PRINCIPALS’ INTERVENTIONS ON TEACHERS’ RETENTION IN PUBLIC SECONDARY SCHOOLS IN WAJIR COUNTY, KENYA

Abstract

ABSTRACT Over the last decades, the education status in Wajir County has been at high risk due to the worrying teacher turnover rate. Consequently, lack of teachers led to poor performance, especially in the national examinations. This study aimed to examine the impact of principals' initiatives on teacher retention in secondary schools located in Wajir County, Kenya. The research was directed by a set of four inquiries. How did work-life balance influence teachers' retention in public secondary schools in Wajir County in Kenya? What was the influence of induction programs and mentoring on teachers' retention in public secondary schools in Wajir County in Kenya? How did the school environment influence teachers' retention in public secondary schools in Wajir County in Kenya? In what ways did school principals' support to teachers influence their retention in public secondary schools in Wajir County in Kenya? What challenges did school principals encounter in their effort to promote teachers’ retention in public secondary schools in Wajir County in Kenya? What strategies could be put in place by school principals to minimize further teacher turn over? The study employed Job Embeddedness theory. The study employed convergent parallel mixed method design. It targeted all secondary school principals and teachers in Wajir County, with a total of 49 principals and 629 teachers in the target population. Kothari and Garg (2014)'s sample determination formula yielded 44 principals and 239 teachers. Cluster and simple random sampling selected the participants. This study used document analysis guides, unstructured interviews, and semi-structured surveys. These instruments were carefully tested for concept, content, and face validity. Cronbach's alpha assessed quantitative data reliability. However, qualitative data trustworthiness was assessed. Quantitative data was analyzed using frequencies and percentages. Pearson Correlations and Regression analysis were also done. These investigations yielded tables and figures. The study followed research ethics by content-analyzing qualitative data and presenting direct quotes and narratives. The study reveals that work-life balance significantly influences teachers' retention in public secondary schools in Wajir County, Kenya. Teacher retention is positively linked to school administrators' support, induction programs, and teacher welfare support. The findings show that Workload emerges as a major concern negatively impacting teachers' health, collaboration, and overall service. The study also revealed that the school environment, including recognition, incentives, and positive relationships, also affects teacher retention. Implementing strategies to enhance teacher well-being and job satisfaction is crucial for improving teacher retention in Wajir County's public secondary schools. The study recommends that school administrators in Wajir County prioritize teachers' professional development, welfare, and personal needs to enhance retention rates. The study's findings have broad potential benefits, as they can help school administrators, policymakers, the Ministry of Education, the Teachers' Service Commission, the general public, and academicians gain insights into critical factors affecting teacher retention, motivation strategies, and the role of administrators in schools. Ethical issues like informed consent, respect for cultural values and responses, confidentiality were considered in this study. Works by other scholars was also appreciated and cited.