INFLUENCE OF TEACHERS SERVICE COMMISSION’S HUMAN RESOURCE MANAGEMENT PRACTICES ON TEACHER’S JOB COMMITMENT IN PUBLIC SECONDARY SCHOOLS: A CASE OF RONGAI SUB-COUNTY, KENYA
Biwott, Jemeli Beatrice
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Teacher commitment is an important dimension of performance and quality assurance in the school. The World Bank observes that poor teacher management and low levels of teacher accountability afflicts many developing countries encouraging absenteeism. Low teacher commitment also affects the academic performance of the students. For instance, in Rongai Sub-county, poor academic performance among public secondary schools can be traced to low teacher commitment. Analysis of the Kenya Certificate of Secondary Education examination for the year 2017 shows that over 78% of candidates do not score grade C+ and above which is the minimum entry requirement for Kenya universities. The purpose of this research study was to assess the influence of Teachers' Service Commission human resource management practices on the job commitment of public secondary school teachers in Rongai Sub County in Nakuru County. The study objectives were to establish the influence of reward system; training and development, performance appraisal, and promotion on teacher job commitment. In this study, a descriptive research design was adopted. The population under study consisted of 390teachers on permanent employment for all the 43 secondary schools in Rongai Sub-County. It included the principal, his deputy, Department Heads, and ordinary teachers. The research was based on the Best Practices Model and Mayer Model of commitment. The sample size for the study was 143 respondents. The selection of the respondents was done using stratified sampling. A structured questionnaire was used in this research project for the collection of primary data which was used for the study. The study administered 143 questionnaires on a drop and pick later basis, out of which 87 were returned. The research instrument was initially tested in Nakuru East Sub-County preceding the main research study in order to determine its reliability and validity. Cronbach's alpha for the study was 0.73. Both inferential and descriptive statistics were used in analyzing data with the aid of the Social Sciences Statistical Package. The descriptive statistics included frequency and percent distribution and chi-square test of the agreement while the inferential statistics were in inform of multiple linear regression and Pearson's correlation coefficients. The findings produced an R2 of 0.693 indicating that 69.3% of the variation in job commitment can be explained by the four variables while 30.7% was a result of other factors. It was further established that reward system (R=0.398, P ≤ 0.05), teacher training (R=0.398, P ≤ 0.05), teacher performance (R= -0.422, P ≤ 0.05) and teacher appraisal (R=0.470, P ≤ 0.05) were statistically significant determinants of job commitment in secondary schools. The study concludes that TSC should organize frequent training and development that is relevant to every teacher's commitment since the teaching-learning environment is dynamic. The study recommends that further studies should be carried out focusing on other variables not studied.