Determinants of career progression of tutors in public primary teachers’ training colleges in Kenya

Abstract

The study investigated the determinants of tutors’ career progression in Public Teacher Training Colleges (PTTCs) in Kenya. Tetra Link Taylor and Associates while conducting a Customer Satisfaction survey for Teachers’ Service Commission in Kenya in 2009 found that tutors were discouraged by low remuneration and stagnation in one job group while Siringi the following year confirmed that tutors wanted accelerated career progression. Previous studies have addressed stagnation of tutors in post primary institutions they have evaded the concept of career progression of tutors as a possible determinant of quality training Primary Teacher Training Colleges (PTTCs) which was addressed in this study. This study was purely a descriptive survey with 264 tutors randomly sampled from sixteen Public Primary Teacher Training Colleges. Sixteen principals, one staffing officer and one Human resource officer were purposively sampled due to their expertise in teacher management. Data was collected using a questionnaire for tutors and interview schedule for principals and TSC officers. A total of 207 respondents returned the questionnaire out of 264 representing 78.4 % return rate which was acceptable. Chi-square, One way ANOVA and linear regression analysis (at α = 0.05 significant level) were used to test the relationship between each variable and tutors’ career progression. The study found that tutors’ age, gender and college teaching experience were not significantly related to tutors’ career progression. Tutors’ qualifications, Tutors’ career aspiration, adherence to set career progression policy guidelines and exposure to professional development were positively related to tutors’ career progression. This implied that TSC need to weigh both individual characteristics and institution characteristics in order to effectively implement tutors career progression policies. The study concluded that there is need to systematically address factors found to be influencing career progression of tutors in Kenya to stem tutor dissatisfaction and possible attrition. As such, there is need for Teachers Service Commission (TSC) to disseminate more effectively career progression related policies to PTTCs for tutors to appreciate the inter linkages between sector policies for effective career progression. The study recommended that there is need to revise the existing tutors’ code of conduct and possibly policy document on identification, selection, appointment and deployment of post primary institutions to have a separate one for Primary Teacher Training Colleges (PTTCs) as a step to harmonize tutors policies across the country. There is also need to increase the number of appointive positions in PTTCs to provide tutors with more chances of career progression.