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 ( )

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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

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APPENDIX 5

RESEARCH PERMIT