The effect of empowerment on commitment of teachers in private primary schools in Nairobi city county, Kenya
Abstract
The purpose of this study was to establish the effect of empowerment on commitment of
teachers in private primary schools in Nairobi County, Kenya. The study took the form of
a descriptive survey of private primary schools in Nairobi County. The target population
involved 1000 teachers working in the private primary schools. Stratified sampling was
used to identify a sample size of 91 respondents. Data was successfully collected from 70
respondents using a questionnaire. The demographic data was analyzed using percentages
and frequencies; empowerment practices and extent f commitment were analyzed using
descriptive statistics such as mean and standard deviation. The effect of empowerment on
commitment was analyzed using regression analysis. The findings were presented in
tables. The study established that empowerment of teachers among private primary
schools in Nairobi County takes different forms such as delegation of responsibility;
taking part in the school decision making process; organizing team building events for
the teachers; providing necessary study materials for the teachers; providing competitive
remuneration for the teachers; encouraging teachers to seek higher education
opportunities and rewarding good performance among the teachers. The commitment of
the teachers is in turn exhibited through willingness to stay in school for longer hours
voluntarily; minimal absenteeism from school; referring other people to the school and
having a high degree of accountability. The regression results on the effect of
empowerment of teachers on their commitment reveal that there is a significant
relationship between the two variables. It was evident that empowering teachers has a
significant positive effect on the commitment of primary school teachers in Nairobi
County.
Publisher
University of Nairobi
Description
Thesis