RELATIONSHIP BETWEEN TRAINING AND ENVIRONMENT ON PERFORMANCE OF FEMALE TEACHERS IN SECONDARY SCHOOLS IN BUNGOMA COUNTY, KENYA

Abstract

There are a host of questions about the underlying problem of teacher performance. This has been related not just to a ten-year-old collective bargaining agreement about wage and allowance increases, but also to concerns such as working conditions, rewards, selective training and teacher advancement favoritism. Female teachers in Bungoma County complain of being overworked and some face sexual harassment, poor remuneration, insecurity and are relegated to lower classes that are overcrowded and most of the times forced to take feminine duties in favor of their male counterparts. The goal of this research was to look into the relationship between training and working environment on performance of female teacher performance in secondary schools in Bungoma County, Kenya. The anchor theory of the study was Resource Based View Theory that was reinforced by Goal setting theory. The study adopted a descriptive research design. Data was collected using structured questionnaires from the female principals, deputy principals and general female teachers in eight secondary schools. The target population of the study was 337 and the study’s sample size was 101. The study used stratified simple random sampling. Pilot study was conducted using 10% of the respondents before the questionnaire was distributed for data collection. Content, construct, expert opinion, and pre-testing were used to determine the instrument's validity. On the other hand, Cronbach’s alpha reliability test was used to evaluate the instrument's reliability. With the help of SPSS version 26.0, the qualitative data was evaluated. To show the relationship between independent and dependent variables, inferential statistics (correlations and regression analysis) were used. Pearson correlation can assist in visualizing and defining the relationship between variables. Tables and figures were used to display data. The result on training indicates that female teachers training using and off job training was poorly managed by the schools and by the relevant bodies such as TSC. The results on working environment indicated that the work environment in Bungoma secondary schools were not conducive, friendly, and safe for teachers to perform their duties with ease. The study concluded that training practices, and work environment have positive effect on teacher performance. The research recommended that schools match tasks to skills, communicate effectively, make objectives clear and focused, provide rewards, and educate and develop their instructors in order to manage the quality of their work.

Key words: Working Environment, training, employee performance

CITATION: Makhamara, F. H. (2022). Relationship between training and environment on performance of female teachers in secondary schools in Bungoma County, Kenya. The Strategic Journal of Business & Change Management, 9 (2), 1234 – 1250.