Teacher Demand Driven Policy: Implications on Retention and Equity in the Distribution of Teachers in Secondary Schools in Busia County, Kenya.

Abstract

In   Kenya, Teacher Demand driven Policy was introduced in 2001 as a reform policy to improve equity in the distribution and retention of teachers. Despite this attempt, the challenge of equitable distribution and retention of teachers persist thereby affecting the quality of education. This study examined the teacher demand recruitment policy only, it’s implication on retention and equity in the distribution of teacher in public secondary schools in Busia County, Kenya. The study was guided by economic labor movement theory of supply and demand. The study adapted a descriptive research design and employed mixed methods. The target population comprised 1359 teachers and one County Staffing Officer (CSO). Stratified random technique was used to result 245 teachers, 32 deputy principals and 32 principals while census was used to select one CSO in Busia County. Data was corrected by using questionnaire and interview schedule. Validity was established by expert opinion while test and retest method was used to establish reliability. Data was analyzed using descriptive and inferential statistics. The findings revealed that teacher retirement rates, increase in student enrolment, subject areas, school factors and teacher attrition influenced the demand driven recruitment policy in Busia County. Retention and equity in the distribution of teachers was demonstrated through teacher satisfaction, staffing level, commitment, turnover rate and performance. Further, demand driven recruitment policy had more significant association with equity and distribution of teachers (χ² (12, N = 239) = 122.881, p = 0.000) than with their retention (χ² (12, N = 239) = 75.407, p = 0.000). Similarly, teacher characteristics such as qualifications, ethnicity, gender and socio-economic status influenced equitable distribution more as compared to their retention. However, age of the teacher influenced their retention more as compared to the equity in the distribution. The study concluded that demand driven recruitment policy has resulted to equity in the distribution of teachers in Busia County. However, the study recommended that policies and regulations need to be developed to enhance their retention after recruitment by the Teachers Service Commission (TSC).

Keywords:Demand driven ,retention and equity