Contribution of Awareness Creation in the Promotion of Teachers’ Work Environment in Public Primary Schools in Rongo Sub-County, Migori County, Kenya
##article.subject##:
Contribution, Awareness Creation, Promotion, Teachers’ Work Environment, Public Primary Schools Rongo Sub County, Migori County, Kenya
##article.abstract##
The physical, social, and cultural aspects of the setting in which services are provided make up the work environment. It is a crucial factor in determining how well employees perform in any given firm. The mission of the legally recognized Kenya National Union of Teachers (KNUT) is to defend the rights of primary school teachers. In carrying out its duties, it, among other things, offers welfare services, raises awareness, represents teachers' concerns, and takes part in conflict resolution. Even with this important function, there isn't much actual data to support the claim that KNUT participation in these events improves the working environment for teachers. The study's goal was to determine how KNUT engagement in raising awareness helped to improve the working conditions for teachers in public primary schools in Rongo Sub County. The Theory of Work Adjustment served as the study's guidance. Research designs that used correlation and descriptive surveys were used. 756 teachers, 69 head teachers, 5 CSOs, and 11 members of the KNUT Branch Executive Committee made up the research population. 254 teachers were chosen by simple random sample, while 5 head teachers, 5 CSOs, and 11 members of the KNUT branch executive committee were chosen via selective sampling. Supervisors' expert opinions were used to assess the validity of the instruments, and the test-retest approach was used to determine reliability. According to the study, KNUT participation in awareness-raising through seminars and induction greatly (F (5,239) = 48.736, P<.05) fosters a pleasant work environment in public elementary schools. The study concluded that KNUT’s collaborative engagement in creating awareness on professional training opportunities, clarifying code of ethics and code of conduct to members, and interpreting new policy reforms in education, inspire a sense of community and professional commitment in the work environment; necessary for integration and fulfillment of teachers, learners and other stakeholders needs. The findings from this study may enhance future collaboration between Ministry of Education, Head teachers, Teachers Service Commission, and KNUT in reviewing policies to promote teachers’ work environment.
References
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Ballow, M. (2011). Education and teacher unions. Londo: Biddies Ltd.
Belay, S., Melese, S. & Seifu, A. (2022). Elevating teachers’ professional capital: effects of teachers’ engagement in professional learning and job satisfaction, Awi District, Ethiopia. SAGE Open, 12(2).
Belknap, B., & Taymans, J. (2015). Risk and resilience in beginning special education teachers. The Journal of Special Education Apprenticeship, 4(1), 1-12
Bettini, E., Jones, N., Brownell, M., Conroy, M., Park, Y., Leite, W., & Benedict, A. (2017). Workload manageability among novice special and general educators: Relationships with emotional exhaustion and career intentions. Remedial and Special Education, 38(4), 246256.
Cullinane, N. & Dundon, T. (2014). Unitarism and employer resistance to trade unionism. The International Journal of Human Resource Management, 25(18), 2573-2590.
Dahling, J. & Librizzi, U. (2014). Integrating the Theory of Work Adjustment and Attachment Theory to predict job turnover intentions. Journal of Career Development. DOI: 10.1177/0894845314545169.
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Dawis, R. V. (2005). The Minnesota Theory of Work Adjustment. Career development and counseling: Putting theory and research to work. (pp. 3-23). Hoboken, N. J.: Wiley.
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Gill, T. (2010). Teacher induction programs and their effectiveness on the retention of secondary trade and industrial teachers in Missouri. University of Missouri Columbia.
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Humphries, M. (2005). Quantifying occupant comfort: Are combined indices of the indoor environment practicable? Building Research and information, 33(4), 317 – 325.
Hussin, A. & Paino, H. (2012). The importance of work environment facilities. International Journal of Learning and Development, 2(1), 289-298.
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Kitundu, D. M. (2015). The trade unions role in improving employees working conditions: A case study of TUICO in Dar es Salaam. Doctoral dissertation, the University of Dodoma.
Kothari, C. R. & Garg, G. (2010). Research methodology and techniques. (3rd Edition). New Age International Publishers, New Delhi.
Krejcie, R. V. & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement. Small-Sample Techniques (1960). The NEA Research Bulletin, 38.
Madigan, D. J., & Curran, T. (2020. Does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review, 1-19
Makhbul, Z. M. (2013). Workplace environment towards emotional health. International Journal of Academic Research in Business and Social Sciences, 3(1), 183.
Makhbul, Z. M., Idrus, D. & Rani, M. R. A. (2007). Ergonomics design on the work stress outcomes. Journal Kemanusiaan, 5(1).
Mannrich, N. (2022). The importance of trade unions and their role in social protection. Philosophical and Sociological Reflections on Labour Law in Times of Crisis, 177.
Mbwesa, J. K. (2006). Introduction to administration research: A Student’s handbook. Nairobi: Basic Modern Administration Consultants.
Meardi, G. (2011). Understanding trade union cultures. Industrielle Beziehungen/ the German Journal of Industrial Relations, 4, 336-345.
Mugenda, O. M & Mugenda, A. (2003). Research methods: Qualitative and quantitative approaches. African Centre for Technology Studies, Nairobi.
Mulkeen, A. (2010). Teachers in Anglophone Africa: Issues in Teacher Supply, Training and Management. World Bank, Washington DC.
Nabibya, C. J. (2013). Influence of on teacher’s performance in public primary schools in Kamukunji District, Nairobi County, Kenya. Unpublished Med Thesis, Nairobi University Kenya.
Nyambala, B. (2011). Address to the 24 Annual Delegates Conference. Nairobi Eleza its Investment projects. Eleza Services, Nairobi.
Otieno, G. (2022). Assessment of the state of trade unions in Kenya. Wage Indicator subsite collection. Retrieved 27 July 2022, from https://alrei.org/education/assessmentof-the-state-of-trade-unions-in-kenya-byowidhi-george-otieno
Pineda, P., Salazar Morales, D. A. & Celis, J. (2022). School choice, institutional environments and the precarisation of teachers’ working conditions in not-for-profit charter schools. British Journal of Sociology of Education, 43(2), 237-259.
Pinniger, G. (2013). What every new science teacher should know. Science Education News, 62(4), 229-236.
Pylväs, L., Li, J. & Nokelainen, P. (2022). Professional growth and workplace learning. In Research Approaches on Workplace Learning (pp. 137-155). Springer: Cham.
Reeves, T. D., Hamilton, V. & Onder, Y. (2022). Which teacher induction practices work? Linking forms of induction to teacher practices, self-efficacy, and job satisfaction. Teaching and Teacher Education, 109, 103546.
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Rodríguez, R. (2022). What is the workplace environment and why is it important? » ifeel - EN. ifeel - https://ifeelonline.com/en/occupationalhealth/workplace-environment/
Roopa, S. & Rani, M. S. (2012). Questionnaire designing for a survey. The Journal of Indian Orthodontic Society, 46(4), 273-277. Salkind, N.J. (Eds.) (2010). Encyclopaedia of research design. SAGE publications, USA.
Shoaib, M., Nawal, A., Korsakienė, R., Zámečník, R., Rehman, A.U. & Raišienė, A.G. (2022). Performance of academic staff during COVID-19 pandemic induced work transformations: An IPO model for stress management. Economies, 10(2), 51.
Simuyaba, E. (2020). Re-examining the role of teacher trade unions’ in promoting welfare and sustained livelihood for their members: a case of teacher trade unions in Lusaka, Zambia. http://dspace.unza.zm/handle/123456789/6962
Sirisookslip, S., Ariratana, W. & Ngang, T. K. (2015). The impact of leadership styles of school administrators on affecting teacher effectiveness. Procedia Social and Behavioural Sciences, 186, 1031-1037.
Stine, R. & Foster, D. (2011). Statistics for Managers: Decision Making and Analysis. (PP 735-736) Addison_Wesley. Boston, Massachusetts 02116
Swanson, J. L. & Schneider, M. (2013). Minnesota theory of work adjustment. Career development and counselling: Putting theory and research to work, (2nd ed., pp. 29-54. Hoboken, N. J.: Wiley.
Swanson, J. L. & Schneider, M. (2020). The theory of work adjustment. Career Development and Counselling: Putting Theory and Research; Brown, SD, Lent, RW, (Eds), 33-38.
Ushakov, D. & Shatila, K. (2021). The impact of workplace culture on employee retention: An empirical study from Lebanon. The Journal of Asian Finance, Economics and Business, 8(12), 541-551.
Willis, C. & Ingle, W. K. (2015). Who has time for this? Negotiating roles in instructional supervision and evaluation. Journal of Cases in Educational Leadership, 18(1), 66-76.
Zepeda, S. J. (2013). Professional development: What works? Routledge: New York
Agunda, M. A. (2015). Implementation of Trade Union Education in tertiary institutions: A case study of University of Nairobi (Doctoral dissertation, University of Nairobi).
Akinyele, S. T. (2010). The influence of work environment on workers’ productivity: A case of selected oil and gas industry in Lagos, Nigeria. African Journal of Business Management, 4(3), 299-307.
Ballow, M. (2011). Education and teacher unions. Londo: Biddies Ltd.
Belay, S., Melese, S. & Seifu, A. (2022). Elevating teachers’ professional capital: effects of teachers’ engagement in professional learning and job satisfaction, Awi District, Ethiopia. SAGE Open, 12(2).
Belknap, B., & Taymans, J. (2015). Risk and resilience in beginning special education teachers. The Journal of Special Education Apprenticeship, 4(1), 1-12
Bettini, E., Jones, N., Brownell, M., Conroy, M., Park, Y., Leite, W., & Benedict, A. (2017). Workload manageability among novice special and general educators: Relationships with emotional exhaustion and career intentions. Remedial and Special Education, 38(4), 246256.
Cullinane, N. & Dundon, T. (2014). Unitarism and employer resistance to trade unionism. The International Journal of Human Resource Management, 25(18), 2573-2590.
Dahling, J. & Librizzi, U. (2014). Integrating the Theory of Work Adjustment and Attachment Theory to predict job turnover intentions. Journal of Career Development. DOI: 10.1177/0894845314545169.
Davis, R. S. (2013). Unionization and Work Attitudes: How Union Commitment Influences Public Sector Job Satisfaction. Public Administration Review, 73(1), 74-84. http://www.jstor.org/stable/23355439.
Dawis, R. V. (2005). The Minnesota Theory of Work Adjustment. Career development and counseling: Putting theory and research to work. (pp. 3-23). Hoboken, N. J.: Wiley.
De Wet, C. (2014). Educators' understanding of workplace bullying. South African Journal of Education, 34(1), 1-16.
Eeuwijik, P. & Angehrn, Z. (2017). How to Conduct a Focus Group Discussion. Swiss Tropical and Public Health-Institute
Garg, N. & Lal, B. (2015). Exploring the linkage between awareness and perception of high-performance work practices with employee well-being at workplace: A new dimension for HRM. Jindal Journal of Business Research, 4, 1-12.
Gichaba, S. M. (2013). Perceived influence of trade unions on terms and conditions of service and job security of employees at Kisii University-Kenya. Masters Dissertation, University of Nairobi.
Gill, T. (2010). Teacher induction programs and their effectiveness on the retention of secondary trade and industrial teachers in Missouri. University of Missouri Columbia.
Han, E. S. (2019). The impact of teachers’ unions on teachers’ well-being under various legal institutions: Evidence from district–teacher matched data. AERA Open, 5(3)
Han, E. S. (2022). The effect of changes in public sector bargaining laws on teacher union membership. British Journal of Industrial Relations, 61, (1), 33-158. 22.
Hennink, M. & Kaiser, B. N. (2022). Sample sizes for Saturation in Qualitative Research: A systematic review of empirical tests. https://doi.org/10.1016/j.socscimed.2021.114523
Heystek, J. & Lethoko, M. (2001). The contribution of teacher unions in the restoration of teacher professionalism and the culture of learning and teaching. South African Journal of Education, 21(4), 222-227.
Humphries, M. (2005). Quantifying occupant comfort: Are combined indices of the indoor environment practicable? Building Research and information, 33(4), 317 – 325.
Hussin, A. & Paino, H. (2012). The importance of work environment facilities. International Journal of Learning and Development, 2(1), 289-298.
Ismail, M. I. (2013). Impact of trade union on improving employees working conditions: the case of COTWU and TUGHE. Masters Dissertation, Open University of Tanzania.
Jacobs, L. & Teise, K.L. (2019). Educators' subjective experiences of workplace bullying within a perceived neoliberalist education system. South African Journal of Education, 39(4), 1-9.
Johnson, S. & Donaldson, L. (2006). Effects of collective bargaining in education quality. Harvard Education Press: Cambridge.
Kajo, J. A. (2021). Influence of psychological contract on employee commitment at Migori County Government. Master’s Dissertation, Rongo University.
Kasomo, D. (2006). Research methods. Egerton University Press, Egerton.
Kenya National Union of Teachers (2022). https://www.KNUT.or.ke/node/15
Kitundu, D. M. (2015). The trade unions role in improving employees working conditions: A case study of TUICO in Dar es Salaam. Doctoral dissertation, the University of Dodoma.
Kothari, C. R. & Garg, G. (2010). Research methodology and techniques. (3rd Edition). New Age International Publishers, New Delhi.
Krejcie, R. V. & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement. Small-Sample Techniques (1960). The NEA Research Bulletin, 38.
Madigan, D. J., & Curran, T. (2020. Does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review, 1-19
Makhbul, Z. M. (2013). Workplace environment towards emotional health. International Journal of Academic Research in Business and Social Sciences, 3(1), 183.
Makhbul, Z. M., Idrus, D. & Rani, M. R. A. (2007). Ergonomics design on the work stress outcomes. Journal Kemanusiaan, 5(1).
Mannrich, N. (2022). The importance of trade unions and their role in social protection. Philosophical and Sociological Reflections on Labour Law in Times of Crisis, 177.
Mbwesa, J. K. (2006). Introduction to administration research: A Student’s handbook. Nairobi: Basic Modern Administration Consultants.
Meardi, G. (2011). Understanding trade union cultures. Industrielle Beziehungen/ the German Journal of Industrial Relations, 4, 336-345.
Mugenda, O. M & Mugenda, A. (2003). Research methods: Qualitative and quantitative approaches. African Centre for Technology Studies, Nairobi.
Mulkeen, A. (2010). Teachers in Anglophone Africa: Issues in Teacher Supply, Training and Management. World Bank, Washington DC.
Nabibya, C. J. (2013). Influence of on teacher’s performance in public primary schools in Kamukunji District, Nairobi County, Kenya. Unpublished Med Thesis, Nairobi University Kenya.
Nyambala, B. (2011). Address to the 24 Annual Delegates Conference. Nairobi Eleza its Investment projects. Eleza Services, Nairobi.
Otieno, G. (2022). Assessment of the state of trade unions in Kenya. Wage Indicator subsite collection. Retrieved 27 July 2022, from https://alrei.org/education/assessmentof-the-state-of-trade-unions-in-kenya-byowidhi-george-otieno
Pineda, P., Salazar Morales, D. A. & Celis, J. (2022). School choice, institutional environments and the precarisation of teachers’ working conditions in not-for-profit charter schools. British Journal of Sociology of Education, 43(2), 237-259.
Pinniger, G. (2013). What every new science teacher should know. Science Education News, 62(4), 229-236.
Pylväs, L., Li, J. & Nokelainen, P. (2022). Professional growth and workplace learning. In Research Approaches on Workplace Learning (pp. 137-155). Springer: Cham.
Reeves, T. D., Hamilton, V. & Onder, Y. (2022). Which teacher induction practices work? Linking forms of induction to teacher practices, self-efficacy, and job satisfaction. Teaching and Teacher Education, 109, 103546.
Republic of Kenya Basic Education Statistical Report (2019). National Pre-Primary Education Policy Standard Guidelines. Nairobi: Government Printer.
Rodríguez, R. (2022). What is the workplace environment and why is it important? » ifeel - EN. ifeel - https://ifeelonline.com/en/occupationalhealth/workplace-environment/
Roopa, S. & Rani, M. S. (2012). Questionnaire designing for a survey. The Journal of Indian Orthodontic Society, 46(4), 273-277. Salkind, N.J. (Eds.) (2010). Encyclopaedia of research design. SAGE publications, USA.
Shoaib, M., Nawal, A., Korsakienė, R., Zámečník, R., Rehman, A.U. & Raišienė, A.G. (2022). Performance of academic staff during COVID-19 pandemic induced work transformations: An IPO model for stress management. Economies, 10(2), 51.
Simuyaba, E. (2020). Re-examining the role of teacher trade unions’ in promoting welfare and sustained livelihood for their members: a case of teacher trade unions in Lusaka, Zambia. http://dspace.unza.zm/handle/123456789/6962
Sirisookslip, S., Ariratana, W. & Ngang, T. K. (2015). The impact of leadership styles of school administrators on affecting teacher effectiveness. Procedia Social and Behavioural Sciences, 186, 1031-1037.
Stine, R. & Foster, D. (2011). Statistics for Managers: Decision Making and Analysis. (PP 735-736) Addison_Wesley. Boston, Massachusetts 02116
Swanson, J. L. & Schneider, M. (2013). Minnesota theory of work adjustment. Career development and counselling: Putting theory and research to work, (2nd ed., pp. 29-54. Hoboken, N. J.: Wiley.
Swanson, J. L. & Schneider, M. (2020). The theory of work adjustment. Career Development and Counselling: Putting Theory and Research; Brown, SD, Lent, RW, (Eds), 33-38.
Ushakov, D. & Shatila, K. (2021). The impact of workplace culture on employee retention: An empirical study from Lebanon. The Journal of Asian Finance, Economics and Business, 8(12), 541-551.
Willis, C. & Ingle, W. K. (2015). Who has time for this? Negotiating roles in instructional supervision and evaluation. Journal of Cases in Educational Leadership, 18(1), 66-76.
Zepeda, S. J. (2013). Professional development: What works? Routledge: New York
##submissions.published##
2024-10-25
How to Cite
Berther, K., Adhiambo, M., & Omolo, H. (2024, October 25). Contribution of Awareness Creation in the Promotion of Teachers’ Work Environment in Public Primary Schools in Rongo Sub-County, Migori County, Kenya. African Journal of Education,Science and Technology, 8(1), Pg. 355-366. https://doi.org/https://doi.org/10.2022/ajest.v8i1.1085
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