Influence of Teachers Service Commission Non-monetary Reward Management in Sustaining Primary Teachers Performance in Kisumu Central Sub-county, Kenya

Abstract

Teaching as a profession is demanding, stressful, under supported employment, that leads to high teacher turnover, strikes, absenteeism low attendance and early retirement. TSC also concentrate on the member based rewards rather than the performance based rewards. The purpose of this study is to investigate the influence of (TSC) Non-Monetary Reward management in sustaining primary teachers performance in Kisumu Central Sub-County. The particular goals of this investigation were; to inspect the impact of TSC preparing and improvement management in sustaining teachers execution, to explore the influence of TSC recognition management in sustaining teachers performance, to investigate the influence of TSC promotion management in sustaining teachers performance and to examine the influence of TSC Well-Being management in sustaining teachers performance. This study was guided by Equity Theory. The study adopted a mixed method design. The target population of this study constituted of 34 public primary schools, 34 head teachers, 700 teachers and one Sub-County director in Kisumu Central Sub-County. The study employed stratified random sampling technique to sample 10 primary schools, census survey was used to select 34 head teachers and simple random sampling was also applied to select 210 teachers. Data was collected using questionnaires and interview schedule. The coded data was entered accordingly in the computer for analysis using the Statistical Package for Social Sciences (SPSS). Quantitative data was to be analyzed through descriptive and inferential statistics (person correlation and regression analysis) while qualitative data was analyzed by arranging them according to the themes. The findings was then presented using frequency tables. Based on the findings, TSC training and development management had a significant influence on sustaining teachers performance (r=0.202, p=0.008, <0.05) for the teachers respondents. The head teachers findings also showed a relationship (r=0.494, p=0.06, <0.05). TSC recognition management had a significant influence in sustaining teachers performance since the framework used by TSC to award excellent teachers has motivated them to produce good results (r=0.226, p=0.003, <0.05) and (r=0.557, p=0.001, <0.05). It was clear that availability of promotion opportunities for teachers can encourage them to improve their performance (r=0.357, p=0.018, <0.05) and (r=0.491, p=0.010, <0.05). Finally, the study also established TSC well-being management had a significant influence on sustaining teachers performance (r=0.539, p=0.047, <0.05) for teachers and (r=0.403, p=0.018, <0.05) for head teachers. The study concluded that TSC training and development management, TSC recognition management, TSC promotion management and TSC Well-Being management had a significant influence on sustaining teachers performance. The study recommends that the Teachers Service Commission (TSC) to mount mandatory sponsored regular training and teacher professional development for teachers at least once a term to ensure they keep abreast with current changes in the scope and teaching and in order to sustain their performance. Furthermore, the school administration should continue to provide more support to teacher promotion in order to boost not only teachers performance as well as their students’ academic performance.