EFFECT OF TRAINING OPPORTUNITIES ON TEACHER TURNOVER INTENTION IN PUBLIC SECONDARY SCHOOLS IN WEST POKOT COUNTY, KENYA

Autors/ores

  • Andrew Kokodwang Department of Educational Planning and Management, Kibabii University, Bungoma County, Kenya
  • Simon Kipkenei Department of Educational Planning and Management, Kibabii University, Bungoma County, Kenya
  • Sarah Likoko Department of Educational Planning and Management, Kibabii University, Bungoma County, Kenya

DOI:

https://doi.org/10.46827/ejes.v13i7.6820

Paraules clau:

training opportunities, professional development, teacher turnover intention, teacher retention

Resum

This study examined the effect of training opportunities on teacher turnover intention in public secondary schools in West Pokot County, Kenya. The study was guided by the hypothesis that training opportunities have no statistically significant effect on teacher turnover intention. Data were collected from 213 teachers and analyzed using descriptive statistics, Pearson correlation, and simple linear regression. The findings revealed inadequate access to mentorship programs, scholarships, and institutional support for workshops and seminars despite the availability of some training opportunities. Correlation results indicated significant relationships between teacher turnover intention and mentorship programs (r = 0.685, p < 0.05), workshops and seminars (r = 0.486, p < 0.05), scholarships (r = 0.467, p < 0.05), and facilitated training (r = 0.376, p < 0.05). Regression analysis established that training opportunities significantly predicted teacher turnover intention (R² = 0.346, F = 39.254, p < 0.001). The study concludes that training opportunities significantly influence teacher turnover intention and recommends strengthening professional development programs to improve teacher retention.

Biografies de l'autor/a

  • Andrew Kokodwang, Department of Educational Planning and Management, Kibabii University, Bungoma County, Kenya

    Andrew Kodokwang works with the County Government of West Pokot, where he participates actively in the administration and implementation of education policies at the county level. A trained teacher by profession, he holds a Master's degree in Educational Leadership from Mount Kenya University and is currently a PhD candidate in Educational Leadership at Kibabii University. Andrew is passionate about transforming educational outcomes through evidence-based leadership and effective school management. His work bridges the gap between government policy and classroom practice in one of Kenya's dynamic counties.

  • Simon Kipkenei, Department of Educational Planning and Management, Kibabii University, Bungoma County, Kenya

    Dr. Simon Kipsemon Kipkenei is a Senior Lecturer in the School of Education at Kibabii University, specializing in Educational Planning and Management. With a PhD and MPhil to his name, he researches educational leadership, TVET, assessment practices, and learner retention. His scholarship bridges institutional policy and classroom practice, making him a respected voice in Kenyan educational management and reform.

  • Sarah Likoko, Department of Educational Planning and Management, Kibabii University, Bungoma County, Kenya

    Dr. Sarah Naliaka Likoko is a Senior Lecturer in the School of Education at Kibabii University, specializing in Educational Planning and Management. A holder of a PhD in Educational Planning and Management, her scholarly work spans school management, strategic leadership, teacher development, and educational quality. Grounded in hands-on experience in secondary school teaching and teacher education, Dr. Likoko combines academic rigour with practical insight. She publishes in peer-reviewed journals, mentors postgraduate scholars, and contributes to educational governance through her service on School Management Boards.

    ORCID: https://orcid.org/0000-0002-7506-0660?lang=en

Referències

Becker, G. S. (1993). Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education (3rd ed.). Chicago: University of Chicago Press. Retrieved from https://books.google.ro/books/about/Human_Capital.html?id=9t69iICmrZ0C&redir_esc=y

Blau, P. M. (1964). Exchange and Power in Social Life. New York: Wiley. https://doi.org/10.4324/9780203792643

Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399

Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233. https://doi.org/10.3102/0034654311403323

Descàrregues

Publicat

2026-06-25

Número

Vol. 13 Núm. 7 (2026)

Secció

Articles

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