EFFECT OF TEACHER WORKLOAD ON TEACHER TURNOVER INTENTION IN PUBLIC SECONDARY SCHOOLS IN WEST POKOT COUNTY, KENYA

Andrew Kokodwang, Sarah Likoko, Simon Kipkenei

Abstract


Teacher turnover remains a major challenge facing public secondary schools in Kenya, particularly in marginalized counties where staffing shortages and demanding working conditions are prevalent. This study examined the effect of teacher workload on teacher turnover intention in public secondary schools in West Pokot County. The study employed a mixed-methods approach involving quantitative and qualitative data collection. Quantitative data were obtained from 213 teachers through structured questionnaires, while qualitative data were collected from school principals through interviews. Descriptive statistics, Pearson correlation analysis, and regression analysis were used to analyze quantitative data, whereas thematic analysis was used to analyze qualitative data. Findings revealed that although most teachers perceived their classroom teaching workload as manageable, they expressed concerns regarding excessive administrative duties, inadequate staffing, and limited institutional support for teacher well-being. Correlation results indicated significant associations between workload dimensions and turnover intention. Regression analysis further established that teacher workload significantly predicts teacher turnover intention. Qualitative findings corroborated the statistical results by demonstrating that excessive workload lowers teacher morale, increases stress, and contributes to intentions to leave the profession. The study concludes that teacher workload is a significant determinant of turnover intention and recommends workload management interventions, improved staffing, and enhanced teacher support mechanisms to improve retention.

Keywords


teacher workload, turnover intention, teacher retention, public secondary schools, West Pokot County

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i7.6819

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