Rebecca B. Arogo ,Ruth Thinguri & Mary Mugwe
ABSTRACT
The study focused on analyzing the influence of multiple career paths as a professional development dynamic on teacher attrition in public secondary schools in Mombasa County. The study was guided by the Human Capital theory, the Burnout theory, and the Appeal Theory. The study used the mixed research methodology and the con-current triangulation design. The target population involved 1,544 respondents comprising of 1,487 secondary school teachers, 45 principals, 6 Teachers Service Commission (TSC) human resource officers and 6 education officers in public secondary schools from the coastal region. The sample size involved 11 principals, 225 teachers, 3 TSC Human Resource Officers (HRO’s) and 4 Education Officers. Stratified random sampling was used to select the various public secondary schools from their strata. Primary data was collected using questionnaires and interview schedule. The study concludes that delocalization policy greatly influenced attrition of teachers while deployment pattern greatly influenced the rates of teachers exiting the teaching profession. The study recommends that the TSC needs to improve its remunerations/benefits, provide conducive working environment and improved terms of service for teachers in public secondary schools if it has to continue attracting new employees and retaining its current employees who are in service. The study further recommends TSC to adhere to the latter the recommendations by the parliamentary education committee that recommended the total banning of the delocalization policy, which was so unpopular with many teachers.
Keywords: Professional advancement, teacher attrition, multiple career path, teacher turnover, labour market opportunities.
To cite this article: Arongo B. R, Thinguri R. Mugwe M. (2025). Influence of multiple career paths as a professional development dynamic on teacher attrition in public secondary schools in Mombasa county, Kenya, Journal of African Studies in Educational Management and Leadership Vol. 17. pp 5-29
Full Version Available online April 2025
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