Working Conditions as Predictors of Teachers’ Job Commitment in Public Secondary Schools in Kiambu County, Kenya

Abstract

The paper investigated the connection between working conditions and teachers’ job commitment within secondary schools in Kiambu County, Kenya. The lack of commitment could be as a result of poor payment and remuneration of workers in public schools which may affect the motivation of teachers.  Teachers’ commitment is an investment of personal resources and is closely connected to teachers work performance. working conditions such as physical and psychological factors within a job are important motivators and where such motivators are lacking, employees will have no commitment. The motivation for the research stems from growing concerns about teacher turnover, job dissatisfaction, and the role that school environments play in influencing teachers’ job commitment. This study was set to investigate how principals created working conditions led to enhanced teachers’ commitment in public secondary schools. The expectancy theory, proposed by Victor Vroom in 1964, explains how individuals make choices based on expected outcomes, emphasizing that commitment and motivation depends on the belief that effort will lead to desired performance and rewards. A mixed-methods approach was employed, with quantitative data analyzed using Pearson correlation and regression analyses. A total of 214 valid responses from teachers in Kiambu County were examined. Results indicated a strong and statistically significant positive relationship between working conditions and job commitment (X²(1, n=214) = 58.187, p < 0.001). Regression analysis further confirmed that working conditions significantly predicted teachers’ job commitment (β = 0.553, p < 0.001). Specifically, better infrastructure, such as clean, ventilated, and spacious classrooms, was highlighted as a key factor enhancing teacher motivation and job performance. The study concluded that conducive working conditions significantly improve teacher commitment and recommends that school principals and policymakers prioritize physical and mental working environments. Investment in well-maintained facilities and teacher support systems is essential for fostering long-term dedication and reducing attrition. Future research could explore how specific components of the work environment influence different dimensions of teacher performance and retention.

Keywords: working conditions, teachers, job commitment, Secondary Schools, Teachers’ Service Commission, Kiambu County

DOI: 10.7176/JEP/16-9-14

Publication date:August 31^st 2025