Edwin Otieno Obungu, Florence M. Itegi, Felicita W. Njuguna


The aim of the study was to determine the effect of career advancement on retention of science teachers in public secondary schools in Kisumu County, Kenya. Embedded research design was adopted for the study. Target population included 905 respondents which comprised 221 principals and 684 science teachers from 221 public secondary schools in Kisumu County. Stratified, simple random and purposive sampling techniques were employed to sample 277 respondents who included 68 principals and 209 science teachers from 68 public secondary schools. Questionnaires and interview schedule were used to collect data. Validity of the data collection instruments was determined through expert judgment whereas reliability was ascertained through internal consistency method using Cronbach’s Alpha coefficient formula. Statistical Package for Social Sciences version 22.0 facilitated analysis of quantitative data. Descriptive statistics, namely; frequencies, percentages, means and standard deviation were used to analyze quantitative data while thematic approach was used to analyze qualitative data. Regression analysis was used to analyze the relationship between career advancement and retention as well as to test the hypotheses. The study revealed that career advancement had a statistically significant effect on retention; training (β =.134, p = 060 > .05); career path (β = .062, p = .382 > .05) and promotion (β = .257, p = .000 < .05). Specifically, promotion had statistically significant effect on retention of science teachers. The study concludes that career advancement especially promotion has statistically significant effect on retention of science teachers in public secondary schools in Kisumu County.

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DOI: http://dx.doi.org/10.46827/ejes.v8i2.3594


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