INFLUENCE OF TEACHER MOTIVATION STRATEGIES ON TEACHER RETENTION IN BRITISH CURRICULUM SECONDARY SCHOOLS IN LANG’ATA DIVISION, NAIROBI COUNTY, KENYA.

Abstract

The purpose of this study was to examine the effects of teacher motivation strategies on teacher retention in British curriculum secondary schools in Lang’ata Division, Nairobi, Kenya. The study was guided by the following research questions: What are the teacher training needs that affect their retention in the British Curriculum secondary schools in Lang’ata division? How does the provision of incentives strategy affect teacher retention in the British Curriculum Secondary Schools in Lang’ata division? How does teacher performance appraisal strategy affect their retention in the British Curriculum Secondary Schools in the Division? What are the measures that can be put in place to facilitate teacher motivation and retention in British Curriculum secondary schools in Lang’ata division? The study employed a mixed methods research design. The sample included one hundred and twenty teachers (n=120) and eight (n=8) principals selected from eight (8) British Curriculum Secondary Schools in Lang’ata Division. Questionnaires were used to collect data from teachers whereas interview guide were used to collect data from the principals. The collected data were analyzed with the help of Statistical Package for Social Sciences (SPSS). Both descriptive and inferential analyses were used in data analysis. Data from questionnaires was analyzed quantitatively and presented in frequencies and percentages while data from interview guide was analyzed qualitatively and its findings integrated within the quantitative data. From the analysis the study came up with the following findings: The study found that training had serious effect on the career progress of the teachers. The key training needs towards enhancing teacher motivation and retention include adequate training on the subject matter and pedagogical preparation. The study found that not all of the schools provided incentives to their teachers. It was also found that there were certain schools which applied performance appraisal practices to check whether the teachers are able to handle various issues such as stress and conflict reduction, emotion and conscientiousness handling and improved accurate self-awareness. This was found to have a significant relationship on teacher retention and motivation in British Curriculum Schools.