Teacher Establishment: A Predicament in Academic Achievement in Balambala Sub-County, Kenya
Ibrahim Omar Elmi *
School of Education, Arts and Social Sciences Garissa University, Kenya.
Stephen Kipkorir Rotich
School of Education, Arts and Social Sciences Garissa University, Kenya.
Adan Maalim Hussein
School of Education, Arts and Social Sciences Garissa University, Kenya.
*Author to whom correspondence should be addressed.
Abstract
The drive of the research was to examine the relationship between teacher establishment and student academic performance in Balambala Sub-County in Garissa County, Kenya. The target population was 6 principals and 55 teachers. The study was based on both Hertzberg's expectancy and motivational models. The research employed both quantitative and qualitative approaches that adopt a descriptive research design. The Census method was used to sample the population. The study utilized questionnaires to collect data from teachers and interviews with principals. Quantitative data from the questionnaires were analyzed using the spearman correlation test while data from interviews were analyzed verbatim. Research findings showed a significant relationship between teacher establishment and student academic performance. Interview responses obtained from the principals and teachers revealed that the main reason for poor academic performance was inadequate teacher recruitment and deployment of TSC teachers coupled with transfers due to insecurity.
Keywords: Teacher shortage, board of management, number of teachers, student academic performance, teacher establishment, teacher shortage