INFLUENCE OF HUMAN RESOURCE MANAGEMENT PRACTICES
ON TEACHERS’ COMMITMENT IN PUBLIC SECONDARY SCHOOLS
IN NAROK NORTH SUB-COUNTY: A CASE OF TEACHERS’ SERVICE
COMMISSION
Siameto Darius Sironka
A Research Project Submitted in Partial Fulfillment of the Requirements for the
Award of the Degree of Master of Education in Corporate Governance
University of Nairobi
2017
ii
DECLARATION
This research project is my original work and has not been presented for a degree
in any other university
________________________________________
Siameto Darius Sironka
Reg No:E55/76909/2014
This research report was submitted for examination with our approval as
university supervisors
_________________________________________
Dr. Ursulla Okoth
Senior Lecturer
Department of Educational Administration and Planning
University of Nairobi
_________________________________________
Dr. Mari Nelson
Lecturer
Department of Educational Administration and Planning
University of Nairobi
iii
DEDICATION
I dedicate this research project to my Father Siameto Sempele and my mother
Ann Siameto .
iv
ACKNOWLEDGEMENT
I wish to pass my sincere gratitude to the almighty God for giving me the strength
and the material provision that were necessary to successfully conclude this study.
My heartfelt appreciation goes to my two supervisors Dr. Ursulla Okoth and Dr.
Mari Nelson for their guidance, timely feedback and encouragement.
I pass special thanks to the staff of the University of Nairobi Library, Narok
National Library and Narok County education office for their intellectual support.
I acknowledge the overwhelming support provided by my classmates especially
Mrs. Carol Legson, Mrs. Florence Nyambura and Mr. Juma Boy.
I would also like to sincerely thank the respondents in this study for providing
valuable data and the administrators of the schools visited for allowing the study
to be conducted in their institutions.
v
ABSTRACT
This study aimed at determining the influence of human resource management
practices on teachers‟ commitment in public secondary schools in Narok North
Sub-county taking a case of Teachers Service Commission (TSC). The study was
guided by four key objectives which include: To examine the influence of the
Teachers‟ Service Commission Compensation System, Performance Appraisal,
Promotion Procedure and Code of Conduct on teachers‟ commitment in Narok
North sub-county. The study utilized a descriptive survey design in which 154
teachers employed by the Teachers Service Commission and 23 principals of
public secondary schools in Narok North Sub-county were sampled. The research
instruments included a questionnaire for teachers and an interview schedule for
principals which were self-delivered by the researcher, filled and analyzed using
descriptive statistics including frequencies and percentages which were presented
in form of tables, bar graphs and pie-charts. The study found that a vast majority
of teachers find their salary inadequate for their needs. They are forced to seek
alternative sources of income to bridge the gap which negatively impact on their
commitment. Teachers believe that fringe benefits have a high impact on their
commitment. A majority of respondents at feel that the retirement benefits are
inadequate. On the Performance Appraisal, a high proportion of teachers feel that
the online system is not efficient. Teachers reported performance appraisal
enhanced lesson attendance. A high percentage of the teachers reported minimal
disagreements on appraisal rating which indicates harmony during the appraisal
exercise. The appraisal system was reported to stimulate learning and professional
development among of the respondents enhancing commitment. The study
observed that a good number of teachers have stagnated in the same job group for
between 4 to over17 years. Teachers pointed out that the promotion criteria used
by TSC does not enhance teacher commitment. On the TSC Code of Conduct, a
large number of teachers agree that awareness of the code enhances teacher
commitment. A majority of principals reported that they have not had any
indiscipline incidences among their teachers that necessitate disciplinary action. A
majority of teachers observe that their adherence to the code of conduct has
enhanced their commitment to their teaching responsibilities. The study
recommends enhanced compensation, financial literacy programs, improved
fringe benefits, medical benefits and retirement benefits. It also recommends
improved internet access to complete online appraisal, prompt promotion when
due, all inclusive promotion criteria and sensitization of teachers on the code of
conduct. The study suggest further research on other human resource management
practices to determine their influence on commitment as well as replication of the
study in other areas as the findings cannot be generalized.
vi
TABLE OF CONTENTS
Content Page
Declaration .............................................................................................................. ii
Dedication .............................................................................................................. iii
Acknowledgement ................................................................................................. iv
Abstract ................................................................................................................... v
Table of Contents ................................................................................................... vi
List of Tables ......................................................................................................... ix
List of Figures ........................................................................................................ xi
List of Abbreviations and Acronyms .................................................................... xii
CHAPTER ONE:
INTRODUCTION
1.1 Background to the Study ................................................................................... 1
1.2 Statement of the Problem .................................................................................. 6
1.3 Purpose of the Study ......................................................................................... 8
1.4 Objectives of the Study ..................................................................................... 8
1.5 Research Questions ........................................................................................... 8
1.6 Significance of the Study .................................................................................. 9
1.7 Limitations of the Study.................................................................................... 9
1.8 Delimitations of the Study .............................................................................. 10
1.9 Assumptions of the Study ............................................................................... 10
1.10 Definitions of Significant Terms ............................................................... 10
1.11 Organization of the Study ............................................................................. 11
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction ..................................................................................................... 13
2.2 Concept of Teacher Commitment ................................................................... 13
2.3 Teachers‟ Compensation System and Teacher Commitment ......................... 15
vii
2.4 Teachers‟ Performance Appraisal and Teacher Commitment ........................ 17
2.5 Teacher Promotion and Teacher Commitment ............................................... 19
2.6 Teachers‟ Code of Conduct and Teacher Commitment .................................. 20
2.7 Summary of Literature Review and Research Gap......................................... 22
2.8 Theoretical Framework ................................................................................... 23
2.9 Conceptual Framework ................................................................................... 25
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction ..................................................................................................... 26
3.2 Research Design.............................................................................................. 26
3.3 Target Population ............................................................................................ 26
3.4 Sample Size and Sampling Procedure ............................................................ 27
3.5 Research Instruments ...................................................................................... 27
3.5.1 Validity of the Instruments ....................................................................... 28
3.5.2 Reliability of the Instruments ................................................................... 29
3.6 Data Collection Procedures............................................................................. 29
3.7 Data Analysis Techniques ............................................................................... 29
3.8 Ethical Considerations .................................................................................... 30
CHAPTER FOUR
DATA ANALYSIS, PRESENTATION AND DISCUSSION
4.1 Introduction ..................................................................................................... 31
4.2 Response Rate ................................................................................................. 31
4.3 Demographic Characteristics .......................................................................... 31
4.3.1 Gender ...................................................................................................... 31
4.3.2 Teachers Age ............................................................................................ 32
4.3.3 Teaching Experience ................................................................................ 33
4.3.4 Professional Qualification ........................................................................ 34
4.4 Influence of Teachers Service Commission Compensation System on Teacher
Commitment ......................................................................................................... 36
4.5 Influence of Teachers Service Commission Appraisal System on Teacher
Commitment. ........................................................................................................ 45
viii
4.6 Promotion and Job Commitments ................................................................... 55
4.7 Influence of Teachers Code of Conduct on Teacher Commitments ............... 61
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction ..................................................................................................... 66
5.2 Summary of Study .......................................................................................... 66
5.3 Conclusion ...................................................................................................... 69
5.4 Recommendations ........................................................................................... 70
5.5 Suggestions for Further Studies ...................................................................... 71
REFERENCES ..................................................................................................... 70
APPENDICES ...................................................................................................... 78
APPENDIX 1 LETTER OF INTRODUCTION................................................... 78
APPENDIX 2 ........................................................................................................ 79
INTERVIEW SCHEDULE FOR PRINCIPALS .................................................. 79
APPENDIX 3 ........................................................................................................ 81
QUESTIONNAIRE FOR TEACHERS ................................................................ 81
APPENDIX 4 ........................................................................................................ 85
RESEARCH AUTHORIZATION LETTER ........................................................ 85
APPENDIX 5 ........................................................................................................ 86
RESEARCH PERMIT .......................................................................................... 86
ix
LIST OF TABLES
Table Page
Table 1.0 : Narok North KCSE 2009-2011 Mean Grade Distribution ............... 7
Table 3.1 Sample size ........................................................................................... 27
Table 4.1: Teachers‟ Gender ................................................................................. 32
Table 4.2 Principals‟ Gender ................................................................................ 32
Table 4.3: Teachers Age ....................................................................................... 33
Table 4.4: Teachers‟ Professional Qualification ................................................... 35
Table 4.5: Principals Professional Qualifications ................................................. 36
Table 4.6: Adequacy of Teachers Salary .............................................................. 37
Table 4.7: Principal‟s Response on Adequacy of Teacher's Salary ...................... 38
Table 4.8: Fringe Benefits..................................................................................... 41
Table 4.9: Principals‟ Response on Adequacy of Health Cover ........................... 43
Table 4.10: Clarity of Performance Appraisal Documents ................................... 45
Table 4.11: Ease and effectiveness of TSC online Appraisal System .................. 46
Table 4.12: Influence of Performance Appraisal on Lesson Attendance ............. 48
Table 4.13: Teacher Training on Appraisal .......................................................... 49
Table 4.14: Principals Training as Appraisers ...................................................... 50
Table 4.15: Effect of Appraisal Disagreements on Teacher Commitment ........... 51
Table 4.16: Appraisal Arbitration Mechanisms .................................................... 52
Table 4.17: Stimulation of Learning and Professional Development .................. 53
Table 4.18: Appraisal Rating Takes and Value Addition ..................................... 54
Table 4.19: Teacher Promotion since Entry into TSC .......................................... 56
Table 4.20: Number of years Principal has Spent in the Current Job Group ........ 58
Table 4.21: Influence of Job Group Stagnation on Teacher Commitment ........... 58
Table 4.22: Impact of Awareness of TSC Code of Conduct on Teacher
Commitment ......................................................................................................... 61
Table 4.23: Cases of Disciplinary Measures Against Teachers ............................ 62
x
Table 4.24: Effect of TSC Disciplinary Measures on Teacher Commitment ....... 63
Table 4.25: Teacher‟s adherence to TSC Code of Conduct .................................. 65
xi
LIST OF FIGURES
Figure Page
Figure 2.1 Conceptual Framework ....................................................................... 25
Figure 4.1: Teaching Experience .......................................................................... 34
Figure 4.2: Impact of Compensation on Commitment ......................................... 39
Figure 4.3: Impact of Fringe Benefits on Commitment ........................................ 42
Figure 4.4: Principals‟ Feeling on Adequacy of Retirement Benefits .................. 44
Figure 4.5 Effectiveness of Online Appraisal System .......................................... 47
Figure 4.6: Disagreement of Appraisal Scores ..................................................... 51
Figure 4.7: Scope of the Appraisal System ........................................................... 55
Figure 4.8: Number of years Teacher spent in previous job group ...................... 57
Figure 4.9: Promotion Criteria ............................................................................. 60
Figure 4.10: Fair Disciplinary Procedures ............................................................ 64
xii
LIST OF ABBREVIATIONS AND ACRONYMS
HR Human Resource
KCSE Kenya Certificate of Secondary Education
KICD Kenya Institute of Curriculum Development
MOE Ministry of Education
MOEST Ministry of Education Science and Technology
TSC Teachers Service Commission
1
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
In an education system, the teacher plays a pivotal role in the transmission of
knowledge. According to Ugoani (2016), the teacher ensures that children learn.
They are role models and in most rural communities, they are the most educated.
Teaching requires passion, dedication and commitment (Mart, 2013). Mart (2013)
defines commitment as an additive function related to issues such as
organizational identification, job involvement and organizational loyalty.
Commitment is teachers‟ psychological attachment to the teaching profession.
Teacher commitment is an interaction of personal, workplace and factors in the
educational system (Choi & Tang, 2009). According to Celep (2000) variables
that determine the level of teacher commitment include interaction between
teachers, relationship between teacher and student, the quality of work being done
by teachers and a compatible working environment between teacher and school
administration (Celep, 2000).
Human Resource Management (HRM) practices are important predictors of
employees‟ commitment, satisfaction and retention (Rathnaweera, 2010). HRM
practices on compensation, appraisal or evaluation, discipline and promotion are
at the core of commitment, satisfaction and retention of a quality workforce.
Rathnaweera (2010) points out that compensation and social benefits have a
strong effect on employee commitment teachers included. In the United States,
concerns over poor academic performance increased number of schools offering
2
financial incentives to teachers based on students‟ performance by over 40% from
2004 to 2012. A study by Imberman (2015) showed that when designed well,
incentives for teachers based on relative student performance increased students‟
performance at low cost. In England and Wales a performance pay scheme was
introduced in 2004 which make pay progression dependent of teacher
performance through appraisal. A survey carried out Marsden (2015) shows a
negative view among teachers on desirability and motivational effect of the
scheme although they are positive on appraisal (Marsden, 2015). A study
conducted in England revealed that teachers were dissatisfied with their salaries
and reported more stress than other employees (Sturman, 2002).
In Asia Pacific, teachers‟ salaries are lower than other professions. There is a
general consensus that teachers` salaries should be increased to motivate, attract
and retain better candidates in the profession (UNESCO, 2015). A study carried
out by Bennel (2004) on Teacher Motivation and Incentives in Sub-Saharan
Africa show that teacher pay is generally low in most African countries leading to
salary supplementation for teachers by parents. Salary administration is poor with
late payment being very common (Bennell, 2004). In South Africa, teacher
attrition has been reported as a major challenge. Teachers are quitting
employment for better compensation in developed countries or other career
prospects (Makhuzeni & Barkhuizen, 2015). A study conducted in Eastern
Uganda indicated a strong positive relationship between remuneration and teacher
retention where teacher commitment was a challenge (Acom, 2010). In Kenya,
teachers in public schools are paid by the Teachers Service Commission (TSC). A
3
survey conducted in Eldoret municipality, showed that fair compensation has an
effect on teachers‟ performance. The findings showed that the compensation
policy in place demoralizes teachers; it does not enhance task performance thus
negatively affecting productivity (Wekesa & Nyaroo, 2013).
Aguinis (2009) cited by Elliot (2015) defines performance appraisal as the
ongoing process used for identifying, measuring and developing individual‟s
performance in accordance with an organization‟s strategic goals. Teacher
appraisal therefore provides a systematic objective way of measuring achievement
of set teacher targets. A study by Ali (2012) on how an effective appraisal system
should be points out the need for staff participation, feedback confidentiality,
quality appraiser, quality time and place of appraisal, good appraiser-appraisee
relationship and the developmental nature of the appraisal system. Teacher
appraisal systems have been implemented in many countries throughout the
world. A study carried out in Ontario Canada shows that administrators who are
the appraisers felt that they were not trained effectively on the process and that
classroom observations were inadequate to access teachers‟ practice (Sachin,
2014).
African countries have adopted teacher appraisal systems to monitor teacher
performance. In Botswana 44.5% of teachers who participated in a study of
teacher appraisal agree that it improves their performance while 37.6% disagree
(Monyatsi, Steyn, & Kamper, 2006). A survey carried out in Bukoba municipal
council, Tanzania indicated that feedback from teacher appraisal is normally not
effective as it is not timely and regularly given. Kenya has introduced teacher
4
performance appraisal and made it mandatory for every teacher in the republic.
According to the Teachers‟ Service Commission, the outcome is used to provide
quality education to learners, promote teachers, identify and fill training needs
(TSC, 2017). A study carried out in Bomet indicated that performance appraisal
policies and the tools used affect teacher‟s performance (Ngeno, Shadrack, &
Cheruiyot, 2013).
In the education system, promotion is a very important tool for motivating
teachers (Wong & Wong, 2005). Lazier (2000) defines promotion as a shift of
employees for a job of higher significance and higher compensation characterized
by enhanced responsibility and rank. Teacher promotion is a concern all over the
world. In the United States and Australia, teachers are more likely to report salary
and promotion opportunities as their source of stress (Har, 2015). In most Latin
American countries, job experience is the most important determinant for
promotions. In Mexico for example, there are five levels designated A to E with
incremental minimum wage in which teachers must wait for a specified number of
years before applying for promotion (Vegas, 2005).
A study carried out in China identified motivation for promotion as the most
significant factor for continuous learning (Mok, 2001). Karachiwalla (2010)
observes that in China, teachers‟ years of service and education are considered in
promotions. Incremental salaries in the ranks motivate teachers to work hard for
promotions. A study conducted in the Florida, USA in which a cohort of almost
25,000 classroom teachers was followed for seven years show that effective
teachers are more likely to be promoted to Principals and teaching high stake
5
grades (Chingos & West, 2010). In Ghana teachers are promoted based on
interview and portfolio assessment where teachers are required to show evidence
of their professional accomplishments (Ministry of Education Ghana Education
Service, 2012). A study carried out in Mbale Municipality in Uganda found a
positive and significant influence of promotion on teacher commitment
(Olurotimi, Asad, & Abdulrauf, 2015).
In Kenya the Teachers Service Commission has a pay structure based on job
groups in which teachers are promoted based on the years of service and
responsibilities. Promotion in some job groups is automatic such as moving from
the current job group K to L while higher job groups require teachers to attend an
interview (TSC, 2017). Despite the promotion pathway, there have been reports of
stagnation in particular job groups which demoralize teachers. For instance a
study carried out in Makadara sub-county in Nairobi showed that 35% of
respondents have not moved from one job group to the next in the past five years
prior to the study (Bernard, Nzuki, Kilika, & Nzulwa, 2014).
Teacher discipline is an important facet in ensuring quality and learning and
harmonious coexistence takes place. Countries throughout the globe have come
up with a code of conduct that is meant to ensure teachers relate well with
students and are committed to their teaching roles. In England, the National
College for Teaching and Leadership receives complains on teacher misconduct
and acts on them on behalf of the Secretary of State based on the laid down
procedures (National College for Teaching and Leadership, 2016). The Ghana
Education Service requires the conduct of its members to be that of leadership,
6
integrity, impartiality, fairness and honesty (USAID, DEVTECH & CEDEM ,
2008). A study conducted in Tanzania showed that teachers possess adequate
knowledge and they comply with the code (Mabagala, Wanderi, Mwisukha, &
Muindi, 2012). In Uganda Busiro County, a study by Nabukenya (2010)
concluded that teachers‟ performance is greatly associated with adherence to the
code of conduct.
In Kenya, the Teachers Service Commission has developed a code of Conduct
and Ethics to govern the interaction of teachers and learners (TSC, 2017).
Kipkirui (2015) observes that despite the TSC code of conduct, cases of teachers
engaging in sexual relations with students continue to occur in Bomet County.
Further copies of the code of conduct have not been availed to teachers. It is
important to provide empirical evidence of the state of adherence to the code of
conduct and teacher commitment in Narok.
1.2 Statement of the Problem
Some of the indicator of teachers of teacher commitment includes low
absenteeism from duty, high academic performance among learners, and low staff
turnover among others. Studies by UWEZO Kenya indicate serious problems in
Narok county on teacher absenteeism. A survey carried out in 2011 shows that 14
out of 100 teacher were absent from duty daily while that conducted in 2012
showed that 21 out of 100 teachers were absent daily (Uwezo Kenya, 2012). A
survey by Ipso puts Narok County as the leading county in teacher absenteeism at
21% followed by Nairobi at 17% (Otieno, 2013). The World Bank observes that
poor teacher management and low levels of teacher accountability afflicts many
7
developing countries encouraging absenteeism. The report by World Bank
suggests incentives and support structures to motivate teachers and reduce
absenteeism (Rogers & Vegas, 2009).
Apart from teacher absenteeism, the other problem afflicting Narok North Sub-
county is poor academic performance among secondary schools. Analysis of the
Kenya Certificate of Secondary Education examination show that over 78% of
candidates do not score grade C+ and above which is the minimum entry
requirement for University Courses in Kenya as depicted in table 1.0 below.
Table 1.0 : Narok North KCSE 2009-2011 Mean Grade Distribution
Year A A- B+ B B- C+ C C- D+ D D- E Total >C+
2009 0 0 7 17 35 68 115 157 192 217 123 11 942 13.48
2010 1 5 16 30 48 65 140 180 226 189 122 17 1039 15.88
2011 1 3 21 42 69 104 155 190 199 210 125 7 1126 21.31
(Source: Ministry of Education Narok North)
There are numerous underlying factors to the poor performance. In a study carried
out in Narok North sub-county 66.7% of teachers said they would transfer from
their current station while 63.2% admitted they were not happy with their current
remuneration (Nkaiwuatei, 2013). Lack of teacher commitment can be pointed out
as one of the causes of the poor academic performance. It is important to establish
whether the Teachers Service Commission Human Resource Management
practices are helping to ensure teacher commitment hence improves learners`
academic performance.
8
1.3 Purpose of the Study
The purpose of this study was to determine the influence of human resource
management practices on teachers‟ commitment in public secondary schools in
Narok North sub-county considering a case of the Teachers‟ Service Commission.
1.4 Objectives of the Study
The study was guided by the following objectives:
i) To examine the influence of the Teachers‟ Service Commission
compensation system on teachers‟ commitment in Narok North sub-county.
ii)To determine the influence of Teachers‟ Service Commission performance
appraisal on teachers commitment in Narok North sub-county.
iii)To determine how the Teachers‟ Service Commission promotion procedure
influence teachers‟ commitment in Narok North sub-county.
iv) To establish how the Teachers Service Commission Code of Conduct on
discipline influence teachers‟ commitment in Narok North sub-county.
1.5 Research Questions
To achieve the above objectives, the following research questions were
formulated:
i) To what extent does the Teachers‟ Service Commission compensation
system influence teachers‟ commitment in Narok North sub-county?
ii) How does the Teachers‟ Service Commission performance appraisal
influence teachers‟ commitment in Narok North sub-county?
iii) How does the Teachers‟ Service Commission promotion procedure
influence teachers‟ commitment in Narok North sub-county?
9
iv) To what extent does the Teachers Service Commission code of
conduct on discipline influence teachers‟ commitment in Narok North
sub-county?
1.6 Significance of the Study
The Teachers‟ Service Commission may use the findings of this study to
streamline their reward systems, appraisal, evaluation and promotion functions to
ensure teacher commitment in the country. Secondly the Ministry of Education
through the Directorate of Quality Assurance may use the findings of the study to
strengthen the quality monitoring in schools. The School Boards of Management
and school principals may use the findings of this study for the effective and
efficient supervision of their teachers, putting in place rewarding systems and
work flexibility arrangements and thus will improve the quality of teachers and
quality of education and subsequently enhance teachers. Lastly, researchers may
utilize the findings of this study in their literature review and expand the body of
knowledge.
1.7 Limitations of the Study
The availability of the respondents especially some principals and some teachers
was found to be a limitation. To overcome this, the researcher made previsits to
the schools to book appointments. This was followed by followups through phone
calls. Accessibility to some of the schools was found to be a limitation as some
schools are located in remote areas. The researcher mitigated this by asking for
directions prior visiting the schools and using suitable transport means.
10
1.8 Delimitations of the Study
The study was confined to public secondary schools at Narok North Sub-County
in Narok County. The study focussed only on the influence of Teachers‟ Service
Commission human resource management practices on teachers commitment in
secondary schools. Respondents of this study were teachers and school principals.
1.9 Assumptions of the Study
The study relied on the assumption that the school administrators would allow the
study to be conducted in their schools and that respondents would give factual
information on influence of Teachers‟ Service Commission human resource
management practices on teachers‟ commitment in secondary schools in Narok
North Sub-county.
1.10 Definitions of Significant Terms
Appraisal refers to the ongoing process used for identifying, measuring and
developing individual‟s performance in accordance with an organization‟s
strategic goals.
Code of conduct refers to a set of written guidelines produced by public
authorities or by professional organizations, which detail the set of recognized
ethical norms or values and professional standards of conduct to which all
members of a profession must adhere
Compensation refers to the total amount of monetary and non-monetary pay
provided to an employee by an employer in return for work performed as
required.
11
Promotion refers to the advancement of an employee within an organization in
job position or rank as a result of an employee‟s proactive pursuit of a higher
ranking or a reward by employees for good performance.
Public secondary schools are government schools where teachers are employed
by government and they partially receive public funding.
Teacher Commitment refers to teachers‟ psychological attachment to the
teaching profession, shown by their ability to perform well, innovate, lesson
attendance, low turnover and having a positive influence on students.
1.11 Organization of the Study
This study is be organized into five chapters. The first chapter covers background
to the study, statement of the problem, purpose of the study, research objectives,
research questions, significance of the study, limitation of the study, delimitation
of the study, assumptions of the study, and definitions of significant terms. The
second chapter is the review of related literature. Some of the subthemes drawn
from the objective include; concept of teacher commitment, reward system and
teacher commitment, performance appraisal and teacher commitment, code of
regulation on teacher discipline and teacher commitment and teacher promotion
and teacher commitment. This is followed by summary and research gap of the
literature review and finally theoretical framework and conceptual framework.
The third chapter is the research methodology which covers research design,
target population, sampling size and sampling procedure, research instrument for
data collection, validity and reliability of the instrument, data collection
procedures, data analysis and ethical consideration. Chapter four covers Data
12
presentation, Interpretation and Discussion. Lastly chapter five covers Summary,
Conclusion and Recommendations. Suggestions for further study are also be
presented.
13
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
The section starts with a critical review of empirical literature related to the
research objectives. The review concludes with a summary of the gaps of
knowledge that the study intends to fill. Finally a theory and conceptual
framework related to school-based factors affecting s academic performance are
presented.
2.2 Concept of Teacher Commitment
Commitment is defined as an additive functional related to organizational
identity, job involvement and organizational loyalty (Mart, 2013). Commitment to
teaching is a teacher‟s psychological attachment to the teaching profession. Tlale
(2016) sees teacher commitment as a sense of loyalty, faithfulness and devotion to
teaching. According to Alsiewi and Agil (2014) an organization cannot survive
without employees‟ efforts and commitment. Job satisfaction has been shown to
lead to employee commitment which in turn increases productivity (Alsiewi &
Agil, 2014). The commitment of a teacher is of great significance to the
realization of educational goals (Tlale, 2016).
According to Tlale (2016), teacher commitment is thought to decrease in the
course of the teaching careers in stages. At the early stage of the career, there is
great enthusiasm and commitment emanating from the choice of the career.
14
This is followed by a stage of experimentation in search of new knowledge and
new challenges. Finally the teacher goes through a stage of reaction which can
lead to eventual disinterest. Janjua and Gulzar (2014) assert that employers are
constantly under pressure to maintain the high commitment of their valuable
employees to minimize turnover brought about by low commitment.
Crosswell and Eliott (2004) cited by Mart (2013) observe that teacher
commitment entails commitment to the school, the student and commitment to the
teaching profession. The teachers‟ commitment to the school is exhibited when a
teacher accepts the goals and values of the schools and has a strong desire to
maintain involvement in the school (Mart, 2013).Teachers who are committed to
the student see each learner as having great potential and act as mentors to the
learners (Tlale, 2016). Mart (2013) stresses that; a committed teacher always
empowers the students by providing a conducive, multisensory learning
environment. Teacher commitment to the teaching profession involves an
affective attachment to the teaching occupation which is associated with personal
identification and satisfaction as a teacher (Thien, Razak, & Ramayah, 2014).
Reyes (1989) cited by Thien et al (2014) observes that a committed teacher is
likely to; (a) be more hardworking and less inclined to leave the workplace (b)
devote more time to extracurricular activities, (c) influence student achievement,
(d) believe and act upon school goals (e) exert more personal efforts beyond
personal interests and (f) intend to remain a part of the school system even after
exiting the school. Low teacher commitment is manifested by high turnover, low
student performance and low motivation (Tlale, 2016)
15
2.3 Teachers’ Compensation System and Teacher Commitment
Compensation is defined as the total amount of monetary and non-monetary pay
provided to an employee by an employer in return for work performed as
required. Compensation entails basic pay, fringe benefits, professional growth
opportunities, non-monetary rewards and retirement and health benefits. A
Compensation system is viewed as an integrated coherent package aimed at
attracting and retaining a highly effective teaching force (Education Resource
Strategies , 2012)
Teacher compensation has been shown to be an important determinant to reducing
turnover and enhancing teacher commitment. Most countries base their teachers‟
pay on years of experience and educational qualifications. However, there are
massive variations in the way countries compensate their teachers relative to other
countries and other professions. For example, teachers in Switzerland earn four
times what teachers in Israel earn, Teachers in South Korea are paid at the 78th
percentile of the country‟s income while those in United States are paid only 49th
percentile of the country‟s income (Dolton & Gutierrez, 2011). In South Africa
teacher turnover has been greatly influenced by the poor compensation systems
relative to other professions and developed countries (Makhuzeni & Barkhuizen,
2015).
A study conducted in Turkey to determine job satisfaction and organizational
commitment levels among paid and contracted elementary school teachers
showed that paid teachers had higher job satisfaction and organizational
commitment levels than contracted teachers. The study recommends improvement
16
of the teachers‟ economic situation through improved pay (Tok, 2013). Hanushek
(2008) observes that the most common measure used as a proxy to teacher‟s
quality is the average salary paid to the teacher.
Imberman (2015) contend that well designed incentives based on student
performance show promise of improving learning outcomes. In Florida State of
the United States of America, the state legislature enacted a requirement in 2002
that districts base a portion of its teacher salary determination on student
performance. The STAR program (Special Teachers and Rewarded) was
introduced which saw at least 25% of district teachers getting the award
(Hanushek, 2008). Analysis of international assessments by Dolton and Gutierrez
(2011) showed that a 10% increase in teacher pay would give rise to a 5-10%
increase in pupil performance.
A survey on teacher motivation and incentives in Nigeria indicated that teachers‟
salary was rated highly as a determinant of job satisfaction. The National Union
of Teachers officials in Nigeria point out that administration of teachers pay has
always been politicized leading to delays in payment thus affecting teacher
morale (Adelabu, 2005). In Ghana, secondary school teachers are seriously
underpaid to an extent that they take on other jobs to support themselves and their
families. This does not however diminish their commitment to the teaching task
but it reduces their capacity to act as social agents of change (Osei, 2006). This is
consistent with a study conducted in Eastern Uganda which show that 75.7% of
teachers are not happy about reward system in the schools while 78.8% say their
salary is not adequate to take them through the month (Acom, 2010).
17
In Kenya, teachers in public schools are paid by the Teachers Service
Commission through salary scales structured in form of job groups. Placement in
a particular job group depends on Teacher education qualification and years of
service (TSC, 2017). Concern about poor compensation system in Kenya has
resulted in numerous industrial actions which usually happen during crucial
months when students are preparing for national examinations (Malakia, 2014). A
study carried out in Embakasi sub-county, Nairobi showed that 65% of teachers
are not satisfied with salary as it does not meet their needs (Nyagaya, 2015).
Literature review show scanty information on the influence of compensation
system of teacher commitment in Narok North Sub-county.
2.4 Teachers’ Performance Appraisal and Teacher Commitment
According to Elliot (2015) performance appraisal is the ongoing process used for
identifying, measuring and developing individual‟s performance in accordance
with an organization‟s strategic goals. Countries all over the globe recognize the
profound importance of teacher performance appraisal.
The Albemarle County in Virginia State of the United State has developed a
performance appraisal system for its public schools. The appraisal is hinged on
believes that (a) teachers have profound impact on student achievement, (b)
profession growth is essential to develop and maintain content knowledge,
pedagogical knowledge and integrate technology in teaching and learning and (c)
professional relationships enhance commitment to continuous school
improvement and professional growth (Hammond, 2013). A survey carried out in
Canada on school administrators‟ view on teacher performance appraisal
18
indicated that administrators did not receive adequate training on appraisal. A
majority of administrators felt that preplanned lessons observations did not reflect
a teacher‟s regular teaching practice. The survey concludes by concluding that the
current evaluation system in Ontario is viewed as time consuming and not useful
hence need for review (Maharaj, 2014).
A study conducted in Oman to determine what constitute a good appraisal system
showed that 89% of respondent agree that confidentiality in dealing with feedback
is important, 78% observe that feedback should be obtained from different
sources. The study further shows that the appraiser–appraisee relationship,
appraiser competence, staff involvement in developing performance targets and
developmental nature of appraisal feedback are crucial for appraisal success (Ali,
2012). In India, the teacher performance appraisal is expected to take into account
that teachers work under different circumstances which influence the performance
of students. It also recognizes that teachers‟ terms of service, motivational levels
and responsibilities are different (Maraje & Maraje, 2014).
Igwe and Rufai (2012) observe that Nigeria teacher evaluation needs to be a
continuous process. Their survey identifies a strong relationship between a
teacher‟s professional development and service delivery. The study recommends
use of both internal and external evaluators to determine teacher‟s mastery of
subject matter, resourcefulness among others (Igwe & Rufai, 2012). In Botswana,
44.5% of respondents who participated in a study agree that performance
appraisal improves their teaching compared to 37.6% who disagree. A majority of
respondents in this study reported that performance appraisal improved their
19
working relationships and motivates them especially when they are informed of
their strengths that they did not know of (Monyatsi, Steyn, & Kamper, 2006).
A study carried out in Bomet County in Kenya on performance appraisal carried
out by TSC showed that a majority of appraisers had not been trained,
performance targets and objects were not achievable as teachers were not
consulted in their setting taking into account the conditions schools experience
such as drought this negatively impact on teacher commitment (Ngeno, Shadrack,
& Cheruiyot, 2013). None of the studies reviewed focus on performance appraisal
in Narok North Sub-county.
2.5 Teacher Promotion and Teacher Commitment
Promotion is seen as a shift of employees for a job of higher significance and
higher compensation characterized by enhanced responsibility and rank (Lezear,
2000). Promotion is key in enhancing job commitment is any sector education
included. A study carried out in the United States covering a cohort of 25,000
elementary school teachers for over seven years show that teachers who were
promoted and given positions of institutional leadership were more effective
teachers than the average teacher while those who were „demoted‟ were found to
be less effective classroom teachers (Chingos & West, 2010). A survey conducted
in the United Kingdom show that most higher education institutions have well
defined criteria for assessing teaching and learning activities when considering
promotion. The major consideration is subject specific research while teaching
and learning is of secondary importance. (Cashmore, Cane, & Cane, 2013)
20
China employs a complex system for teacher promotion. The system entails
analysis of data collected as part of Gansu Survey of Children and Families
(GSCF). Teachers are into ranks by ability based on years of service and
education. This system ensures teachers are committed their work motivated by
salary differentials. In Finland, teacher promotion is flat with the only career
move being application of the post of a principal (Karachiwalla, 2010).
In Ghana, teacher promotion is based on interview and portfolio assessment.
Teachers are required to show evidence of professional accomplishments and
their contribution to education in the local community. (Ministry of Education
Ghana Education Service, 2012). In Kenya the Teachers Service Commission
(TSC) is mandated by law to promote teachers based on years of service and
academic qualifications.
A graduate teacher in Kenya enters the service at job group K and is expected to
move to job group L automatically after serving for three years. Movement to
higher job groups is characterized by interview after serving for a minimum of
three years. Complains of teacher stagnation especially at job groups L and M are
numerous (Bernard, Nzuki, Kilika, & Nzulwa, 2014; Kunyiha, 2015). It is
important to establish the situation in Narok and the influence of promotion
procedures on teacher commitment.
2.6 Teachers’ Code of Conduct and Teacher Commitment
Teacher discipline is crucial in establishing a good learning environment with
productive learner teacher relationships. However cases of indiscipline among
teachers continue to be reported (Kipkirui, 2015). Ministries of Education the
21
world over have come up with codes of conducts for teachers to guide on
disciplinary procedures with an objective to enhance commitment. According to
UNESCO (2009), a code of conduct is a set of written guidelines produced by
public authorities or by professional organizations, which detail the set of
recognized ethical norms or values and professional standards of conduct to
which all members of a profession must adhere (Poisson, 2009).
In England, the new code of conduct outlines the eight good qualities expected of
a teacher which include; putting wellbeing and development of children first,
taking responsibility to maintain quality of teaching practice, helping children
become confident, demonstrate respect for diversity, establish productive
partnerships with parent, work as a team in the school, cooperate with colleagues
and demonstrate honesty and integrity (Code of Conduct and Practice for
Registered teachers, 2009).In Ontario, Canada, Teachers‟ Federation does not
have power to revoke the registration of a teacher for misconduct. However, in
Scotland, the General Teaching Council is allowed to cancel teacher‟s
registration. In Hong Kong the Council of Professional Conduct in Education is
responsible for ensuring that teachers comply with professional codes of practice
(Nuland, Khandelwal, Biswal, Dewan, & Bajracharya, 2006).In Kenya the
Teachers Service Commission is charged with the responsibility to ensure
teacher‟s adherence to the code of conduct. However reports of violation are
rampant taking the form of sexual misconduct, corporal punishment among others
(Kipkirui, 2015).
22
2.7 Summary of Literature Review and Research Gap
Numerous scholars agree that teacher commitment is central in enhancing
productivity in the school system by raising students‟ achievements (Alsiewi &
Agil, 2014; Janjua & Gulzar, 2014; Mart, 2013; Tlale, 2016). A number of factors
have been shown to influence teacher commitment which include; compensation,
performance appraisal, promotion procedures and code of conducts on discipline.
Studies carried out by several scholars show a positive relationship between
compensation and student achievements through performance based incentives
(Dolton & Gutierrez, 2011; Imberman, 2015; Hanushek, 2008). It sad that most
developing countries have compensation structure that do not meet teachers‟ need
to the extent of demoralizing them and diminishing commitment (Bennell, 2004;
Makhuzeni & Barkhuizen, 2015; Osei, 2006).
Performance appraisal has been shown to improve teacher commitment through
evaluation of teachers work. Studies reviewed indicate that there has been
improved interpersonal relationships between appraisers and appraises as well as
improved performance (Hammond, 2013; Monyatsi, Steyn, & Kamper, 2006).
However, many studies have shown that appraisers have not been trained prior to
appraisal (Ali H. I., 2012; Maharaj, 2014; Igwe & Rufai, 2012).
Promotion has come out clearly as essential for teacher commitments. Scholars
argue that employees work hard in various countries for promotion (Cashmore,
Cane, & Cane, 2013; Karachiwalla, 2010; Chingos & West, 2010). However
reports of stagnation in certain, usually lower job groups are discouraging
(Benjamin, 2014; Kunyiha, 2015). Codes of conducts have been shown to
23
enhance teacher commitment with countries entrusting legal bodies to ensure
adherence to the codes (Poisson, 2009). However violation of the code of conduct
continues to exist (Kipkirui, 2015)hence the need to establish underlying causes.
None of the literature reviewed show the situation in Narok North hence the need
to establish the situation and fill the literature gap and develop policies to improve
teacher commitment.
2.8 Theoretical Framework
This study was based on the Two-factor theory also known as Herzberg‟s
motivation-hygiene theory. The key proponent of the theory was Herzberg (1959).
The theory postulates that there are certain factors at the work place which cause
job satisfaction while a separate set of factors cause dissatisfaction. According to
Herzberg (1959), job satisfaction and dissatisfaction act independently of each
other. The two factors are (a) motivators (intrinsic) that give positive satisfaction
arising from intrinsic conditions of the job itself and (b) Hygiene factors
(extrinsic) that do not give positive satisfaction, although dissatisfaction results
from their absence. Motivators may include: challenging work, recognition,
achievement, promotion, professional growth among others. Hygiene factors may
include; company policy, supervision, relationship with boss and colleagues, work
conditions, salary, security among others. The theory assumes that at high levels
motivators result in satisfaction while at low levels hygiene factors cause
dissatisfaction (Murinova, Sinovsky, & Horak, 2010).The theory argued that
meeting the lower needs which are hygiene factors does not necessarily lead to
24
satisfaction but meeting higher level intrinsic or motivation factors leads to job
satisfaction (Yusoff, Kian, & Idris, 2013).
The theory‟s strength is the recognition that motivation comes from within the
person and not from external factors. The theory has provided a practical
application for many managers on employee satisfaction and commitment (Baah
& Amoako, 2011).One of the weaknesses of the theory is that it assumes
employees have common intrinsic and extrinsic factors. Wan and Tan (2013)
observed that employees have some differences in their intrinsic and extrinsic
motivation factors hence the need for employers to modulate their operations and
procedures to satisfy employees.
Applying the Two-factor theory to enhance teacher commitment, the Teachers
Service commission should strike a balance between motivation factors and
hygiene factors. There should be adequate compensation which may take the form
of basic pay, medical cover for teacher and family, attractive retirement package,
fringe benefits among others. The teacher productivity should be evaluated in an
open friendly manner through performance appraisal. The promotion procedures
should be achievable for teachers. Teachers should not stagnate in certain job
groups for long. Lastly, teacher discipline should be enhanced through a well
outlined code of conduct.
25
2.9 Conceptual Framework
Conceptual framework is a diagrammatical representation that shows the
relationship between dependent variables and independent variables (Kothari,
2010). The figure 2.1 depicts the diagramatic link between the input, process and
output.
Figure 2.1 Conceptual Framework
The study sought to establish the influence of Teachers Service Commission
Human Resource Management Practices on teacher commitment. It was expected
that provision of an adequate basic salary, fringe benefits, transparent appraisal,
training appraisers, prompt and transparent promotion, a well understood code of
conduct with prompt disciplinary procedures would increase teacher commitment.
Indicators of commitment included low staff turnover, improved academic
performance and minimal industrial actions by teachers.
Compensation System
- Adequate basic salary
- Attractive fringe benefits
-Comprehensive health cover
Performance appraisal
-Transparent teacher appraisal
-Training of appraisers
Promotion Procedure
-Prompt promotion
-Transparent promotion
Human Resource
Management
Practices
-Compensation
system
-Appraisal system
-Promotion system
-Code of Conduct
High Teacher
Commitment
-Low staff turnover
-Academic
performance
-Minimal industrial
actions
Code of Conduct on Discipline
-Well understood code of
regulation on discipline
-Prompt disciplinary procedures
26
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
This chapter sets out various stages and phases that were followed in completing
the study. It covers the following subsections; research design, target population,
sampling size and sampling procedure, research instrument for data collection,
data collection procedures, data analysis and ethical consideration.
3.2 Research Design
The study adopted descriptive survey design. Descriptive survey is a method of
collecting information by interviewing or administering questionnaires to a
sample of individuals. It is used when collecting information about people‟s
attitudes, opinions, and habits on a variety of educational or social issues
(Orodho, 2009). Descriptive survey method was prefered because the researcher
intended to describe specific characteristics of teachers and principals to produce
statistical information on Influence of Human Resource Management Practices on
Teachers Commitment in Public Secondary Schools in Narok North Sub-County
using the Teachers Service Commission (TSC) case.
3.3 Target Population
Target population represents the total number of units for which the study is
designed to be carried out. Based on data from the Narok South Sub-county
Directorate of Education Office, by December 2016 there were 26 public
secondary schools with 191 teachers under the Teachers Service Commission. All
the 165 teachers and the 26 principals formed the target population for this study.
27
3.4 Sample Size and Sampling Procedure
Sampling is a research technique used for selecting a given number of subjects
from a target population as representatives of that target population. The study
respondents included 26 principals and 165 teachers from public secondary
schools at Narok North Sub-County. This gave a total of 191 respondents.
According to Mugenda and Mugenda (2003) for a small population all the
subjects may be sampled. Therefore by census, all principals and teachers were
selected. Principals and Teachers were chosen for this study as they were the key
stake holders employed by the Teachers Service Commission.
Table 3.1 Sample size
Category Total population Sample size Percentage (%)
Principals 26 26 100.00
Teachers 165 165 100.00
Schools 26 26 100.00
3.5 Research Instruments
The researcher utilized an interview guide for principals and questionnaires for
teachers. Mugenda and Mugenda (2003) contend that questionnaires are
commonly used to obtain important information because they can be developed to
address a specific objective. Questionnaires contained both closed and open ended
items. The questionnaire had five sections which included: Section A seeking Bio
data of respondents, Section B covering compensation, Section C covering
performance appraisal, Section D covering promotion procedure and Section E
28
covering Code of Conduct. The research instruments were intended to generate
quantitative and qualitative data from close ended and open ended items
respectively.
The interview guide was used for principals and covered bio data, influence of
compensation system, performance appraisal, promotion procedure and code of
conduct on teacher commitment. Interview guides yield the highest cooperation
and lowest refusal rate and offer high response quality. The researcher can take
advantage of the interviewers present to cross examine responses and probe
(Mugenda and Mugenda, 2003)
3.5.1 Validity of the Instruments
Validity is the degree to which results obtained from an analysis of data actually
represent the phenomenon under investigation (Orodho 2009). Content validity
was undertaken to ascertain whether the content of the questionnaires is
appropriate and relevant to the study objectives. Expert opinion was sought from
the two supervisors to review independently the relevance of each item in the
research instrument. Validity was also be ascertained through piloting the
research instruments in two schools in Narok North Sub-county, which were not
be included in the sample to be studied. Two principals and 17 teachers were
sampled for the pilot study. Mugenda and Mugenda (2003) contend that using
10% of the sample required for the general study is acceptable for a pilot study.
The pre-test helped the researcher eliminate ambiguous items and revise the items
in the research instruments.
29
3.5.2 Reliability of the Instruments
Mugenda and Mugenda (2003) define reliability as a measure of the degree to
which a research instrument yields consistent results or data after repeated trials.
In this study test-retest technique was used to assess the reliability of the research
instruments. After the first test the same instruments were administered to the
same respondents after one week. A reliability coefficient was computed using
Pearson-product moment correlation coefficient. The teachers‟ questionnaire has
a score of 0.8. According to Best and Kihu (2001), a coefficient of 0.70 or more
indicates high reliability of the instrument.
3.6 Data Collection Procedures
After successful defense and approval of the proposal, the researcher was issued
with an introduction letter from University of Nairobi to seek a research permit
from National Commission for Science Technology and Innovation (NACOSTI).
The permit was presented to Narok District Education Office followed by a visit
to the schools. The researcher booked appointment with school administrators and
agreed when to administer questionnaires. On the agreed date the researcher
administer questionnaires in person and collect immediately they are filled in.
3.7 Data Analysis Techniques
According to Orodho (2009) data analysis organizing data collected from the
study in groups coding, entering into the computer using the Statistical Package
for Social Scientist (SPSS) computer software. Quantitative data was then
analyzed using descriptive statistics such as frequencies and percentages which
was presented as tables, bar graphs and pie-charts. Qualitative data was analyzed
30
using content analysis where responses were grouped into themes transcribed and
then reported as narratives.
3.8 Ethical Considerations
The researcher sought clearance from the University and got the permit prior to
carrying out research. A visit to the schools to book appointment with head
teachers was done. On the data collection day the researcher explained the
purpose of the study to the respondents. Those who accepted to participate in this
study were assured of confidentiality and anonymity.
31
CHAPTER FOUR
DATA ANALYSIS, PRESENTATION AND DISCUSSION
4.1 Introduction
Data analysis, presentation and discussion entails an analysis of the finding
obtained from the data collected based on the objectives of the study. This will
include the response rate, analysis of demographic information, influence of the
Teachers Service Commission compensation system, performance appraisal,
promotion procedures and code of conduct on teachers‟ commitment.
4.2 Response Rate
A total of 165 questionnaires and 26 interview schedules were administered to
the targeted respondents. Out of these, 154 questionnaires 23 interview schedules
were filled and returned. This represented a response rate of 93.33% for
questionnaires and 88.46% for interview schedules. According to Mugenda and
Mugenda (2003) a response rate of above 70% is considered very good. The
response rate for this study is therefore adequate for providing valid and reliable
information about the study population.
4.3 Demographic Characteristics
4.3.1 Gender
This section aimed at establishing the gender of respondents to ascertain whether
the Teachers Service Commission observes gender parity when employing and
appointing teachers. The results are tabulated in table 4.1 and 4.2.
32
Table 4.1: Teachers’ Gender
Gender Frequency Percentage
Male 81 52.6
Female 63 40.9
Missing 10 6.5
Total 154 100
Table 4.1 shows that a majority of teachers in Narok North sub-county are male at
52.6% while female teachers comprise 40.9%. This is centrally to countries such
as the United States where teaching is predominantly a female career (Borman &
Dowling, 2008).
Table 4.2 Principals’ Gender
Gender Frequency Percentage
Male 16 69.6
Female 7 30.4
Total 23 100
Table 4.2 depicts that a majority of principals in Public Secondary schools in
Narok North sub-county are male at 69.6 percent while female principals are
30.4%. This is consistent with Borman and Dowling who observe that a majority
of administrators in schools are male.
4.3.2 Teachers Age
This part aimed at establishing the age of the teachers in Narok North sub-county.
The findings are presented in table 4.3.
33
Table 4.3: Teachers Age
Age Frequency Percentage
Below 20 years 3 1.9
20-30 years 80 51.9
31-40 years 50 32.5
41-50 years 16 10.4
Over 50 years 3 1.9
Missing 2 1.3
Total 154 100.0
Table 4.3 shows that 51.9% are between 20 and 30 years and constitute the
majority of the working force. This implies that the teaching force in this sub-
county is young and hence energetic to accomplish the teaching duties. Findings
by Gerald (2011) reveal that younger teachers are more committed than their
older counterparts. However Borman and Dowling (2008) report mixed findings
on the relationship between commitment and age.
4.3.3 Teaching Experience
This section aims at establishing the teaching experience of teachers and
principals in Narok North sub-county public secondary schools. The findings are
summarized in figure 4.1
34
Figure 4.1: Teaching Experience
Figure 4.1 show that high number of teachers have between 1-5 years of teaching
experience at 40.0% (58). This is followed by those with 6-10 years at 21.38%
(31) then over 15 years at 16.55% (24) followed by 11-15 years at 13.10% (19)
and lastly below 1 year at 8.97% (13). This shows that majority of teachers in
Narok North sub-county have the necessary experience to effectively discharge
their teaching responsibilities.
4.3.4 Professional Qualification
This section was aimed at ascertaining whether teachers and principals in public
secondary schools in Narok North sub-county have the minimum pre-service
training. The findings are presented in table 4.4.
35
Table 4.4: Teachers’ Professional Qualification
Professional Qualification Frequency Percent
Diploma in Education 28 18.2
Bachelor Degree in Education 96 62.3
Post Graduate Diploma in
Education
16 10.4
Masters Degree 13 8.4
Bachelor of Science 1 0.6
Total 154 100.0
The majority of teachers have a bachelor degree in education at 62.3%. Those
having a diploma in education constitute 18.2%, followed by those with a
postgraduate diploma in education coupled with other degree programs stand at
10.4% and 8.4% have a masters degree as shown in table 4.4. According to the
Teachers Service Commission, one is required to have a minimum of a diploma in
education from a recognized teacher training institution (TSC, 2017). There
teachers in Narok North secondary public schools have the required pre-training
qualifications to be effective in the teaching profession.
36
Table 4.5: Principals Professional Qualifications
Professional Qualification Frequency Percent
Bachelor of Education 18 78.3
Master of Education 2 8.7
Post Graduate Diploma in
Education
2 8.7
Missing 1 4.3
Total 23 100.0
Table 4.5 indicates that a majority of principals in Public secondary schools in
Narok North sub-county have a bachelor degree in education at 78.3% while
those with masters degree are at 8.7%. Those with other degree courses and a post
graduate diploma in education stand at 8.7%. The principals have the required
minimum academic qualification to effectively handle their administrative
responsibilities.
4.4 Influence of Teachers Service Commission Compensation System on
Teacher Commitment
The study sought to determine the influence of the compensation system on
teachers‟ commitment. Components covered included the salary, fringe benefits,
medical benefits and retirement benefits.
4.4.1 Salary Adequacy
The study sought to find out whether teachers and principals salary is adequate
and its influence on their commitment. Findings are presented in table 4.6.
37
Table 4.6: Adequacy of Teachers Salary
Response Frequency Percent
Yes 9 5.8
No 145 94.2
Total 154 100.0
The majority of the teachers at 94.2% feel that their salary is not adequate to cater
for their needs. According to Rizqi and Ridwan (2015) pay satisfaction has a
major influence of job commitment.
Under the open ended question on salary adequecy, most of the teachers cited the
high cost of living characterized by too many expenses which the salary cannot
meet. Some admitted that they have to look for alternative sources of income to
cater for their needs such as paying school fees, and rent among others. This they
say that this has a negative impact on their commitment at the workplace as much
time and cognitive energy is spent elsewhere instead of accomplishing their
teaching roles. They further emphasize that their salary is not commensurate to
the amount of work and their qualification. Others compared other professions
with similar qualifications and lament that teaching is lowly paid. Some teachers
are financing education of their siblings and their own higher education which
they say is extremely difficult with their current salary. Some have investment
ambitions which cannot be supported by the current pay structure.
The findings of this study are consistent with those established by Acom (2010) in
Eastern Uganda where most of teachers reported that their salary was inadequate
to take them through the month. Teachers are therefore forced to seek alternative
38
sources of income. Lum (1998) cited by Rizqi and Ridwan (2015) showed that
pay satisfaction had direct and indirect effects on turnover intention, job
satisfaction and motivation. It is therefore important for the Teachers Service
Commission to offer its teachers an adequate salary in order to attract and retain a
committed workforce.
As opposed to the teachers, Principals seem contented with their salary. The
findings are presented in table 4.7.
Table 4.7: Principal’s Response on Adequacy of Teacher's Salary
Salary is adequate Frequency Percent
Strongly agree 4 17.4
Agree 8 34.8
Uncertain 1 4.3
Disagree 6 26.1
Strongly disagree 4 17.4
Total 23 100.0
When asked whether teachers‟ salary is adequate to take them through the month
hence ensure job commitment, 52.2% agree, that is those who strongly agree
were17.4% and those who agree were 34.8%. On the other hand, 26.1% disagree,
17.4 strongly disagree while 4.3% are uncertain as shown in table 4.7. Robbins
(2001) cited by Wekesa and Nyororo (2013) affirm that when a company has a
fair system of compensation, employees‟ motivation will be optimized resulting
in enhanced performance. Therefore when the principals feel that teachers‟ salary
39
is adequate, they will remain committed to their teaching and administrative
duties.
4.4.2 Impact of Compensation on Teacher Commitment
The study established the impact of compensation on teacher commitment. The
findings are presented in figure 4.2.
Figure 4.2: Impact of Compensation on Commitment
Figure 4.2 show that a majority of teachers at 75.97% (117) felt that their
compensation has an impact on their job commitment while 18.83% (29) did not
believe that their compensation impacts on their job commitment. These findings
are consistent with a study by Acom (2010) which noted a very strong positive
relationship between remuneration and teacher retention and commitment.
When asked to explain how compensation impacts their commitment a majority
of the teachers reported high motivation associated with a better salary. One
40
teacher said, “Every person deserves compensation and appreciation to boost their
morale which increases job commitment.” They continue to add that with an extra
coin; one is able to give themselves fully to the job without much worry. Others
noted that their current compensation negatively affects their commitment since
they have to look for extra sources of income to meet their needs. One respondent
said that at times he feels demoralized for working so hard for so little. They
further emphasize that with low motivation as a result of low remuneration one is
not able to effectively deliver leading to poor results. Some stress that good
compensation motivates one to render extra services which solidifies
commitment. They further add that when one is stressed up as a result of low
income to meet their desired standards of living, job commitment diminishes.
Some of those who reported that their commitment is not affected by
compensation said that commitment has no relationship with compensation. One
of the respondent said, “I love what I am doing even though the salary maybe
inadequate”. Another adds that, “No amount of money can adequately pay the
service of a teacher since teaching is a noble profession”.
4.4.3 Fringe Benefits and Teacher Commitment
The study sought to establish whether teachers enjoy fringe benefits such as
school housing, school transport, monetary appreciatin for good grades in national
examination and allowances for remedial lessons. Findings are presented in table
4.8.
41
Table 4.8: Fringe Benefits
Fringe Benefit Receive Benefit Don’t Receive Benefit
Frequency Percentage Frequency Percentage
School Housing 86 56.2 67 43.8
Transport to and fro school 28 18.2 125 81.2
Monetary appreciation for
Grades in National
Examinations
58 37.7 95 61.7
Allowances for Remedial
Lessons
52 33.8 101 65.6
Table 4.8 shows that most of the teachers 56.2% were provided with school
housing while 43.8 % are not. Teachers who stay in school have more time to
offer close guidance to learners than those who don‟t. This impacts on
commitment as those who stay far from school are concerned about how to get
home after school or get to school in time instead of channeling the energy to
their teaching roles.
Those who were provided with transport services constitute 18.2% while 81.2%
do not receive commuter services. School organized commuter services create
convenience for teachers to reach in school at the right time avoiding lateness.
This ensures that lessons will be attended in time thus improving teacher
commitment. On the same note, most teachers 61.7% do not receive monetary
appreciation for good performance in national examination while 37.7% receive
monetary rewards for high grades posted. Monetary appreciation for good
performance makes teachers feel that their effort is recognized and appreciated.
This improves their commitment to teaching students in an effort to post
42
commendable results. This Paid remedial lessons are reported in 33.8% while
65.6% do not enjoy an extra coin from remedial lessons. Paid remedial lessons
serve to compensate a teacher for their extra effort thus cementing their
commitment.
A compensation guideline by Education Resource Strategies (2012) identifies
fringe benefits as an important element of a good compensation structure.
Presence of fringe benefits increase staff motivation and commitment which
results in a high output for the school. Figure 4.3 summarizes the extent to which
teachers feel that fringe benefits influence their commitment.
Figure 4.3: Impact of Fringe Benefits on Commitment
Figure 4.3 demonstrate that 49.06% (76) of teachers believe that fringe benefits
have a high impact on their commitment. On the other hand 33.99% (52) reported
moderate impact while 18.96% (29) believe that fringe benefits have a low impact
on teacher commitment. A study by Acom (2010) showed that 74.5% of teachers
43
were not happy with the fringe benefits they received at school. This in turn
greatly influenced teacher turnover which is an indicator of low commitment.
4.4.4 Health Benefits and Commitment
The study sought to determine whether the health cover offered to teachers is
adequate. The results are presented in table 4.9.
Table 4.9: Principals’ Response on Adequacy of Health Cover
Health cover provided by TSC is adequate Frequency Percent
Strongly agree 2 8.7
Agree 7 30.4
Uncertain 4 17.4
Disagree 7 30.4
Strongly disagree 3 13.0
Total 23 100.0
The Teachers Service Commission together with the teachers unions have entered
into an agreement with AON Insurance Company to provide health insurance
cover for teachers using their medical allowance. On whether this cover is
adequate, 8.7 % of the principals interviewed strongly agree, 30.4% agree 13.0%
strongly disagree, 30.4% disagree. A majority at 43.4% disagree. Education
Research Strategies (2012) list health benefits as a key element in any
compensation structure. A study by Koitalek (2016) showed that an organizations
44
compensation structure which includes health cover among other elements greatly
influence employee‟s commitment.
4.4.5 Retirement Benefits and Commitment
The study set out to establish whether teachers are satisfied with the retirement
benefits offered by TSC. The outcome is summarized in figure 4.4.
Figure 4.4: Principals’ Feeling on Adequacy of Retirement Benefits
A majority of principals at 66.67% (14) disagree that the Teachers Service
commission offers an adequate retirement package for teachers. Only 14.29% (3)
are in agreement while19.05% (4) are uncertain as depicted in figure 4.4. This
therefore negatively affects their job commitment. Nyagaya (2015) observes that
45
teachers agitate for better retirement benefits in order to satisfy their needs after
retirement which will in turn increase job satisfaction and consequently high
levels of commitment. The study further states that satisfied teachers usually hold
jobs longer are more responsive to work, have more positive and consistent
learner interactions.
4.5 Influence of Teachers Service Commission Appraisal System on Teacher
Commitment.
The study sought to find out the influence of the Teachers Service Commission
newly introduced appraisal system done manually and online on teacher
commitment
4.5.1 Clarity of Teachers Service Commission Appraisal System
The study sought to establish whether the Appraisal system employed by TSC is
clear. This is aimed at ensuring teachers understand what is required of them in
completing the appraisal. The findings are tabulated in table 4.10.
Table 4.10: Clarity of Performance Appraisal Documents
TSC Appraisal System is Clear Frequency Percent
Strongly agree 19 12.3
Agree 58 37.7
Uncertain 22 14.3
Disagree 30 19.5
Strongly disagree 11 7.1
Missing 14 9.1
Total 154 100.0
46
Half of teachers agree (SA 12.3% and A 37.7%)that the appraisal system by TSC
is clear hence easy to fill while 26.6% disagree (D 19.5% and SD 7.1%). The
study outcome is consistent with Ali (2012) who points out that a good appraisal
system should have clear guidelines.
4.5.2 Effectiveness of TSC Online Appraisal System
The study sought to establish whether teachers consider the TSC online appraisal
system is effective. The findings are tabulated in table 4.11.
Table 4.11: Ease and effectiveness of TSC online Appraisal System
Online Appraisal system effective Frequency Percent
Strongly agree 11 7.1
Agree 46 29.9
Uncertain 23 14.9
Disagree 53 34.4
Strongly disagree 19 12.3
Missing 2 1.3
Total 154 100.0
In addition to the hardcopy appraisal document, teachers are required to log into
the Teachers Service Commission website and complete their appraisal. A high
proportion of teachers at 46.7% disagree (SD 12.3% and D 34.4%) that the online
appraisal system is easy and effective while 37.0% are in agreement (SA 7.1%
and A 29.9 %). This is illustrated in table 4.11. However, a majority of principals
feel that the online appraisal system is efficient and enhances teacher
commitment.
47
Figure 4.5 Effectiveness of Online Appraisal System
Figure 4.5 show that 54.55% (13) of principals are in agreement that the system is
efficient while 27.27% (6) disagree. Most of the teachers find it difficult to access
the online appraisal system as a result of an overcrowded network associated with
poor servers and last minute rush. This negatively affects the teachers‟
commitment to comply with the appraisal requirements. Much time is spent
waiting for the system to respond instead of devoting the time to prepare lessons.
4.5.3 Impact of Performance Appraisal on Lesson Attendance
The study set out to establish the influence of performance appraisal on lesson
attendance. The outcome is presented in table 4.12.
48
Table 4.12: Influence of Performance Appraisal on Lesson Attendance
Performance Appraisal has Enhanced
Lesson Attendance Frequency Percent
Strongly agree 19 12.3
Agree 59 38.3
Uncertain 7 4.5
Disagree 42 27.3
Strongly disagree 20 13.0
Missing 7 4.5
Total 154 100.0
A majority of teachers‟ attendance to lessons in Narok North sub-county has been
enhanced by the performance appraisal at 50.6% (SA 12.3% and A 38.3%). On
the other hand, 40.3% (SD 13.0% and D 27.3%) of the teachers feel that their
attendance to lessons has not been enhanced by the performance appraisal. The
results from this study are in agreement with those obtained by Monyatsi, Steyn
and Kampa (2006) where as considerable percentage of teachers at 44.5%
reported that the appraisal process had a positive impact on their teaching as
opposed to 37.6% who disagreed.
4.5.4 Adequacy of Training on Performance Appraisal
The study sought to find out whether teachers have received adequate training on
appraisal. Findings are reported in table 4.13.
49
Table 4.13: Teacher Training on Appraisal
Training on Performance Appraisal was adequate Frequency Percent
Strongly agree 14 9.1
Agree 22 14.3
Uncertain 9 5.8
Disagree 52 33.8
Strongly disagree 56 36.4
Missing 1 0.6
Total 154 100.0
A vast majority of teachers at 70.2% (SD 36.4% and D 33.8%) feel that they have
not received adequate training on how to fill in the performance appraisal
document and online system. Similar finding were reported in Botwana where
72.9% of teachers indicated that they had not received any pre-service or in-
service training on appraisal and its importance to their career (Monyatsi, Steyn,
& Kamper, 2006).
50
Table 4.14: Principals Training as Appraisers
Training as appraiser received was adequate Frequency Percent
Strongly agree 6 26.1
Agree 6 26.1
Uncertain 3 13.0
Disagree 2 8.7
Strongly disagree 2 8.7
Missing 4 17.4
Total 23 100
Table 4.14 shows that a majority of principals at 52.2% (SA 26.1% and A 26.1%)
have received adequate training on the appraisal system. It is important for
teachers to receive similar levels of training as principals in order to have
harmony during the appraisal process.
4.5.5 Impact of Disagreement about Appraisal Scores on Teacher
Commitment
The study sought to establish the impact of disagreements about appraisal scores
on teacher commitment. The outcome is summarized in figure s4.6.
51
Figure 4.6: Disagreement of Appraisal Scores
Figure 4.6 show that 69.48% (107) of teachers reported minimal disagreement
between appraiser and appraise on appraisal scores. The findings are in line with
those obtained by Maharaj (2014) where 97% of administrators in Canada
reported that they dealt with appraisal disagreements only once in a while. This
implies that the appraisal process is carried out in a spirit of harmony and mutual
understanding.
Table 4.15: Effect of Appraisal Disagreements on Teacher Commitment
Disagreement on Appraisal Scores Affect
Teacher Commitment Frequency Percent
Agree 6 26.1
Uncertain 2 8.7
Disagree 8 34.8
Strongly disagree 7 30.4
Total 23 100.0
52
A majority of the principals at 65.2% (SD 30.4% and D 34.8%) disagree that
disagreements on appraisal scores affect teacher commitment while 26.1% agree.
According to Principals in Narok North sub-county, disagreements do not affect a
teacher‟s commitment. Since disagreements are minimal, they do not highly affect
a teacher‟s commitment (Maharaj, 2014).
4.5.6 Impact of Arbitration Mechanisms on Teacher Commitment
In the event of a disagreement on the appraisal scores, there is a mechanism for
arbitration by a higher officer.
Table 4.16: Appraisal Arbitration Mechanisms
Arbitration Mechanisms are independent
hence enhance teacher commitment Frequency Percent
Strongly agree 1 4.3
Agree 12 52.2
Uncertain 6 26.1
Disagree 3 13.0
Missing 1 4.3
Total 23 100.0
A majority of the principals at 56.5% (SA 4.3% and A 52.2%) feel that this
mechanism is independent thus enhance teacher commitment while 13% disagree
as shown in table 4.16.
4.5.7 Impact of Appraisal System on Learning and Professional Development
The study established the impact of appraisal on learning and professional
development an d presented the findings in table 4.17.
53
Table 4.17: Stimulation of Learning and Professional Development
Appraisal System Stimulate Learning and
Professional Development enhancing commitment Frequency Percent
Strongly agree 3 13.0
Agree 12 52.2
Uncertain 5 21.7
Disagree 3 13.0
Total 23 100.0
Most of the principals in this study at 65.2% (SA 13.0% and A 52.2%) reported
that the appraisal system stimulate learning among learners and enhances a
teachers‟ professional development which has a positive impact on job
commitment. The results are in agreement with a study by Wandia (2015) in
which 64% of respondents strongly agree that active participation in appraisal is
vital for professional growth and development.
4.5.8: Appraisal System and Value Addition
The study sought to establish whether the appraisal system takes into account
value addition. Responses are tabulated in table 4.18
54
Table 4.18: Appraisal Rating Takes and Value Addition
Appraisal Rating Takes into Account Value
Addition Frequency Percent
Strongly agree 4 17.4
Agree 11 47.8
Uncertain 6 26.1
Disagree 2 8.7
Total 23 100.0
A high proportion of principals at 65.2% (SA 17.4% and A 47.8%) believe that
the appraisal system has factored in value addition in learners when rating
teachers while 8.7% disagree. In this case, teachers suggest an evaluation on the
learners‟ entry behavior and improvements made as a result of teachers effort
measured through scores in examination or acquisition of intended skills. Maharaj
(2015) suggests use of a value-added model that measures students‟ progress on
standardized tests while factoring their academic history or demographic
characteristics to appraise teachers. This enhances teachers‟ job commitment in an
effort to add value to learners.
4.5.9 Whether Appraisal System Cover all Relevant Areas
The study sought to find out whether the appraisal system covers all relevant
areas. The findings are summarized in figure 4.7.
55
Figure 4.7: Scope of the Appraisal System
Figure 4.7 show that 40.26% (62) of teachers are in agreement that the appraisal
system covers all the relevant areas while 42.21% (65) disagree. According to Ali
(2012), an effective appraisal should have staff participation, feedback
confidentiality, quality appraiser, appropriate time and place of appraisal, good
appraiser-appraisee relationship and should be developmental in nature. This will
in turn improve job commitment to an effort to achieve an all rounded appraisal
outcome.
4.6 Promotion and Job Commitments
Promotion has been shown to be a major variable influencing teacher
commitment. The study therefore sought to establish its influence on teacher
commitment in Narok North Sub-county.
4.6.1 Teacher Promotion since Entry into Teachers Service Commissions
The study sought to find out whether teachers in Narok North have enjoyed any
promotion. The outcome is presented in table 4.19
56
Table 4.19: Teacher Promotion since Entry into TSC
Whether Teacher has been Promoted Frequency Percent
Yes 71 46.1
No 75 48.7
Missing 8 5.2
Total 154 100.0
Table 4.19 shows that 48.7% of teachers in Narok North sub-county have not
been promoted since entry into the Teachers Service Commission while 46.1%
have been promoted. Failure to be promoted may be as a result of not meeting the
minimum requirements or teacher stagnation occasioned by the Teachers Service
Commission. The Teacher Service Commission promotion is based on criteria
such as attainment or a minimum of three years in a job group, attainment of
higher academic qualifications and success in a promotion interview especially
for those being promoted to job group M and above. Promotion to job group K
and L is automatic upon completion of three years and requires one to provide
their performance appraisal documents. Promotion is pegged on availability of
funds to promote teachers (TSC, 2017).
4.6.2 Influence of Stagnation in Job Groups on Teacher Commitment
According to the Teachers Service Commission promotion requirements, one is
required to work for a minimum of three years before being promoted to the next
job group (TSC, 2017). The study established that 43.59% (67) of teachers who
had been promoted in Narok North sub-county were promoted within the three
57
years stipulated period. However, 56.4% (87) of teachers were promoted after
this period indicating a state of stagnation.
Figure 4.8: Number of years Teacher spent in previous job group
Figure 4.8 reveals a sad state of affairs where 12.82% (20) have stagnated for 7-9
years 8.97% (14) for 10-12 years 5.13% (8) for 13-16 years and 2.56% (4) for
over 17 years. Mugweru (2013) confirms that many teachers suffer from
stagnation.This forces them to seek alternative avenues to achieve professional
development and attainment of personal goals outside the school setup.
58
Table 4.20: Number of years Principal has Spent in the Current Job Group
Period of stay in Current Job Group Frequency Percent
1-3 years 6 26.1
4-6 years 11 47.8
7-9 years 3 13.0
10-12 years 2 8.7
Over 13 years 1 4.3
Total 23 100.0
On the same note, table 4.20 shows that 47.8% f principals have stayed for 4-6
years in their current job groups. Cumulatively, 26% of principals have over
seven years in their current job groups.
Table 4.21: Influence of Job Group Stagnation on Teacher Commitment
Stagnation negatively affect job commitment Frequency Percent
Strongly agree 33 21.4
Agree 44 28.6
Uncertain 18 11.7
Disagree 33 21.4
Strongly disagree 24 15.6
Missing 2 1.3
Total 154 100.0
Table 4.21 reveals that 50% (SA 21.4% and A 28.6%) of teachers in Narok North
sub-county are in agreement that stagnation negatively affects teacher
commitment while 37% (SD 15.6% and D 21.4%) disagree.
59
According to some of the principals in Narok North sub-county, promotions come
with monetary rewards which motivate one to work harder. Teachers have been
observed to work hard to post good grades in national examinations which boost
them during interviews for promotion. Principals further add that by promoting
teachers, they feel recognized and their work appreciated and hence become more
committed.
Therefore, when promotion is delayed, it is demoralizing hence negatively
affecting commitment. One principal admits to have been demoralized as a result
of stagnation for a long period of time. The principals point out that the Teachers
Service Commission promotion system has led to a lot of stagnation of teachers in
job groups which has negatively affected motivation and commitment. One
principal laments that there are teachers who he taught in high school and they are
currently in job group N and M while he has stagnated in job group L for over 13
years. These sentiments are similar to those documented by a study in Makadara,
Nairobi in which some teachers employed at the same time with similar
qualifications have stagnated in job group L while their colleagues have been
promoted up to job group P (Bernard, Nzuki, Kilika, & Nzulwa, 2014). Principals
observe that schools are not the same since admission criteria and entry behavior
among students differs among national, extra-county and county schools among
others. It is therefore unfair to base promotion on mean scores in national
examinations without taking into account value addition.
4.6.3 Influence of Promotion Criteria on Teacher Commitment
Figure 4.9 show that 43.8% (67) of teachers are of the opinion that the promotion
criteria employed by the Teachers Service Commission does not enhance teacher
60
commitment. On the other hand, 30.72% (47) believe that the criteria enhance job
commitment while 25.49% 39) are uncertain.
Figure 4.9: Promotion Criteria
The findings of this study agree with a study conducted by Mugweru (2013) in
which 52% of teachers rated the promotion interview conducted by the Teachers
Service Commission as poor. During promotion interviews teachers are required
to provide certificates for coaching students in sports upto district level. This
locks out many teachers who may not have interest in sports or whose teams are
not able to reach district level. The other area of concern is where teachers are
required to provide Kenya Certificate of Secondary Examination results for the
classes they have taught. They find this discriminatory arising from the fact that a
teacher may not have taught the class in form one to four hence the results are not
61
their direct inputs. Further some schools may not perform excellent since the
entry behavior of students is low. Therefore teachers from „small‟ schools are
sidelined while those from „big‟ schools are advantaged (Mugweru, 2013).
4.7 Influence of Teachers Code of Conduct on Teacher Commitments
The study sought to establish the influence of the teachers‟ code of conduct on teacher
commitment.
4.7.1 Influence of Awareness of Teachers Service Code of Conduct on
Teachers’ Commitment
Findings on the Impact of the awareness of the TSC code of conduct on teacher
commitment are presented in table 4.22.
Table 4.22: Impact of Awareness of TSC Code of Conduct on Teacher
Commitment
Awareness of Code of Conduct on
discipline enhance commitment Frequency Percent
Strongly agree 59 38.3
Agree 70 45.5
Uncertain 13 8.4
Disagree 6 3.9
Strongly disagree 6 3.9
Total 154 100.0
Table 4.22 reveals a strong relationship between awareness of the TSC Code of
Conduct and teacher‟s commitment to their teaching job. A vast majority of
62
teachers at 83.8% (SA 38.3% and A 45.5%) agree that the awareness of the Code
of Conduct enhances commitment while only 7.8% (SD 3.9% and D 3.9%)
disagrees. According to Gilman (2005) communicating a code of ethics is very
important. This develops trust and confidence among those implementing the
code and those impacted by the code. There need to make the code know to the
teachers at all levels in order to avoid violation of the provisions of the code as a
result of ignorance.
4.7.2 Impact of Disciplinary Measures on Teacher Commitment.
Outcome of the impact of disciplinary action on teacher commitment is presented
in table 4.23.
Table 4.23: Cases of Disciplinary Measures Against Teachers
Have there been Cases of disciplinary
action against teachers? Frequency Percent
Yes 7 30.4
No 16 69.6
Total 23 100.0
Table 4.23 shows that 69.6% of principals in Narok North sub-county have not
experienced disciplinary cases against teachers in their station while 30.4% have
had incidences of disciplinary action taken against teachers in their station.
63
Table 4.24: Effect of TSC Disciplinary Measures on Teacher Commitment
Extend to which disciplinary measures affect
teachers’ commitment Frequency Percent
Vey High 6 26.1
High 11 47.8
Low 5 21.7
Missing 1 4.3
Total 23 100.0
Majority of principles in Narok North sub-county at 73.9% believe that
disciplinary measures have a high impact on teacher commitment while 21.7%
believe that it has a low impact.
When asked to explain, many principals point out that teachers fear being
interdicted and will therefore remain committed to their work. They further add
that teachers are aware of the consequences of not complying to the code hence
will do what is expected of them. Disciplinary actions such as interdiction serve
as negative motivation that instills discipline among teachers. Teachers will
therefore work professionally with minimum supervision which is an indicator of
high commitment.
64
Figure 4.10: Fair Disciplinary Procedures
Figure 4.10 show that 46.76% (72) of teachers in Narok North sub-county believe
that the disciplinary procedures employed by the Teachers Service Commission
are fair which enhances their commitment. On the other hand, 24.73% (38) of
teachers are not in agreement that the disciplinary procedures are fair. A 30.52%
(47) proportion are uncertain hence the need for sensitization.
4.7.3 Impact of Adherence to the TSC Code of Conduct on Teacher
Commitment.
The study sought to establish the impact of the adherence to the code of conduct
by teachers on their commitment. The findings are presented in table 4.25.
65
Table 4.25: Teacher’s adherence to TSC Code of Conduct
Teacher’s adherence to TSC Code of Conduct
enhance committed to teaching job Frequency Percent
Strongly agree 59 38.3
Agree 71 46.1
Uncertain 16 10.4
Disagree 5 3.2
Strongly disagree 3 1.9
Total 154 100.0
Table 4.25 shows that adherence to the TSC Code of Conduct has a great impact
on teacher commitment. A majority of teachers in Narok North sub-county at
84.4% (SA 38.3% and A 46.1%) agree that their adherence to the code of conduct
has enhanced their commitment while only 5.1% (SD 1.9% and D 3.2%) are in
disagreement.
66
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
This chapter presents a summary of the analysis of the major findings of this
study, conclusion and recommendations arising from the discussion.
5.2 Summary of Study
The major purpose of this study was to determine the influence of human resource
management practices on teachers‟ commitment in public secondary schools in
Narok North Sub-county taking a case of Teachers Service Commission (TSC).
The study was guided by four key objectives which include: To examine the
influence of the Teachers‟ Service Commission compensation system on teachers‟
commitment in Narok North sub-county, to determine the influence of Teachers‟
Service Commission performance appraisal on teachers commitment in Narok
North sub-county, to determine how the Teachers‟ Service Commission
promotion procedure influence teachers‟ commitment in Narok North sub-county
and to establish how the Teachers Service Commission Code of Conduct on
discipline influence teachers‟ commitment in Narok North sub-county.
The study utilized a descriptive survey design in which 191 teachers employed by
the Teachers Service Commission and 26 principals of public secondary schools
in Narok North Sub-county were targeted. The research instruments included a
questionnaire for teachers and an interview schedule for principals. The research
instrument was piloted using the test retest technique and a Person correlation
67
coefficient computed. The refined instruments were administered, filled and
responses analyzed using descriptive statistics.
Compensation and teacher commitment: The study established that 94.2% of
teachers find their salary inadequate for their needs. They are forced to seek
alternative sources of income to bridge the gap. There therefore spend valuable
time and energy out of school which negatively impact on their commitment.
However, a good proportion of principals at 52.2% feel that teacher salary is
adequate as opposed to 43.5% who don‟t. Majority of teachers at 75.97% agree
that compensation has an impact on teacher commitment.
The study also sought to establish whether fringe benefits affect teacher
commitment. It was established that 562% of teachers are housed in school. A
larger proportion of teachers did not enjoy the other fringe benefits investigated in
this study such as commuter services (81.2%), monetary appreciation for good
grades in national examination at (61.7%) and paid remedial lessons at (65.6%).
Teachers at 49.06% believe that fringe benefits have a high impact on their
commitment while 33.99% reported moderate impact. On adequacy of the health
cover negotiated by TSC and the Unions, 43.4% feel that it is not adequate
negatively impacting their commitment. A majority of respondents at 60.9% feel
that the retirement benefits offered by the Teachers Service Commission are
inadequate for one to lead a quality life at retirement.
Performance Appraisal and Teacher Commitment: Half (50%) of teachers
who responded to the study feel that the appraisal system is clear. However,
68
46.7% of teachers feel that the online system is not efficient. This is attributed to
the technology hiccups arising from overcrowded networks, inaccessibility to
internet and computers for schools in remote areas among others. Teachers have
reported enhanced lesson attendance at 50.6% which is a strong indicator of
teacher commitment. A majority of teachers at 70.2% have not received training
on appraisal while 52.2% of principals feel that they have received adequate
training to undertake performance appraisal. A majority of the teachers at 96.48%
reported minimal disagreements on appraisal rating which indicates harmony
during the appraisal exercise. The appraisal system was reported to stimulate
learning and professional development among 65.2% of the respondents.
Promotion and Teacher Commitment: The study also established high cases of
stagnation among teachers and principals in Narok North sub-county. It was noted
that 56.4% of teachers have stagnated in the same job group for between four and
over seventeen years. On the other hand, 73.8% of principals reported to have
stagnated in one job group for between 4 to over 13 years. Some principals
reported teaching students who join the teaching profession and get promoted up
to three higher job groups than them. Teachers at 43.8% pointed out that the
promotion criteria used by TSC does not enhance teacher commitment. Fifty
percent of teachers noted that stagnation negatively affect their commitment.
Teachers Service Commission Code of Conduct and Teacher Commitment:
A vast majority of teachers agree that awareness of the code enhances teacher
commitment. A majority of principals at 69.6% reported that they have not had
any indiscipline incidences among their teachers that necessitate disciplinary
69
action. They continue to affirm that disciplinary measure enhance teacher
commitment. Teachers at 46.76% point out that disciplinary procedures used by
TSC are fair which enhances their commitment. A majority of teachers at 84.4%
observe that their adherence to the code of conduct has enhanced their
commitment to their teaching responsibilities.
5.3 Conclusion
The findings of this study revealed that the compensation system offered by the
teachers service commission need to be revised to improve teacher commitment.
Teachers in Narok North sub-county find their salary inadequate which negatively
affect their commitment. Most of the teachers do not enjoy fringe benefits, their
health cover is inadequate and retirement benefits are not attractive to enable a
teacher lead a descent life in retirement which lower teacher commitment.
Further the appraisal system improved teacher commitment. However they find
the online system inefficient. Many teachers have not received training on the
appraisal process but the principals feel they have adequate training to appraise
teachers. The appraisal system has increased lesson attendance, stimulated
learning and led to professional growth.
The study established that the promotion system lower teacher commitment. The
study noted unacceptably high levels of stagnation among teachers and principals.
Some teachers were found to spend over thirteen years in the same job group as
opposed to the stipulated three years.
70
It was noted that adherence to Teachers Service Commission Code of Conduct
improved teacher commitment. There are minimal indiscipline cases being
reported by principals. The study observes that the level of awareness on the code
of conduct is high.
5.4 Recommendations
i. The study recommends that the Ministry of Education through the
Teachers Service commission should enhanced compensation system and
retirement benefits for teachers negotiated through an atmosphere of
industrial peace taking into account the rising cost of living, inflation and
other obligations for the teachers such as education for the teacher‟s
children.
ii. Principals should improve the fringe benefits, health benefits offered to
teachers in order to attract and retain a quality teaching workforce. They
should also sensitize their staff on the code of conduct to ensure all
teachers are aware of it which has been shown to enhance teacher
commitment.
iii. Universities and teacher training Colleges should include financial literacy
into pre-service and Kenya Education Management Institute (KEMI)
should offer in-service training for teachers to educate teachers on
financial management.
iv. The Teachers Service Commission should improve the online appraisal
system through regular server update and provision of internet connected
computers in schools by school administrators.
71
v. The study strongly recommends prompt promotion of teachers when they
qualify by the Teachers Service Commission. The promotion procedure
should take care of the individual differences among schools, learners and
geographical conditions so as not to disadvantage some teachers.
5.5 Suggestions for Further Studies
The study has focused on only four of the TSC human resource management
practices which include; compensation, performance appraisal, promotion and
code of conduct. The researcher recommends a study on the influence of other
practices such as different types of leaves, TSC decentralization among others on
teacher commitment.
The findings of this study are based on Narok North sub-county and therefore
results cannot be generalized to other regions. The researcher recommends a
similar study in other areas to establish the case in those regions.
72
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APPENDICES
APPENDIX 1 LETTER OF INTRODUCTION
Siameto Darius Sironka
P. O. Box 876
Narok
5TH
May, 2017
The Principal
Dear Sir/Madam
RE: LETTER OF INTRODUCTION
I am a post graduate student from the University of Nairobi, Department of
Educational Administration and Planning. I am carrying out a research on
Influence of Human Resource Management Practices on Teachers
Commitment in Public Secondary Schools in Narok North Sub-County: A
Case of Teachers Service Commission.
Your institution has been selected to participate in the study. Information received
will be used for the purpose of the study. You are not required to write your name
or the name of the institution hence identity will be confidential. Kindly respond
to all items thoughtfully and honestly.
Thank you in advance.
Yours faithfully
Siameto Darius Sironka
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APPENDIX 2
INTERVIEW SCHEDULE FOR PRINCIPALS
This interview schedule is aimed at collecting data on Influence of Human
Resource Management Practices on Teachers Commitment in Public Secondary
Schools in Narok North Sub-County: A Case Of Teachers Service Commissionfor
a Master project. The data will be used for academic purpose only, and will be
treated with strict confidence. You are requested to participate in the study by
providing answers to the items in the sections as indicated. Kindly respond to all
items as interviewed.
Section A: Bio Data
1. Gender Male ( ) Female ( )
2. Years of experience as a principal _____________
3. Type of school. ___________________
4. Teacher academic qualification
Section B: Compensation and Teacher Commitment
5. Is teacher salary adequate to them throughout the month? How does this affect
their commitment to your work?
6. Is teacher salary adequate to cater for development needs? Does this have an
influence on teacher commitment?
7. Do teachers have a health cover provided by TSC? If yes, is it adequate to
enable them commit to their work without worry?
8. If No do you think its absence affects teacher commitment ?
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9. To what extent are teachers‟ retirement benefits adequate to lead a quality life
after retirement? Does this have an effect on their commitment? Briefly
explain.
Section C: Performance appraisal and Teacher Commitment
10. Have you been trained on appraising teachers?
11. How participation in setting performance has targets assisted teacher
commitment?
12. To what extent does TSC performance appraisal enhanced commitment
among teachers in your school?
13. How does disagreements on the scores between appraisers and appraisee
affect teacher commitment?
14. To what extent does appraisal feedback affect teacher commitment?
Section D: Promotion procedureand Teacher Commitment
15. Have teachers in your station been promoted to a higher job group? If yes how
long did they stay in the previous job group?
16. To what extent does promotion affect teacher commitment?
17. Do you think the TSC promotion system is attractive?
18. How often are teachers in your station promoted by TSC?
Section E: Code of Conduct and Teacher Commitment
19. Do you have access to the TSC Code of Conduct on discipline?
20. Have there been cases of disciplinary measures taken against a teacher in your
station?
21. How do you think teacher interdiction influence commitment among teachers
in your station?
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APPENDIX 3
QUESTIONNAIRE FOR TEACHERS
This questionnaire is aimed at collecting data on Influence of Human Resource
Management Practices on Teachers Commitment in Public Secondary Schools in
Narok North Sub-County: A Case Of Teachers Service Commissionfor a Master
project. The data will be used for academic purpose only, and will be treated with
strict confidence. You are requested to participate in the study by providing
answers to the items in the sections as indicated. Kindly respond to all the
questions in each section in the questionnaire. Please do not write your name or
the name of your school. Where appropriate use a tick (√).
Section A: Bio Data
Where appropriate use a tick (√).
1. Kindly indicate your gender) Male ( ) ii) Female ( )
2. What are your highest professional qualification? i) Diploma Education ( )ii)
B.ED ( ) iii) PGDE ( ) iv) M.ED ( ) v) Other specify
_________________________________________________________________
3. Your age i) Below 20 years ( ) ii) 20-30 years ( ) iii) 31- 40 years ( ) iv) 41-50
years ( ) v) Over 51 years ( )
4. What is your teaching experience in years? a) Below one year ( ) b) Between
1-5 years ( ) C) Between 6- 10 years ( ) d) 11- 15years ( ) e) Over 15 years ( )
Section B: Compensation and Teacher Commitment
6. Do you feel your salary is adequate for your needs Yes ( ) No ( )
82
Briefly explain ________________________________________________
7. For each of the fringe benefits below indicate with a tick (√) if you receive and
across if you do not received (X)
Fringe Benefits Received/Notreceived
School Housing
Transport to and fro school
Monetary appreciation for good grades
in national examination
Allowances for remedial teaching
lessons
8. Do you think your current compensation has an impact on your job
commitment? Briefly explain
__________________________________________________________________
Section C: Performance appraisal and Teacher Commitment
9. You are kindly requested to state your level of agreement in relation to each of
the given items on a five-point Likert scale. Insert a tick (√) in the most
appropriate column. Use the key below when responding Key: SA=strongly
agree, A=Agree, Uncertain, D=Disagree, SD=strongly disagree
83
NO. Statement SA A U D SD
i. Performance appraisal documents are clear and easy to fill
ii. The TSC online performance appraisal system is easy to work on
and effective
iii. Fair performance appraisal has enhanced my lesson attendance
iv. I have received training on how to carryout performance appraisal
for self and those under me
v. There are minimal disagreement on the rating scores between me
and my appraiser
vi. The performance appraisal system covers all relevant areas in my
profession
Section D: Promotion procedure and Teacher Commitment
10. Have you been promoted after entry into TSC? Yes ( ) No ( )
If yes, how long did you stay in the previous job group? _______________
11. You are kindly requested to state your level of agreement on how TSC
promotion influence teacher commitment on a five-point Likert scale. Insert a tick
(√) in the most appropriate column. Use the key below when responding Key:
SA=strongly agree, A=Agree, Uncertain, D=Disagree, SD=strongly disagree
84
NO. Statement SA A U D SD
i. The TSC has put procedures in place for fair promotions
ii. I believe if I work hard I will be promoted to a higher rank
iii. I am satisfied with my position
iv. I am aware of criteria used to select teachers for promotion
V I am happy with TSC promotion
V I have stayed in one job group longer than the stipulated period
Vi My promotion is per TSC schedule
Section E: Code of Conduct and Teacher Commitment
12. You are kindly requested to state your level of agreement on how TSC Code
of Conduct influence Commitment on a five-point Likert scale. Insert a tick (√) in
the most appropriate column. Use the key below when responding Key:
SA=strongly agree, A=Agree, Uncertain, D=Disagree, SD=strongly disagree
NO. Statement SA A U D SD
i. I have read the TSC Code of conduct on Discipline
ii. TSC applies fair procedures in dealing with discipline cases
iii. The TSC Code of conduct is readily accessible to teachers
iv. I adhere to the set rules in the TSC Code of conduct
v. My adherence to the code of conduct positively influences my
commitment to my job
vi. My adherence to the TSC Code of conduct improves my
relationship with teachers and students
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APPENDIX 4
RESEARCH AUTHORIZATION LETTER
86
APPENDIX 5
RESEARCH PERMIT