| dc.description.abstract | The purpose of this study was to investigate the influence of Kenya National Union of Teachers on teacher’s performance in public primary schools in Kamukunji district, Kenya. The objectives of the study were to assess the influence of teacher professionalism, teacher’s job satisfaction, and teacher empowerment and teacher professional development on teacher’s performance. Responses from the objectives guiding the study were presented to show background information. Descriptive survey design was used to conduct the study.
Primary school teachers in Kamukunji district were the target population comprising of
18 public primary schools, 18 head teachers, and 420 primary school teachers in the district. Census sampling method was used to get the sample size of the 18 head teachers and 210 teachers. Questionnaires for head teachers and teachers were used in data collection. The questionnaires were validated through appraisal from the supervisors and education administration experts from the department and then subjected to a pilot study. The instrument was tested for reliability through test-retest technique with a reliability coefficient of 0.92 for head teacher’s questionnaire and 0.94 for the teachers’ questionnaire. Descriptive statistics was used to analyze data with the assistance of Statistical Package for Social Sciences (SPSS) programmes which generated frequency tables, percentages and bar graphs.
The findings of the study was that majority of the head teachers stated that teacher professionalism was a key element on teacher’s performance in the schools. Majority of the teachers stated that teacher professionalism was a key element on teacher’s performance in the schools.
On the influence of KNUT on teacher’s job satisfaction majority of the head teachers asserted that job satisfaction was a vital component to teacher’s performance in the school. Majority of the teachers asserted that job satisfaction was a vital component to teacher’s performance in the school. On the influence of KNUT on teacher’s empowerment majority of the head teachers asserted that KNUT fulfilled their empowerment needs since an organization like a KNUT may be used to realize or solve a multitude of needs for its members. Majority of the teachers asserted that KNUT fulfilled their empowerment needs since an organization like a KNUT may be used to realize or solve a multitude of needs for its members.
The KNUT has an influence on teacher’s professional development since majority of the head teachers viewed KNUT as enhancing profession development among teachers Through KNUT’s interventions, there is an increase in the absolute and relative size of the total amount of resources allocated to teacher remuneration in Kenya. All the
primary schools head teachers in the district felt that KNUT was important for fighting for professional code of conduct, teacher’s rights, better remuneration and organizing HIV/AIDS seminars for teachers. Majority of the teachers seem to agree that KNUT helps in agitating for promotion of teachers, better working conditions and it defends teachers in course of their duties.
The recommendations of this study are that the Ministry of Education should address the never ending wrangles between KNUT on behalf of the teachers and the government on teachers’ salaries to avoid conflicts in the education sector. KNUT should ensure that it honors the trust given to it by the teachers by diligently representing them without any barriers. The head teachers should realize the democratic rights of Kenyan teachers of being union members by allowing the teachers in the schools to freely exercise this right. The teachers should realize the important role played by KNUT by fully supporting the union but at the same time performing their duties diligently.
It is suggested that a comparative study on the influence of KNUT on teacher’s performance in public primary schools in other districts in Kenya should be undertaken. The study on the influence of KNUT on teacher’s performance in public primary schools in Kamukunji district can be replicated in other districts in Kenya. An investigation on the influence of KUPPET on teacher’s performance in public secondary schools in Kenya should be done. | en |
