Asian Journal of Education and Social Studies

Education has been regarded internationally as a key factor in determining a country’s character and socioeconomic growth. However, persistent insecurity, particularly in parts of northern Kenya, has significantly hindered the realization of this goal. Insecurity has created an environment where teachers cannot effectively operate, leading to disruptions in learning and reduced educational outcomes. This research examined the impact of security challenges on teachers' performance in public primary schools in Hulugho sub-county, Garissa County, Kenya. The study used a descriptive survey design. The study targeted 302 teachers and student leaders of public primary schools in Hulugho Sub County. Using simple random sampling, a sample size of 32 respondents was obtained. The study applied stratified sampling technique to obtain respondents from each category for the teachers. Questionnaires were used to collect data from the teachers while interview guides were used to collect data from the head teachers and heads of the students’ leaders. Quantitative data was analyzed to produced descriptive statistics as well as Pearson correlation (r). Qualitative data was analyzed using narrative discourse. The study found that security challenges has statistically significant influence on teachers teaching performance in Hulugho sub-county, Garissa County, Kenya (r = -0.614; p<0.01). It was found that security challenges and adverse effects of teachers and students such as; absenteeism and irregular attendance, reduced concentration and morale, high teacher turnover and shortages, poor preparation and delivery of lessons. They led to, limited teacher-student engagement and disruption of learning programs as well teachers’ performance. The study recommended for implementation of targeted mitigation measures and for schools to collaborate more actively other stakeholders to enhance security. The study may have implications that the government policies, socio-cultural and economic.