Influence Of Somali Clans’ Conflict On Teachers’ Retention In Public Primary Schools In Banisa Subcounty, Mandera County, Kenya
Abstract
The purpose of this study was to establish the influence of Somali clans’ conflict
on teachers’ retention in public primary schools in Banisa Sub-county. The study
was guided by four objectives: - to determine the influence of clans’ displacement
on teachers’ retention, establish the influence of destructions of school facilities
on teachers’ retention, determine the influence of trauma on teachers’ retention
and to establish the influence of teachers’ loss of livelihood on teachers’ retention.
Descriptive survey design was adopted by the study since it aimed at capturing
respondents’ opinions, attitudes, beliefs and knowledge based on the impact of
clans’ conflicts on schools in Banisa Sub-county. The sampled population for the
study comprised of 31 head teachers and 96 teachers in public primary schools in
Banisa Sub-county. Random selection was used to select these participants. Nonprobability
sampling namely purposive sampling was used to select 30
community leaders who were interviewed. Questionnaires were the main tool for
data collection among head teachers and teachers while an interview schedule was
used to collect data from community leaders. Analysis of the data started with
data cleaning, coding and entry into SPSS software. Qualitative data derived was
analyzed using thematic analysis while descriptive statistics with the use of
percentages and frequencies was used on quantitative data to enable meaningful
description of the distribution. The study established that teachers lacked support
from the host communities during conflicts as indicated by 51.6 percent of head
teachers. 45.8 percent of teachers strongly agreed that teachers faced threats and
physical attack from host communities during conflicts. Findings on the influence
of destruction of school facilities on teachers’ retention revealed that majority of
head teachers agreed that teachers’ retention was affected due to shortages of
infrastructure during conflicts, 45.2 percent agreed that conflicts destroy school
properties. The study also established that trauma affected teachers’ retention in
schools during conflicts as indicated by 51.6 percent of teachers who stated that
many teachers were affected psychologically following clan conflicts. Findings on
the effects of loss of livelihood on teachers’ retention during conflict suggested
that teacher earnings from other sources dropped during conflict as indicated by
62.5 percent of teachers. Based on the study findings, the study concluded that
teachers lacked support from host communities during conflict. Teachers felt
insecure to continue teaching while physical displacement during conflict denied
teachers access to school. Conflict led to disruption of learning activities, due to
destruction of school properties, many teachers were affected psychologically and
were fearful of another attack of clan conflicts. The retention of teachers in
schools was affected by loss of livelihoods as most teachers lost their properties
during conflicts and hence sought for transfers to safer zones. The study
recommended that the government should provide security to schools so that
schools are not affected by clan conflicts. The study further suggested that other
variables such as political influences pertaining to clan conflict be interrogated to
establish how they influence teachers’ retention
Publisher
University Of Nairobi
Rights
Attribution-NonCommercial-NoDerivs 3.0 United StatesUsage Rights
http://creativecommons.org/licenses/by-nc-nd/3.0/us/Collections
- Faculty of Education (FEd) [5964]
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