This study aimed at investigating the relationship between non-financial rewards and
teacher retention in private schools in Kirinyaga-South district. The study intended to
identify the extent to which non-financial rewards influence retention of teachers in
private schools. Non-financial rewards form part and parcel of a reward system.
However, they are often overlooked as the financial rewards take centre-stage. The
conceptual framework was aimed at trying to establish the relationship between
recognition, work-life balance, personal development and workplace environment on one
side, and teacher retention on the other side. Theoretical framework relevant for the study
was Maslow’s theory, Equity theory, Herzberg’s two factors theory and Job
Characteristics Model. The study adopted a descriptive survey design. The population of
the study consisted of all private 45 E.C.D and 44 primary schools in Kirinyaga-South
district. The study sample was 30 E.C.D and primary schools selected through stratified
random sampling method. From these schools, 90 teachers were randomly selected to
participate in the study as the sample size. A pilot study was conducted in order to
validate the research instruments. Data was collected using questionnaires administered
to teachers in the sampled schools by the researcher. The data collected was then
analyzed using descriptive statistics. Quantitative data analysis was based on chi-square
and correlation analysis and its procedures included frequencies, percentages and tables.
Qualitative data was summarized in detailed narrative forms. The study established a
positive relationship between non-financial rewards and teacher retention. Teachers
agreed that employee recognition, personal development, work-life balance and
workplace environment affect teacher retention. The study concluded that non-financial
rewards were important in improving retention of teachers in private schools.
Recommendations of the study included private schools coming up with a well stipulated
non-financial rewards policy, embracing the total rewards philosophy, provision of
conducive working conditions and reasonable job security. A few suggestions for further
research were made. A similar extensive study should be carried out in another location
so as to ascertain its ability for generalization to all private schools in the country, another
one to determine the use of total rewards strategy in schools and another study to
determine the role of trade unions in agitating for better terms and conditions of work for
teachers in private schools.
Research, S. & MUNGA, B (2021). The Relationship Between Non-Financial Rewards And Teacher Retention In Private Schools In Kirinyagasouth District. Afribary. Retrieved from https://afribary.com/works/the-relationship-between-non-financial-rewards-and-teacher-retention-in-private-schools-in-kirinyagasouth-district
Research, SSA, and BENSON MUNGA "The Relationship Between Non-Financial Rewards And Teacher Retention In Private Schools In Kirinyagasouth District" Afribary. Afribary, 28 May. 2021, https://afribary.com/works/the-relationship-between-non-financial-rewards-and-teacher-retention-in-private-schools-in-kirinyagasouth-district. Accessed 24 Sep. 2022.
Research, SSA, and BENSON MUNGA . "The Relationship Between Non-Financial Rewards And Teacher Retention In Private Schools In Kirinyagasouth District". Afribary, Afribary, 28 May. 2021. Web. 24 Sep. 2022. < https://afribary.com/works/the-relationship-between-non-financial-rewards-and-teacher-retention-in-private-schools-in-kirinyagasouth-district >.
Research, SSA and MUNGA, BENSON . "The Relationship Between Non-Financial Rewards And Teacher Retention In Private Schools In Kirinyagasouth District" Afribary (2021). Accessed September 24, 2022. https://afribary.com/works/the-relationship-between-non-financial-rewards-and-teacher-retention-in-private-schools-in-kirinyagasouth-district