Article Sidebar
Article Details
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Main Article Content
Career Development Prospects on Retention of Teachers in Public Secondary Schools in Kenya
Abstract
This study sought to investigate the influence of career development prospects on retention of teachers in public secondary schools in Kathonzweni Sub County, Makueni County, Kenya. The study objective sought to investigate the influence of career development practices on retention of Teachers in public secondary schools in Kathonweni Sub-County. The study adopted descriptive survey research design. The target population consisted of all 791 teachers from Kathozweni Sub County. Proportionate sampling technique was used to select 117 teachers. Data was collected using questionnaires. Quantitative data was analyzed using descriptive and inferential statistics with the aid of SPSS (Statistical Package for Social Science) Software and presented using cross tabulation tables and pie charts. The Pearson correlation coefficient was used to analyze inferential data. The set level of significance was 0.05. From the findings, career development practices had a positive relationship with teachers. The average mean of positive responses was 3.4. This implied that most of the teachers agreed with most of the statements though the answers differed as shown in the standard deviation of 1.0. The results also showed that career development practices were positively and significantly related (β=0.589ρ=0.00). In conclusion career management increases work performance of employees and motivates workers to want to stay. This study is significant to various stakeholders in determining the best motivational techniques for use in order to improve teacher performance and retention in their schools. The study recommends training of teacher trainers on career development procedures with the aim of guiding and developing teacher’s career in their schools.
