Relationship between organization development practices and labour turnover among private primary schools in Kenya: a case of Rongai Sub-County, Nakuru County, Kenya

Abstract

Organizations are a collection of people, and thus development practices that promote optimal staffing conditions are vital to organization’s overall performance. The study sought to determine the relationship between organization development practices and labour turnover in private primary schools in Kenya with a specific focus on Rongai Sub-County in Nakuru County, Kenya. The objectives of the study were to: evaluate relationship between motivation techniques and labour turnover in organization development in private primary schools, to establish relationship between staff training methods and labour turnover in organization development among private primary schools, and to establish relationship between leadership practices and labour turnover in organization development in private primary schools. The theoretical framework of this study was derived from the Two-Factor Theory and Organization Support Theory. The study used a descriptive survey design and targeted the population of 680 employees of 34 private primary schools in the study area. A sample of 204 employees was picked using the simple random sampling method. Questionnaires were used to collect quantitative data from teachers while interview guides were used to collect qualitative data from head teachers and their deputies. Descriptive statistics were computed for each study variable and data presented using pie charts, tables and figures. The Pearson correlation method was used to test the effect of the independent variables on labour turnover. Qualitative data collected through the interviews was analysed using the thematic content analysis technique. Results revealed that there is high labour turnover in the private primary schools in Rongai with a rating of 71.2%. Labour turnover in the schools was negatively and significantly associated with motivation techniques (r= -.640, p= .000), staff training methods (r=-.683, p=.000), and leadership practices (r=-.523, p=.000). Results also showed that there were relatively poor motivation techniques with a rating 44%, poor training methods that were given a rating of 43.8%, and less than optimal leadership practices with a rating of 50.8%. The study recommends that the private primary schools should offer competitive salaries, benefits that are similar to those offered to public primary school teachers, and an elaborate promotion and recognition plan. The schools should also develop teacher training and mentorship programmes and ensure that teachers are actively involved in making key decisions and management of school activities.