Influence of Teachers Service Commission’s Career Progression on Teachers’ Performance in Public Secondary Schools in Migori County, Kenya

Abstract

The study sought to establish the influence of Teachers Service Commission’s career progression on teachers’ performance. Cross sectional survey design was adopted with a population of 3010 teachers, 271 secondary school principals and 10 Sub-County Directors of Education. Simple random sampling was used to select 81 school principals’, purposive sampling to select 10 TSC Sub-County Directors of Education and Cluster sampling was used to select 357 teachers. Questionnaires were administered to teacher and principals, Focus Group Discussion to the teachers while the interview guide was used to collect data from Sub-County Directors of Education. Piloting was done and 36 teacher, 8 principals and 2 Sub-County Directors of Education were included. Validity was ascertained by expert judgement and reliability determined using test retest technique. Quantitative data was inferentially analysed using Independent two sample t test while qualitative data was thematically analysed. The study established that; Teachers Service Commission career progression prospects have very low positive motivational influence (r=0.246, p<.05) on teachers’ performance and the null hypothesis stated was rejected. The findings of the study may be of value to the Education developers to help improve the reward system and invest significantly on the teachers who enhance improvement on learners’ academic achievements.