Educational Research

Educational Research (ISSN:2141-5161) Vol. 4(1), pp. 44-63, January, 2013         
Copyright © 2013 International Research Journals

 

Full Length Research Paper

Forms, factors and preferred strategies in management of professional misconduct among public primary school teachers in Kenya: a case study of Nyando District

Pius Odhiambo Ng'oma and *Enose M. W. Simatwa

Department of Educational Management and Foundations, Maseno University, Keny

*Corresponding    Author    E-mail:  simatwae@yahoo.com

Accepted 30 January, 2013

Abstract

Every year, a number of teachers are dismissed for cases of professional misconduct, this impact negatively on student teacher contact. In Kenya each year about 1,400 teachers face disciplinary action. Between 2003 and 2007 Nyando District was reported to have had 129 professional teacher misconduct cases. The purpose of this study was to establish forms, factors and preferred strategies in management of professional misconduct among public primary school teachers in Nyando District. Objectives of the study were to establish forms, factors and preferred way of managing misconduct among public primary schools teachers in Nyando District. A conceptual framework used in the study was to help focus on the variables. The study adopted descriptive survey research design. Study population consisted of 1,613 teachers, 289 deputy head teachers, 289 head teachers, one Kenya National Union of Teachers  branch Secretary, one Education Officer in-charge of Primary School Administration and one Teachers Service Commission's  District Human Resource Officer. The findings of the study revealed that various forms of teacher misconduct were experienced in Nyando District. They included lateness, absenteeism, alcoholism, negligence of duty, financial mismanagement, Code of Regulation corporal punishment, sexual immorality, insubordination, drug abuse, assault and desertion of duty. Teacher’s misconduct was influenced by work environment, home background, teacher character and school leadership. The study established that the preferred methods of managing teacher professional misconduct were guidance and counseling, log in, transfer, provision of Code of Regulation for Teachers, capacity building, provision of account clerks, transfer and motivation.  The findings of the study are significant to head teachers, Teacher Service Commission, Kenya National Union of Teachers and Ministry of Education in managing teacher misconduct. It may also form baseline information for future research in related areas.

Keywords: Forms, factors, preferred strategies, management, professional misconduct, public primary school teachers, Nyando District, Kenya.

 

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