...........................53

LIST OF FIGURES

Figure 1.0: Conceptual framework……………………………………………………………4

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 LIST OF TABLES

Table 1: Sample Size of the Study……………………………………………………………….18

Table 2: Operational Definitions of Research Variables………………………………………...20

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Table 3: Data Analysis Table ……………………………………………………………….…...20

Table 4: Trend in Teacher Turnover………………………………………………………….….25

Table 5: Teacher Establishment ………………………………..…………………..…..…….….26

Table 6: KCSE Results for the Last Four Years………………………………………..…….….26

Table 7: Student enrollment from 2017-2020……………………………………………………26

LIST OF ABBREVIATIONS AND ACRONYMS

CBE – Curriculum Based Establishment

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MOE- Ministry of Education

BOM- Board of Management

TSC- Teachers Service Commission

TOD – Teachers On Duty

ABSTRACT

The study will investigate the relationship between teacher turnover proportions in high schools
and students academic performance in public secondary schools in Balambala sub-county in

ix
Garissa County. Despite the extensive research on the students academic performance, little has
been done on the relationship between teacher turnover and academic performance in Balambala sub-
county. The research will be guided by four objectives: to scrutinize the trend of teacher turnover
in Secondary Schools in Balambala Sub county, to examine selected factors of Teacher Turnover
in Secondary Schools in Balambala Sub county, to assess the relationship between teacher
establishment and learners’ academic performance in secondary schools in Balambala sub
county and to assess the strategies principals employ to cope up with teacher turnover in
Secondary schools in Balambala Sub County. The research will be carried out in six public
secondary schools in Balambala sub-county. The target population will be six principals and
fifty-five teachers. The study will be based on both Hertzberg’s expectancy and motivational
models to offer a theoretical basis for factors influencing teacher turnover which are probable to
lead to underprivileged learners’ academic attainment. The research will employ both
quantitative and qualitative approach that adopts descriptive survey research design. Random and
purposive methods of sampling will be used to select the respondents. The study will utilize
questionnaires to collect data from teachers and interviews for principals. Quantative data from
the questionnaires will be analyzed using Pearson correlation test while data from interviews will
be analyzed thematically. Research findings will unearth the persistent low academic
performance that will be useful to education officers, ministry, TSC and other researchers.

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 CHAPTER ONE

INTRODUCTION

1.1 Overview

This chapter has dealt with the background to the study and the statement of the problem. The purpose

of the research has been illustrated together with objectives, research questions, hypotheses, and

assumptions. Moreover, the section demonstrates significance of the study, both theoretical and

conceptual frameworks, limitation and delimitations of the study. Lastly, the chapter ends with

operational definitions of key terms that will be utilized in the entire research work.

1.2 Background of the Study

Etymologically, teacher turnover has come to gain excessive thoughtfulness all over the globe.

Establishments have confronted this encounter at certain phase of their development. Bosses,

consequently, take a profound curiosity in their teacher turnover rate since it is an expensive part of

undertaking commerce (Blampin, 2009). Teacher turnover is a worldwide issue and, by its actual nature,

is an enormously multifaceted phenomenon. It is habitually situated as either an encounter for staff

resources and planning, or as a pointer of the comparatively poor eminence of teacher morale and

schooling. Subsequently, it has developed progressively significant in discussions about the instruction

profession in the international arena (MacDonald, 2012). Teacher turnover thus, decreases the amount of

teachers obtainable to institutes, hypothetically worsening localized educator shortages hindering the

academic performance among learners.

In the United States of America, teacher turnover proportions in high schools is a huge issue for

America’s community schools (Kain, 2011). That is why Ingersoll (2003) denoted that in the United

States of America around 50% of educators leave the vocation of teaching within the paramount five

years of instruction. Yearly teachers go into, leave and transfer within the principal glassy (K-12) of

educator workforce. Such movement shakes the configuration of educators at these institutes, organized

stability, demographics, and prerequisite of the educator labor force as an unabridged (U.S. Division of
11
Education, Headquarters of Post-Secondary Teaching, 2005). Districts, States, and institutes of teaching

and learning are compelled to dedicate time, attention, and monetary resources to entice supplementary

applicants to substitute those educators who leave the instructing profession. Regarding this, many

studies (Voke, 2002; Provasnic & Dorfman, 2005) have asserted that one category of turnover among

educators is retirement that is expected and inevitable.

In the State of Texas, Joftus and Maddox-Dalan (2002) found out that numerous investigators have

revealed that salary and deprived working situations sway educator turnover. He acknowledged that

numerous teacher and institute level features predisposed turnover, counting educator gender, whether or

not educators had alumna degree in a subject arena, the proportion of sectional learners in a educators’

school, and pay as associated with the rate of living. Scott (2004) scrutinized the historical educator

turnover throughout the period of 2001-2002 educational years by applying statistical information from

all public school structures. The average teacher’s salary, regular centuries of involvement educators

have in a region, the quantity of learners per educator, the proportion of sections to entire staff inside a

district, and proportion of learners with corrective settlements were designated as influences connected

to educator turnover.

In Africa, despite inspiring accomplishments, particularly in political and education transformation,

numerous gaps and challenges exist. In utmost African states, as denoted by Pitsoe (2013), the

occurrence of educator turnover is related mostly with the HIV/AIDS epidemic, particularly in sub-

Saharan states like Nigeria, Kenya, Zambia, the Central African Republic and South Africa. Notably, a

huge exit of educators from the occupation is due to absence of suitable salaries, housing, allowances,

and promotion. Additionally, Zimbabwe was conveyed to have lost around two thousand newly-

competent high school educators who might have left for good opportunities in the year 2012 creating

low academic achievements among learners.

In Tanzania, a study by Kimaro (2015) revealed that almost 50% of educators leave the profession

inside their first five years; numerous educators are leaving the schoolroom before they have advanced

12
into optimally operative experts. Moreover, exiting fresh educators are frequently substituted by

similarly inexpert educators and so students in institutes with great turnover might rarely be visible to

experienced teachers. Understanding this, the government of Tanzania has done its efforts to reduce

educators’ turnover in numerous high schools by presenting auspicious terms and settings of working

among educators.

The Kenyan constitution is one of the strategy documents in labor dealings. In chapter six, it places

down the standard of equality, the liberty from judgment and the sovereignty from captivity, section 59

on labor affairs regulates the rights of employers, teachers, and teacher movements in specific the right

to reasonable remuneration and better working conditions. Failure to follow this rules leads to great

turnover which is expensive in terms of employing, familiarizing, developing, preserving and

recollecting teachers (Government of Kenya, 2013). Thus, ways to upsurge educator motivation and

competences are central to any systematic attempt to improve learning outcomes.

Kiradi (2011) carried out a study on educator turnover in Sigor region in Kenya and established that the

chief factors causative to educator turnover were unbalanced pay and recompense for educators serving

under alike ecological conditions, insufficient and deprived social infrastructural amenities, insecurity

due to tribal battles over land and cattle rustling and tenacious crop disappointment. The study by Kiradi

(2011) observed at inessential causes of educators’ turnover in Bomet region. The current study will go

past reasons of educator turnover and discover its influence on learners’ academic attainment.

A study by Ingersoll (2001) noted that the affiliation between educator’s age and their movement trails a

U-formed arc in the United States of America. The research established that younger educators have

extraordinary rates of educator turnover which diabolize through the mid-vocation epoch. Lastly, rise

over in the superannuation ages. Likewise, Harris and Adams (2007) similarly find a U-formed arc in

their research on comprehending the glassy and grounds of educator turnover. Researches also display

that educator turnover is powerfully associated with the distinct features of educators like gender,

qualification, age, well-being, turnover and contextual. Stinebrickner (2002) revealed that motives why

13
educators leave, display that there exist important undesirable association between an educator’s

probability of retaining and their notch in investigations. Educators with advanced slashes in

predominantly special education, arithmetic and sciences are established to reason the uppermost

turnover in the United States of America. Instead, a research by Ingersoll and Smith (2003) that is

dependable with that of Hanushek, (2004) documentation on U.S.A nationwide study findings, disclose

that teacher turnover is rampant.

1.3 Statement of the Problem

The teacher turnover has been a challenge for quite sometimes in the sub-county. There has been a

debate as to what are the leading factors of students’ low academic performance.

There is no research in public secondary schools in Balambala sub-county on the association among

teacher turnover proportions and academic attainment of learners. Data from the sub-county Director of

Education in Balambala indicate low K.C.S.E performance in the past four years. The K.C.S.E mean

scores of secondary schools in Balambala sub-county are: 2017-(3.457), 2018 – (3.007), 2019—(3.261),

and 2020—(4.166). The average mean grade is D- (minus) which is a great concern to stakeholders.

The studies have pointed out high teacher turn over in ASAL areas where Garissa County is inclusive.

Majority of high schools in Garissa County have resorted to hiring of Board of Management ( BOM)

teachers. The BOM teachers brings dilemma on teachers’ experience and level of preparedness that are

considered as vital for high students’ performance. The main concern of teacher turnover is losing

experienced teachers who are replaced by young in-experienced teachers.

A study by Obiri (2015) found that the issue of remunerations has to a great extent influenced teacher

turnover. Many of the teachers (56.8%) were not contented at all with their present payment rates and

would leave their present jobs if there is a superior chance. The research also revealed that working

circumstances and workload are amongst the crucial policies that impact teacher turnover. Payment was

established to be the major contributor to teacher turnover as equated to working situations and

14
workload. It is a social concern, since many studies have revealed that greatest number of school heads

in public schools have not been directed by these labor policies in their engagements with their teachers

resulting in high teacher turnover, which leads to poor learner academic attainment.

It is against this background that the current study sought to unearth the association between teacher

turnover and student academic achievement in high schools in Balambala Sub-County. The researcher

would consider teacher turnover trends, associated factors, and coming up with strategies that the school

principals can embrace to minimize cases of teacher turnover and improve student academic attainment

in secondary schools in Balambala Sub-County.

1.4 Purpose of the Research

The drive of this research is to examine the relationship between teacher turnover and students academic

attainment. Regarding this,

1.5 Objectives

The present research will be directed by the following research objectives:

i. To survey the trend of teacher turnover and students academic attainment in high schools in

Balambala Sub-County.

ii. To relate the selected factors associated with teacher turnover and students academic

attainment in high schools in Balambala Sub-County.

iii. To relate teacher establishment and students academic attainment in high schools in

Balambala Sub-County.

iv. To assess the relationship between the strategies principals employ for teacher turnover and
students academic attainment in high schools in Balambala Sub-County.

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1.6 Research Questions

The researcher will endeavor to answer the following research questions:

i. What are the trends of teacher turnover and students academic attainment in high schools in

Balambala Sub-County?

ii. What is the relationship between selected factors associated with teacher turnover and

students academic attainment in high schools in Balambala Sub-County?

v. What is the relationship between teacher establishment and students academic attainment in

high schools in Balambala Sub-County?

iii. What is the relationship between the strategies principals employ for teacher turnover and
students academic attainment in high schools in Balambala Sub-County?

1.7 Hypotheses

The current research is premised on the following null hypotheses:

H01: There is no significant relationship between teacher turnover trends and students academic

achievement in High Schools in Balambala Sub-County.

H02: There is no significant relationship of selected factors associated with teacher turnover and

students academic achievement in High Schools in Balambala Sub-County.

H03: There is no significant relationship between teacher establishment and students academic

attainment in high schools in Balambala Sub-County.

H04: There is no significant relationship between strategies principals employ for teacher

turnover and students academic achievement in High Schools in Balambala Sub-County.

1.8 Significance of the Study

The research findings will inspire the teachers, school administrators and the ministry of education

officials in formulation and implementation of policies that will deter teacher turnover and improve

students’ academic performance in secondary schools.

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The scholars will benefit of new knowledge to the existing literature on teachers’ turnover on students’

academic performance. It will also provide insight to TSC when selecting and recruiting teachers in ASAL

areas.

1.9 Theoretical Framework

The study will be based on dualistic models of expectancy and Hertzberg’s Motivational to offer a

theoretical basis for factors influencing teacher turnover which is probable of leading to deprive

learners’ academic attainment. The teachers expect to be promoted, conducive working environment and

security in the work stations. The principal is expected to lead the parents and Board of management in

advocating for the security and good relations with teachers.

1.10 Conceptual Frame Work

The figure below shows relationship of the independent and dependent variables.

INDEPENDENT VARIABLES DEPENDENT VARIABLES

INTERVENING
 Trends of teacher
VARIABLES Students’ academic
turnover
 Teacher establishment performance.
Government policies
(CBE)
 Selected Factors
associated with teacher
turnover
 Principal’s Strategies on
teacher turn over

Figure 1.0: Conceptual framework

1.11 Assumptions

This research will be based on the following assumptions:

i. Trends on teacher’s turnover affect students’ academic performance

ii. Teacher establishment determine students’ academic performance

iii. Teacher’s preparedness have impact on students’ academic performance.

iv. Principal’s strategies on teacher turnover determine students’ academic performance

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1.12 Limitations of the Study

The principals will only be interviewed at their own convenient time and may not reveal detailed

information. Teachers may not open up to give the right information since the problem concerns them.

Result from Balambala sub-county may not be enough to generalize on the whole county since the sub-

county geographical location is unique and vast.

1.13 Delimitation of the study

The questionnaires and interviews will help the researcher to triangulate information hence reducing

bias in research and increase the rate of certainty of the research findings. This study is limited to

Balambala secondary schools targeting teacher, principals and students’ council.

1.14 Definition of Terms

Compensation – entails all systems of monetary yields and touchable benefits and services educator get

as portion of an engagement relationship.

County schools – entails the schools that concede learners from inside a specific county. These were

formerly stated to as regional institutes.

District schools – entails the schools that concede learners from inside a specific district

Job satisfaction- entails the satisfaction an educator possess their job of instruction.

Public High schools- entails the institutes of instruction for the societies and by the societies which get

plan course from the educational ministry.

Teacher –entails an educator who has undertaken professional training and qualified to teach in a public

school.

Teacher establishment (CBE) - this refers to posting of teachers to a school based on Curriculum

Based Establishment.

Teacher’s turnover- entails to the procedure of an educator leaving one working station to another.

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 CHAPTER TWO

LITERATURE REVIEW

2.1 Overview

This chapter deals with documented research that scholars have investigated in relation to teacher

turnover on students’ academic performance.

2.2 Trends in Teacher Turnover and Academic Performance

Staiger and Rockoff, (2010) claim that educator turnover is helpful when fewer operative educators

sabbatical and are substituted by extra operational teachers, whereas the divergent holds. Rothstein

(2015) designates that it is occasionally authoritative to partake educators go to generate a healthier

match for learners' academic attainment. Classifying and substituting staff whose enactment is

underneath the acceptable glassy comes with bonuses such as improved learning tactics, augmented

student incentive, and improved examination grades.

Erick (2016), while examining educator turnover impacts on the excellence of teaching in Texas in the

United States of America, revealed that educator turnover disturbs the superiority of instruction,

eventually impacting the excellence of academic attainment in squat examination grade, in terms of skill

and knowledge acquisition. This research strengthens a previous study by Adnot (2013), who

established that high collective educator turnover unfavorably disturbs academic achievement quality,

particularly in lesser attainment schools. There was indication that turnover damages learners even in

classrooms with educators who continue in the institute. The above works emphases on circumstances in

the United States of America, and no teachings are haggard from the high school glassy setting in

Uganda in overall and Kakumiro region in particular.

Ost (2014) and Adnot et al (2017) argue that educator leaving might disturb academic attainment

through numerous channels. Preliminary, turnover might decrease the quantity of collected overall and

explicit human wealth obtainable to enable erudition subsequent in lesser theoretical grades. Besides,

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educators who are fresh to an institute might partake no previous teaching involvement. Countless new

leases might originate from the inferior segment of the quality delivery or be prerequisite to clarify at

stages they partake not trained before dropping the value-supplementary (Ronfeldt et al., 2012). This

might ultimately central to deprived learner academic grades in the concluding examinations. Moreover,

being from industrialized state involvement, these researches differ systematically from the current

study, which pursues to associate educator turnover and learners' academic attainment founded on the

concrete statistics of educators’ turnover in institutes and the academic grades comprehended due time.

Although in the enlightening public, high educator turnover is supposed to produce poor student

academic attainment. Adnot et al. (2017) study, carried out in the region of Columbia Public Schools,

proposes that there is not sufficient confirmation to establish a statistically important undesirable

connection. These investigators claim that underneath a strategy in which operative educators are

borrowed to substitute departing low execution educators, learner attainment could upsurge. Recycled

data-driven expectations to feign such influences, these scholars projected that learner accomplishment

could advance by 50 percentage of an ordinary nonconformity if extremely operational instructors

yearly substituted by low execution educators.

Likewise, Fitzpatrick and Lovenheim’s (2014) research of a significant turnover owed to early

superannuation inducements, however, proposes no indication that such type of turnover harmfully

influences student attainment as established by national test notches. These investigators established that

although turnover dropped educator involvement levels, the package did not lessen examination scores

and, in certain circumstances, led to augmented learner attainment. The researchers suggest that early

retirement might offer a well-organized possible intervention to upsurge assessment scores and except

money by substituting luxurious knowledgeable educators with inferior price fresh educators. Their

situation is dissimilar from Uganda, which is an emerging state. Therefore, it offers a podium to study

the alterations replicated among the measured academics.

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The experiential works studied displays that internationally, educator turnover and learners' academic

attainment are extensively premeditated investigation constructs. Both variables' conceptualization is

vibrant and explicit (Adewumi et al., 2012; Adnoit et al., 2016 and Stromquist, 2018). As well, the

association among educator turnover and learners' academic attainment as study variables is healthy

expressed (Staiger & Rockoff, 2010; Wyckoff et al., 2013; Rothenstein, 2015; Evis, 2016; and Adnoit et

al., 2018). Educator turnover has been found to have a varied influence on pupils' academic achievement

(Adnoit et al., 2017). Despite the close-fitting works on the association among educator turnover and

scholars' academic attainment, the expedition for the present study is founded on the notwithstanding

gaps in the experimental works; most researches are from industrialized states setting which might have

a incomplete association with comments in emerging and rustic system as Kakumiro region.

Educator turnover has developed as one of the greatest persistent worldwide occurrences that stresses

critical attention from all involved gatherings. This is an international matter in the logic that educator

turnover proceeds place together in the emerging and industrialized states across the globe. Kain (2011)

perceived that in town institutes in the United State, educator turnover is over twenty percent and in

certain institutes and regions, the educator dropout is advanced than the learner dropout proportions.

Hernandez (2007) declares that the great rate of educator turnover in the U.S.A institute systems charge

extra than seven million dollar yearly.

What is trendy in the U.S.A is of no variance when evaluating the penalties of educator turnover in the

emerging states, an archetypal instance from a emerging republic like Ghana is exposed in the explosion

of a review completed by the Ghana Nationwide Connotation of Educators and Teacher and Instructive

Labors Amalgamation, which entitlements that around ten thousand educators sabbatical the schoolroom

each year for supplementary vocations (GNAT, 2009). Over, in an investigation started by the Human

Disciplines Investigation Assembly for the teaching labor relations council in 2005 in South Africa, it

was originated that 55% of educators would sabbatical instruction if they might (Appraisals of

Nationwide Rules for Teaching of South Africa, 2008:299).

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In respect of this, teacher turnover has become a fundamental concern for educational stakeholders

(Walsh & Carroll, 2005) and I agree that the canker is so profound that education policy makers and

researchers across the globe are busily searching for solutions. It is a big blow to the educational

development of every country considering the alarming rate at which this turnover is occurring and

therefore the question ask is “ Why do teachers quit”?, what dynamics exacerbate this driving force.

This study will therefore deploy documentary search to explore the topic under discussion by

scrutinizing factors that motivate teachers to leave the teaching field. Again, it seeks to fashion out

strategies that will curb the unnecessary teacher turnover so as to retain good teachers in the teaching

profession particularly in the classroom.

Study by Boyd (2007) amongst others has exposed that, in adding to distinct and individual appearances

of staffs, the general circumstances of offices and work sites meaningfully influence the accessory of

teachers to the firm. Investigators have initiated amid the greatest significant of these structural

circumstances as: the recompense construction for teachers; the glassy of managerial provision,

particularly for fresh workforces; the gradation of battle and trouble within the society; and the gradation

of teacher input into and inspiration over institute policies. This study anticipated to treasure robust links

among these classes of structural circumstances and teacher motivation, pledge, and turnover. From this

viewpoint, it is rational to suppose that these similar structural situations might likewise be amid the

extra significant factors influencing educators’ turnover. Certain prior readings on the affiliation amid

gender and educator turnover have created diverse results. A research by Ingersoll, (2001) proved that

females had advanced turnover proportions than males while another research by Boyd et al., (2005)

proposes that males are extra probable to leave instruction or transmission institutes than females.

Furthermore, some study by Strunk and Robinson (2006) has indicated no sex alterations in educator

turnover proportions, while certain researchers like Rees (1991) contend that males and females have

alike exit actions before nuptial but deviate after bridal due to parenting and household responsibilities.

It is probable, consequently, that designs of exodus actions might fluctuate between women and men of

22
diverse ages. The investigator, consequently, combined interface terms among age and gender in this

research.

Maximum researches intellectualize the consequence of attention that is to departure or not statically

slightly than animatedly. In additional arguments, the emphasis is on whether or not an educator exits, in

its place of both whether or not and once an educator departures. Portion of this inadequacy may be as a

result of the inadequate admittance to board data that pathway educators’ activities out and in of

institutes or the education occupation. Furthermore, researches that have fixated on the go-ahead aspect

of educator holding that is together whether or not and when, nearly completely concentration on

distinct educators as a logical glassy, disregarding the consequence of communal setting on distinct

educators’ behaviors. Thirdly, researches that do emphasis on institute context incline to classical

educators’ performances statically (i.e., exit or not) somewhat than animatedly.

2.3 Selected Factors Behind Teacher Turnover and Academic performance

Human reserve is the greatest significant benefit for the efficiency of the institutes in attaining its

objectives if there are competent and experienced educators (Otto & Sander, 1964 quoted in Helina,

2011). Though, educators’ turnover is a chief problematic across the global. Rendering to Ingersoll

(2001), in the United States, nearly one out of every single two fresh educators has been sendoff the

institute at the culmination of each five years. Furthermore, study has exposed that around one-quarter

of all new educators has left their instruction job inside four years (Rowan; 2002; Benner, 2000). In

Chicago, a report on educator turnover (2009) exposed that greatest schools misplace half of their

educators in each five years. The out and in flow of fresh and skilled teachers generates an unlimited

defy for school managers, which consequences an undesirable result.

Correspondingly, this is likewise factual in the African contented in numerous Sub-Saharan African

states, new and fit competent educators tend to turnover their instruction profession. A research carried

23
out by the World Bank exposed that the modern educator’s turnover proportion has remained reaching

from 5 and 30 out of a hundred in the region of Sub-Saharan Africa (World Bank, 2007).

Involuntary and voluntary turnover is actual costly and harmful to establishments (Ahmad, 2012).

Directors and investigators contemplate that turnover is problematic to the detail that it charges to the

group and fronting a contest in the employment and preservation of capable educators (Noor, 2011).

Rendering to Reggio (2003), educator turnover basically denotes to the drive of educators out of a

school. It has a undesirable facet, which may lead to the disappointment of educator retention policies in

schools. Departure of job seems to replicate important work place issues, rather than chances for

progression into improved Jobs. Departure of educators disrupts players, increases costs, decreases

efficiency, and outcomes in damage of information (Holzer and Wissoker, 2001). Hom and Griffeth

(2000) too demarcated educator turnover as a enduring movement of the educator beyond the borderline

of the society. The dominant impression here is why departure exists?

The foundation behind for the reality of departure could be contingent to diverse factors. It may be

outside in addition to school factors. When asserting external ecological factors, it is connected to the

nation’s monetary glassy, namely the price increases (Pettman, 1975; Arthur, 2001; Mobley, 1982). On

the other hand, the school variables like the category of manufacturing, work-related group, institute

size, imbursement, managerial level, site, assortment process, work situation, work projects, welfares,

elevations, and development (Mobley, 1982). The other influences are connected to the distinct work

factors such as demographic issues and integrative influences like job gratification, marital status, pay,

advancement and waged circumstance (Pettman 1975; Arthur, 2001; Mobley, 1982).

Witnessing this situation in instructive settings, numerous investigators in the zone of departure exposed

that determined ultimately tips to definite turnover (Fontana & Abouserie, 1993). Investigators and

consultants in the arena of teaching deliberate this disturbing departure rate to be a “recruitment

catastrophe” (Whitebook, Sakai, Gerber, & Howes, 2001). Absence of obligation to the institute and

24
deprived job consummation might upshot in a departure rate that disturbs services and might decrease

the excellence of facilities to the client.

Previous studies have highlighted on factors influencing teachers’ intention to leave their profession.

Yan (2021), for instance, researched on the influence of school principals’ working conditions on their

turnover probability in Bloomington, USA. The study utilized the National Centre for Education

Statistics data to establish how working conditions are associated with principals’ turnover. The study

established that principals with higher salaries and beneficial job contracts were less likely to have

turnover intentions. Additionally, principals working in schools with high concentrations of students

with excellent discipline had a lower risk of moving to another school. These results assisted

policymakers in providing favorable and positive working conditions that supported the retention of

school principals.

Sone (2021) interviewed thirty-seven teachers from fourteen schools in Cameroon using semi-structured

interviews and established that school leadership, remuneration, workload and cultural practices

influenced teachers’ turnover. In Kenya, Ekabu, Kalai and Nyagah (2018) investigated on teachers’

working conditions and their relationship with turnover intentions. The study established that poor

working conditions for teachers led to low motivation which influenced intention to leave. The study

recommended that various education stakeholders at the national and county levels should consider

improving teachers’ working condition in order to reduce chances for their departure. Similarly, Njung’e

(2015) studied on job satisfaction and its effect on turnover intention among public secondary schools in

Gatanga District, Kenya. The research found that educators in the region were not contented with

greatest of their working environment and were arranging to leave instruction. Particularly, insufficient

pay was recognized as the chief motive for their intent to leave.

The study of Mugo and Guyo (2018) with public secondary school teachers in Embu County, Kenya,

detected high labour turnover intentions. Factors contributing to the high turnover included lack of

recognition and involvement during decision making, low salaries, increased workload and lack of time

25
for professional-development. Obungu, Njuguna, and Itegi (2021) investigated on the effect of working

conditions of science teachers’ retention among public secondary schools in Kisumu. The study

established that appropriate working conditions enhanced the retention of Science teachers. The study

recommended that secondary school Principals should improve school-based factors by providing

personal protective equipment and appropriate infrastructure. The study of Muriithi (2020) reported that

attractive compensation, appropriate working environment and effective leadership significantly

influenced teachers’ retention. The study recommends that schools should strive to improve

compensation and to provide attractive working conditions in order to retain teachers. Based on the

background of this study, the researchers investigated on school-based issues swaying educator turnover

intentions among public high schools in Rachuonyo within North Sub-county in Kenya.

2.4 Teacher Establishment and Students’ Academic Performance

The advantage of education to the state’s growth is crucial. This teaching can whichever be informal or

formal education. The official education that is the chief emphasis of this research takes residence in the

institute. It includes the evolution of information by the educator to the learner(s). In this respect, the

correct ratio of educator to pupil cannot be overstated. Conferring to the Education policy of Nigeria the

educator learner ratio ought to be one educator to forty learners (1:40) in a schoolroom set up (Federal

Republic of Nigeria, 2004). Thus, educator establishment and learner academic presentation repeats on

the amount of educators in an institute with deference to learners’ academic attainment.

It has stood experimental that the regular amount of pupils per schoolroom in public high schools is

around 120 learners. One of the reasons of advanced quantity of pupils in tutorial is the upsurge in

learner registration due to upsurge in pupil’s populace of the civilization.

Likewise, the management policy of permitted education for all and the detail that teaching is one of the

epoch expansion goal upsurges the populace of learners in institutes without matching upsurge in

teaching facilities. By so liability, compression is equestrian on obtainable interplanetary and instructive

facilities. In this 21st period, each inhabitant in Nigeria realizes teaching as an instrument for communal

26
welfare. This is as that finished teaching, one might be documented in a civilization, get lucrative

occupation and generate prestige together for receiver of schooling and one’s household. Good educator

creation and learner academic attainment is significant to improve actual class control, assessment of

learner with comfort and qualitative teaching.

It is well-intentioned to remark that teaching is a thoughtful and mindful act and not fair by sedentary

down in a schoolroom. Taking so numerous persons in tutorial would brand the class overfilled and will

be actually problematic for the educator to badge commands to learners and to plaid whether the pupils

are succeeding his/her instruction.

Carolyn et al (2006) on their study upshot on schoolroom organization display that greatest pupils in

high school do not need to study except they are carefully observed by the educator although there are

alterations in gradation of erudition aptitude of every pupil in the school room. Rendering et al (2001)

educator founding has an optimistic influence on learners’ academic attainment. Well-endowed

institutes will have extra amenities too recover the culture aptitudes of its apprentices.

2.5 Strategies of Coping with Teacher Turnover in Schools

It is authoritative to adjust the abrasion rates inside new educators in the arena. One method to perfect

this issue is by the application of mentoring agendas. Le Maistre and Paré (2009) clarifies that when

plans approaching a mentoring and/or introduction plans can help as the bond among those who are in

essential of ahead information and persons who are specialized in numerous parts with know-how. A

mentoring package permits a chief year educator to labor with a knowledgeable educator to advance

upon their methods and educational tactics. A fresh educator is likewise gifted to mature an individual

association with an extra skilled teacher; they are talented to segment feelings and involvements with

others.

An introduction platform goals to enable and upsurge teaching efficiency of fresh educators by the

know-how of expert educators (Goldrick, 2016; Moir, 2009). A therapist is conversant and is gifted to

27
segment an overabundance of feelings and thoughts connected to education. There are a amount of

welfares in mentoring plans for new educators, these welfares comprise of advanced retaining rates,

substantial specialized expansion, better-quality capability to solve issues in the schoolroom,

implementation of policies and repetition methods from their counsellors, higher self-assurance and self-

confidence, reduced sense of separation, and an general better-quality turnover to education (Sun, 2012;

Fantilli & Mc-Dougall, 2009).

Notwithstanding the application of a mentoring package few national policies encounter shared key

features that would brand mentoring agendas good plans (Goldrick, 2016). Applying mentoring plans

may have been an explanation to not solitary high abrasion rates, but likewise helped first year educators

with their aptitude to manage with exertion excess, stress, and absence of provision from bosses.

Darling-Hammond (2006) spoken, the essential to enter the arena already meaningful how and when to

device a diversity of education practices to achieve learning goals and realize set shared core values. A

beginner educator has to be talented to multitask and manage with a countless of quandaries that take

residence in the schoolroom with all learners (Darling-Hammond, Furger, Shields, & Sutcher, 2016).

Major year educators through the review of the works, principally specified the quantity of pressure they

strived on an everyday basis. A qualitative and quantitative analysis of pressure and managing of

educators revealed, work overload and form-filling in the singular education arena to be the greatest

demanding (Goldrick, 2016; Ko, 2000).

Outside factors would be prejudiced by the vocation choice of occupation. Instances of outside issues

include societal, institutional, and financial variables that might have an unintended effect on educators’

career choices by manipulating employ and individual factors. Employ factors that might narrate to

educator turnover comprise experiences, work circumstances, plunders, employability, and promise.

Furthermore, educators have specialized experiences that effect their career choices such as skills,

knowledge, instructive contextual, entry trail and guarantee status, prior work knowledge, and first

obligation.

28
Billingsley (2003) highlights the individual factors that interconnect amongst the demographic and

domestic variables in sympathetic educator turnover designs. Motivation, interest, personality, and

prospects might encourage educators’ career choices through affective and cognitive variables.

Additionally, teachers’ conclusions on departure are pretentious by their value scheme. Attrition taxes

do not unavoidably designate those educators who are departing the occupation completely. The

investigator absorbed on how educators’ turnover was influenced by the following self-governing

variables: career trail growth, recompense, incentive and job gratification, circumstances of workplace,

and educators’ characteristics.

Harter, (2002) have proposed that teacher growth is contrariwise connected to turnover. Study says that

with admiration to their vocations, persons proceed by numerous phases of vocation expansion these

are: exploration, growth, maintenance, establishment, and weakening. Socialization into this vocation

expansion procedure has ran us to suppose official training during the exploration and growth phases in

groundwork for the vocations to be happening during the formation stage.

Fresh teachers are regularly given extra support by mentors, orientation, and trainers particularly at the

commencement of their employ and are probable to degree the attendance of somebody heartening their

growth justly great while they are archaeologically a slight extra probable to departure than their older

colleagues. Amid midcareer and established teachers, who together are less probable to departure than

early teachers, it appears reasonable that the developed employees are additional probable to inspire the

expansion of others and fewer likely to be fortified in their individual development due to their place of

effect and management in a school. This might be predominantly true in developed teaching.

Study has established slightly mixed consequences regarding career development/assessment and

departure determined with Harter et al. (2002) reportage absence of important associations among the

binary while others on the conflicting. Numerous investigators have consequently renowned either a

robust optimistic association amid learning and grow with holding or quoted deprived separate growth

29
and career expansion as a crucial motive for turnover. In this research the investigator sought to discover

if there happened an association among the variable job path expansion and turnover.

Houtte (2006) describes job gratification as the ―approaches that a person holds to his or her job. One

significant issue regarding job gratification that is spoken in the present works is the mutable of job

gratification which can whichever be examined as an international variable or a multi-layered variable.

Brief, (1998), says determining job gratification worldwide involves asking: how contented are you with

your occupation in over-all? This has its compensations in that the dimension is speedy and well-

organized, has decent test-retest dependability and offers a general illustration of the teacher’s glassy of

gladness.

Conversely, the worldwide measure inclines to gloss over perilous features connected to the occupation

that would have been measured if a multi-layered amount of job gratification had been utilized. Multi-

layered events of job gratification such as the occupation evocative index utilized by Glick (1992)

events facet-particular job gratification transversely the surfaces of colleagues, pay, chances for

elevation, management, and exertion (Brief, 1998).

30
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Overview

The research section will tackle the study design, area of study, target population, taster size and

selection procedures, data gathering tools, data collection procedures, data analysis and ethical

consideration in this study.

3.2 Research Paradigm

This research will adapt positivism that take the reality as objective and can be measured using

characteristics that are independent of the researcher.

3.3 Research Design

This study will use descriptive research survey design that employs quantitative and qualitative

approaches of data collection within a given time and place (Denscombe, 2010). The design allows the

investigation of relationship between independent and dependent variables to draw conclusions.

3.4 Location of the Study Area

The research area will be Balambala Sub- County in Garissa County of north eastern region, Kenya

which is approximately 380km from Nairobi.

3.5 Target Population

The study will target the 6 public secondary schools in Balambala sub-county. The respondents will be 6

principals, 55 teachers and 6 students’ council.

3.6 Sampling procedure

Purposive sampling method will be used to pick all the school principals, teachers and students council

due to their small numbers (Krejci & Morgan ,1970). The questionnaires will be administered to the

teachers and students council while interviews will be administered to principals.

31
3.7 Sample Size of the Research

The taster size of the research will be reached by use of purposive sampling. The researcher will use all

the 6 principals, 55 teachers and 6 students council for the study.

The table below summarizes the sample size of respondents in the study area.

Table 1: Sample Size for the Study

Category Population (N) Sample (n)

Principals 6 6

Teachers 55 55

Students’ council 6 6

Total 67 67

3.8 Instrumentation

Questionnaires will be used to collect data that are numerical and will be used to test hypotheses. The

interviews will be used to collect data that are narrative and will be used to get in-dept information form

in the natural set up (Finn & Jacobson, 2008). Secondary data will be obtained using designed tables

showing trend of teacher turnover, teacher establishment (CBE) and KCSE results.

3.9 Validity of the Instruments

The validity of the items will be ascertained by supervisors to ensure that they measure what it is

purported to measure (Colin, 2005).

3.10 Reliability of the Instrument

The study will test the reliability of the questionnaires using split-half method where the items in the

questionnaires will be grouped into two; even and odd items. The result of the two set will be analysis

using person correlation (r), and if the r is greater than 0.5, the questionnaires are reliable.

32
3.11. Piloting of the study

The researcher will choose one school for piloting from the neighboring sub-county of Garissa

township. The collected data will be grouped into odd and even and will be analyzed using Pearson

correlation test to determine the reliability of the questionnaires. One secondary school in Garissa sub-

county will represent 10% of the target population.

3.12 Data Collection Procedure

The researcher will get permission from the Dean of school of education before applying for permit

from the National Council of Science, Technology and Innovation (NACOSTI). Further permission will

be sought from the ministry of education at the county level then from the principals.

3.13 Operational Definition of Research Variables

Operational definition of variables is the specific way in which they will be measured as they show

indicators and measuring item of independent variables and dependent variables.

Table 2: Operational Definition of Research Variables

Variables Operational Definition Measuring Item

1. Teachers turnover No. of teachers who have left Questionnaire 1-5

Interviews 1-3

2. Teachers establishment No. of teachers in the school Questionnaire 1-5

Interviews 1-3

3. Principal strategies Employment of BOM teachers,

Teacher Mentorship Questionnaire 1-5

Interview 1-3

4. Selected Factors associated with Criteria for promotion, Insecurity Questionnaire 1-5
teacher turnover incidences

5. Academic achievements K.C.S.E mean scores for the last 5 years Questionnaire 1-5

K.C.S.E Interview 1-3

33
3.14 Data Analysis Methods

Quantitative data will be coded and analyzed using Pearson in statistical packages for social sciences

(SPPS). Qualitative data will be analyzed thematically (Gall, 2003). Quantitative data will be presented

using frequency tables, graphs and charts. The hypotheses will be determined using Pearson correlation

coefficient test.

Table 3: Data Analysis Methods.

Variables Hypothesis Analysis method

Relationship

1. Teacher turnover Trends in Teacher turnover and students’ Pearson /thematically

performance
2. Teacher establishment Teacher establishment and students’ Pearson /thematically
performance
3. Factors associated with Factors associated with teacher turnover Pearson /thematically
teacher turnover and students’ academic achievement
4. Trend of teacher turnover Trend of teacher turnover and students’ Pearson /thematically
academic achievement

3.15 Ethical Considerations

The study will be conducted by acknowledging the authors to avoid plagiarism. The respondents will be

informed about the purpose of the study instruments (Schinke & Gilchris, 1993).The respondent will

remain anonymous to ensure confidentiality.

34
 REFERENCES

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Performance of Pupils in Elementary School., International Journal of Academic Research in

Business and Social Sciences, January 2012, Vol. 2, No 1.

Adnot, M., Dee, T., Katz, V., & Wickoff, J. (2017). Teacher turnover, teacher quality, and

student achievement in DCPS. Educational Evaluation and Poli cy Analysis, 39(1), 54- 76.

Hanushek, E.A., Kain, J.F., O'Brien, D.M., & Rivkin, S.G. (2005). The market for teacher quality.

NBER

Working Paper. doi: 10.3386/w11154

Harris, D. N., & Adams, S. J. (2007). Understanding the level and causes of teacher turnover: A

comparison with other professions. Economics of Education Review, 26, 325–

337.10.1016/j.econedurev.2005.09.007

Hellman, C. M. (2011). Job satisfaction and intent to leave. The Journal of Social Psychology,

137(6), 677-689.

Helina, A. (2011). Major Causes of Teacher’s Turnover in Selected Government and Private

Secondary Schools in Addis Ababa: A Comparative Study: Addis Ababa University.

Hernandez, N. (2007). Teacher turnover costs systems millions: Study projects. Available:

www.washingtonpostdyn/content/article/2007/06/20/AR20072002300 (July 13, 2013).

Ingersoll, R & Smith, T. (2003). The Wrong Solution to the Teacher Shortage. Educational

Leadership, 60, 30-33. Retrieved from http://www.gse.upenn.edu/.../EL-TheWrong Solution to

the Teacher Shortage.

Joftus, S., & Maddox-Dolan, B. (2002). New-teacher excellence: Retaining our best. Retrieved

April 3, 2015, from http://files.eric.ed.gov/fulltext/ED473235.pdf

Kain, E. (2011). High teacher turnover rates are a big problem for America’s public schools.

Available: www.forbes.com/sites/erikkain/2011/03/08/ high teacher turnover rates are a

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 big problem for Americas public schools/ (July 13, 2013).

Kimaro, J.W. (2015). Strategies to reduce teachers’ turnover in public schools: a case of

secondary schools in Morogoro municipality. Morogoro: Mzumbe University Press.

Kiradi, (2011) Teacher turnover in Secondary schools. Sigor Division in Bomet County: East African

Publishers.

Loeb, Susanna & Darling-Hammond, Linda & Luczak, John. (2005). How Teaching Conditions

Predict Teacher Turnover in California Schools: Peabody Journal of Education. 80. 44-70.

Mugo, E. W. & Guyo, W., (2018). Factors contributing to labor turnover among public

secondary school teachers in Kenya: Embu County. International Journal of Economics,

Commerce, and Management. Vol. VI, (363-384). ISSN 2348-0386.

MacDonald, L. (2012). Remuneration and Employee Turnover. Available at

file:///C:/Documents and settings/admin/Desktop/info_8669262_doremuner. (Accessed on 1

March, 2022).

Muriithi, P.M. (2020). Motivational factors influencing teacher retention in private primary

schools in Murang’a diocese. Strathmore University: School of Humanities and Social Sciences.

Njung’e, A.M., (2015). Impact of Job Satisfaction on Turnover Intentions among Teachers in

Public Secondary Schools in Gatanga District. Murang’a County: Kenya.

Obiri, G.K. (2015). School based practices influencing teacher turnover in private secondary

schools in Embakasi Sub-County, Nairobi County, Kenya. Nairobi: University of Nairobi Press.

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Pettman, B. O. (1975). Labor Turnover and Retention, John Wiley & Sons, New York.

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417- 458.

37
 APPENDIX I: QUESTIONNAIRES FOR TEACHERS

Instructions: Kindly fill in the questionnaire and tick where appropriate.

SECTION A: Background

1. Gender Male Female

2. Employer TSC BOM

3. Academic Qualifications

Diploma Degree Master Degree PhD

4. Experience in teaching

Less than 5 years

5-10 years

11-15 years

Over 15 years

SECTION B: Teacher Turnover Factors and Academic Performance

1. State reasons why teachers quit their station of work school/Sub-county/County?

____________________________________________________________________________

___________________________________________________________________________

2. Does TSC replace teachers who quit their station of work?

Yes No

3. How does teacher turnover affect students’ academic performance?

____________________________________________________________________________________

___________________________________________________________________________________

SECTION C: Principal Strategies

1. List the strategies that principal has employed to cope with teacher turnover over the years.

____________________________________________________________________________

___________________________________________________________________________

38
2. To what extent do strategies improve students’ academic performance based on the rating of 1 to 5

where 1 is the lowest and 5 the highest.

1 2 3 4 5

SECTION D: Teacher Establishment and Students’ Academic Performance.

1. Which group of teachers are more in the school?

BOM teachers TSC teachers

2. Is there disparity in curriculum delivery by BOM teachers as compared to TSC teachers?

Yes No

If For
yes, questionnaire
what are the reasons?
items 1-2, Please tick as appropriate the extent to which you agree or disagree to the following
statements using appropriate scale from: l=Strongly Disagree (SD) 2=Disagree (D); 3=Agree (A); 4=Strongly
__________________________________________________________________________________
NO. Statements SD D A SA
SECTION B: 1 2 3 4
Trend in Teacher Turnover

1 In the past years, many teachers have left our school

2 Non local teachers have been departing from our school

3 Local Somali teachers have been leaving the school

4 Teacher departure has lowered academic performance in the
school
Selected Factors for Teacher Turnover
5 Criteria of promoting teachers is associated with quitting of
teachers
6 Environmental factors are associated with teacher
departure
7 Security incidences are associated with Teacher departure

8 TSC policy on transfer of teachers without replacement

encourages teacher departure
Teacher Establishment
9 Criteria of recruiting of teachers is associated with teacher
departure
10 There are low number of teachers recruited by TSC
11 Teacher shortage has caused less effective teaching in the
school
19. 12
State your suggestions
There is no problem in for stopping
curriculum teacher
delivery departure
by BOM teachers
____________________________________________________________________________________
13 Teacher shortage contributes to low academic performance in
our school
____________________________________________________________________________________
Principal Strategies on Teacher Turnover
____________________________________________________________________________________
14 Principal gives induction to new teachers
15 Experienced teachers mentor new teachers

16 There are workshops/training for Teacher career development

17 Teachers motivated to enhance job satisfaction in the school
39
18 The strategies employed to cope with teachers departure has
resulted in improved academic performance in our school
 APPENDIX II: INTERVIEWS FOR PRINCIPALS

Instructions: Kindly fill in the questionnaire and tick where appropriate.

SECTION A: Background

1. Gender Male Female

2. Employer TSC BOM

3. Academic Qualifications

Diploma Degree Master Degree PhD

4. Experience in teaching

Less than 5 years

5-10 years

11-15 years

Over 15 years

SECTION B: Teacher Turnover Factors and Academic Performance

1. State reasons why teachers quit their station of work school/Sub-county/County?

i) ____________________________________________________________________________

ii) ___________________________________________________________________________

iii)__________________________________________________________________________

iv) ___________________________________________________________________________

2. Does TSC replace teachers who quit their station of work?

Yes No

3. How does teacher turnover affect students’ academic performance?

SECTION C: Principal Strategies

1. List the strategies that you as a principal have employed to cope with teacher turnover over the years.

i) ____________________________________________________________________________

ii) ___________________________________________________________________________

40
iii)__________________________________________________________________________

iv) ___________________________________________________________________________

2. To what extent do strategies improve students’ academic performance based on the rating of 1 to 5

where 1 is the lowest and 5 the highest.

1 2 3 4 5

SECTION D: Teacher Establishment and Students’ Academic Performance.

1. Which group of teachers are more in the school?

BOM teachers TSC teachers

2. Is there disparity in curriculum delivery by BOM teachers as compared to TSC teachers?

Yes No

If yes, what are the reasons?

____________________________________________________________________________________

____________________________________________________________________________________

SECTION E: SECONDARY DATA GUIDES

Trend in Teacher Turnover, Teacher Establishment and KCSE results for the last five years data.

Table 4: Trend in Teacher Turnover

Year X1 X2 X3 X4 X5 X6

2016

2017

2018

2019

2020

KEY: X1-X6 are names of the sampled schools

41
Table 5: Teacher Establishment

Year X1 X2 X3 X4 X5 X6

CBE TOD CBE TOD CBE TOD CBE TOD CBE TOD CBE TOD

2016

2017

2018

2019

2020

KEY: X1-X6 are names of the sampled schools

TOD- Teachers On Duty CBE-Curriculum Based Establishment

Table 6: KCSE Results for the Last Four Years – Mean Scores

Year X1 X2 X3 X4 X5 X6

2016

2017

2018

2019

2020

KEY: X1-X6 are names of the sampled schools

42
Table 7: Students enrollment from 2017-2020

Year X1 X2 X3 X4 X5 X6

2016

2017

2018

2019

2020

KEY: X1-X6 are names of the sampled schools

APPENDIX III: QUESTIONNAIRE FOR STUDENTS’ COUNCIL

Instructions: Fill in the questionnaire in the spaces provided and tick in the boxes provided

appropriately.

SECTION A : Background

1. Gender: Male Female

2. Class: Form 1 Form 2 Form 3 Form 4

SECTION B: Factors (Teacher Turnover)

1. What do you think are the reasons for teachers leaving your school to other areas?

____________________________________________________________________________________

2. Do you think the academic performance of your school has been affected by teachers quitting the

school? Yes

3. In your own opinion has the school put measures in place to ensure learning is not affected after those
teachers leaving your school?
Yes No

If yes, explain

43
SECTION E: SECONDARY DATA GUIDES

Trend in Teacher Turnover, Teacher Establishment and KCSE results for the last five

years data.

Table 4: Trend in Teacher Turnover

Year X1 X2 X3 X4 X5 X6

2017

2018

2019

2020

KEY: X1-X6 are names of the sampled schools

Table 5: Teacher Establishment

Year X1 X2 X3 X4 X5 X6

CBE TOD CBE TOD CBE TOD CBE TOD CBE TOD CBE TOD

2017

2018

2019

2020

KEY: X1-X6 are names of the sampled schools

TOD- Teachers On Duty CBE-Curriculum Based Establishment

Table 6: KCSE Results for the Last Four Years – Mean Scores

Year X1 X2 X3 X4 X5 X6

50
2017

2018

2019

2020

KEY: X1-X6 are names of the sampled schools

Table 7: Students enrollment from 2017-2020

Year X1 X2 X3 X4 X5 X6

2016

2017

2018

2019

2020

KEY: X1-X6 are names of the sampled schools

APPENDIX IV: BUDGET ESTIMATE

S/NO ITEM COST

1 PRINTING PAPERS 4,000

2 FLASH DISK 2,000

3 AIRTIME 3,000

4 TRANSPORT 4,000

5 TYPESETTING 3,000

6 MISCELLANEOUS 5,000

TOTAL 21,000

51
 APPENDIX V: TIME FRAME

DESCRIPTION JANUARY FEBRUARY MARCH APRIL MAY JUNE

TOPIC APPROVAL

CONCEPT

SUBMISSION

PROPOSAL

WRITING

DOING

CORRECTIONS

AND DEFENCE

DATA

COLLECTION

DATA ANALYSIS

AND

PRESENTATION

CORRECTIONS

FINAL

SUBMISSION

52
APPENDIX VI: SKETCH MAP SHOWING BALAMBALA SUBCOUNTY

53