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

Authors

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

DOI:

https://doi.org/10.46827/ejes.v13i7.6819

Keywords:

teacher workload, turnover intention, teacher retention, public secondary schools, West Pokot County

Abstract

Teacher turnover remains a major challenge facing public secondary schools in Kenya, particularly in marginalized counties where staffing shortages and demanding working conditions are prevalent. This study examined the effect of teacher workload on teacher turnover intention in public secondary schools in West Pokot County. The study employed a mixed-methods approach involving quantitative and qualitative data collection. Quantitative data were obtained from 213 teachers through structured questionnaires, while qualitative data were collected from school principals through interviews. Descriptive statistics, Pearson correlation analysis, and regression analysis were used to analyze quantitative data, whereas thematic analysis was used to analyze qualitative data. Findings revealed that although most teachers perceived their classroom teaching workload as manageable, they expressed concerns regarding excessive administrative duties, inadequate staffing, and limited institutional support for teacher well-being. Correlation results indicated significant associations between workload dimensions and turnover intention. Regression analysis further established that teacher workload significantly predicts teacher turnover intention. Qualitative findings corroborated the statistical results by demonstrating that excessive workload lowers teacher morale, increases stress, and contributes to intentions to leave the profession. The study concludes that teacher workload is a significant determinant of turnover intention and recommends workload management interventions, improved staffing, and enhanced teacher support mechanisms to improve retention.

Author Biographies

  • 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.

  • 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

  • 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.

References

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Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499–534. https://doi.org/10.3102/00028312038003499

Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27–35. https://doi.org/10.1080/00131910120033628

Skaalvik, E. M., & Skaalvik, S. (2017). Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion. Teaching and Teacher Education, 67, 152–160. https://doi.org/10.1016/j.tate.2017.06.006

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Published

2026-06-25

Issue

Vol. 13 No. 7 (2026)

Section

Articles

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