Institutional Based Factors Influencing Teachers’ Job Commitment in Public Primary Schools in Nyando Sub- County, Kenya

Abstract

The study explored the influence of institutional based factors on teachers’ job commitment in primary schools in Nyando Sub-County, Kenya. The objectives of the study were to determine the extent to which provision of monetary incentives, recognition by the head teachers, working conditions, workload and administrative support influence primary school teachers’ job commitment in Ahero, Ahero, Rabuor and Nyang’ande zones in Nyando Sub-County. Descriptive survey research design was used and it focused on 99 head teachers and 707 teachers from the 99 public primary schools in the region as the target population. The sample size was240 respondents, made comprising of 30 head teachers and 210 teachers who were randomly based on 30% rule. Questionnaires were used to collect data analyzed using appropriate descriptive statistics. The research has established that most of the teachers (84%) in the Sub-County disagreed being offered monetary incentives by their head teachers, thus, posing serious challenges relating to job commitment. Further (60%) of the teachers reported that they were not being recognized by their head teachers through promotions in their schools thus, reducing their attachment to activities that show their commitment although (82%) of them agreed that head teachers recognized their work through verbal praises. The findings showed that most teachers (72%) agreed with the condition of their classrooms while (78%) of them agreed handling manageable number of lessons. Further (90%) of the teachers agreed being offered administrative support through recommendation for trainings by their head teachers. The study recommends that both the BoMs and TSC of public primary schools establish monetary policies that enable teachers to work harder and enhance pupils’ performance both in and outside the classroom. They need to improve the terms and working conditions of teachers by considering salary increments annually giving among other things hardship and house allowances, so as to increase their commitment. In addition, school administration should put up measures to motivate teachers for preventing the loss of teachers to its competitor as well as providing manageable workload and adequate support to teachers, which could enhance job commitment and ultimately lead to better academic performance. The researcher suggested that since the study was limited to one Sub-County in Kenya, further research should be conducted in other counties throughout the country to determine the actual influence of institutional based factors on teachers’ job performance in public primary schools.