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The paper aims to examine the effect of teachers' self-efficacy on job satisfaction. To deepen the study, literature was reviewed and theories were established. The study used the descriptive correlational research design. The total enumeration was the sampling design of the study. It used questionnaires to gather the data. The study found that the teachers' self-efficacy is very high along the three dimensions of teachers' self-efficacy which include self-efficacy in student engagement, instructional strategies, and classroom management. While teachers' job satisfaction was considered high, not very high along the two dimensions such as satisfaction with the work itself and personal growth and career development. Concerning the correlation, it was found that there is a significant correlation between teachers' self-efficacy and job satisfaction.

This study aims to investigate the effect of demographic factors on the turnover intentions of teachers in public secondary schools in Murang’a county Kenya. The study was guided by the following specific objectives: To investigate the association between age and education and turnover intentions; to establish the association between gender and turnover intentions; to determine the association between tenure and turnover intentions and to establish the association between educational level and turnover intentions. The study was guided by the Social exchange and Organization equilibrium theories.  This study was a cross-sectional study and adopted descriptive and explanatory research designs. The target population was 3752 Teachers Service Commission (TSC) teachers in 304 public secondary schools in Murang’a county Kenya.  The study thus used multi-stage random to select a sample size of 400 teachers and 40 schools. A self-administered questionnaire was used to collect the demographic data. Data were analyzed using cross-tabulation and Pearson Chi-square statistics.   The study findings indicated that age has a significant association with turnover intentions while employee tenure, gender, and educational level have no significant association with turnover intentions.

Employee retention has become a key focus of the human resource professional agenda. Organizations and schools have come to the conclusion that money could be saved by reducing employee turnover. However, studies have been inconclusive on motivating factors that lower employee retention. The main objective of this study was to determine the influence of motivation on the retention of employees in secondary schools in Kenya. Based on an exhaustive review of literature, three constructs of motivation were taken into consideration namely management. The major hypothesis of the study was that motivation significantly influences the retention of teachers in private secondary schools. To test the hypothesis, three sub-hypotheses were developed; compensation significantly influences employee retention; supervision significantly influences employee retention and psychological contract significantly influences employee retention.  A mixed methodology approach was adopted and data was collected using a structured questionnaire and a structured interview guide. Descriptive statistics including frequencies, correlation analysis, and linear regression were applied to test the research hypotheses. The regression results indicate that motivation is causing a 7.0 percent variation in retention, implying a weak relationship. The weak relationship can be explained by poor salaries, authoritarian supervision, and breach of the psychological contract. 

The paper aims to examine the effect of teachers' self-efficacy on job satisfaction. To deepen the study, literature was reviewed and theories were established. The study used the descriptive correlational research design. The total enumeration was the sampling design of the study. It used questionnaires to gather the data. The study found that the teachers' self-efficacy is very high along the three dimensions of teachers' self-efficacy which include self-efficacy in student engagement, instructional strategies, and classroom management. While teachers' job satisfaction was considered high, not very high along the two dimensions such as satisfaction with the work itself and personal growth and career development. Concerning the correlation, it was found that there is a significant correlation between teachers' self-efficacy and job satisfaction.

This study aims to investigate the effect of demographic factors on the turnover intentions of teachers in public secondary schools in Murang’a county Kenya. The study was guided by the following specific objectives: To investigate the association between age and education and turnover intentions; to establish the association between gender and turnover intentions; to determine the association between tenure and turnover intentions and to establish the association between educational level and turnover intentions. The study was guided by the Social exchange and Organization equilibrium theories.  This study was a cross-sectional study and adopted descriptive and explanatory research designs. The target population was 3752 Teachers Service Commission (TSC) teachers in 304 public secondary schools in Murang’a county Kenya.  The study thus used multi-stage random to select a sample size of 400 teachers and 40 schools. A self-administered questionnaire was used to collect the demographic data. Data were analyzed using cross-tabulation and Pearson Chi-square statistics.   The study findings indicated that age has a significant association with turnover intentions while employee tenure, gender, and educational level have no significant association with turnover intentions.

Employee retention has become a key focus of the human resource professional agenda. Organizations and schools have come to the conclusion that money could be saved by reducing employee turnover. However, studies have been inconclusive on motivating factors that lower employee retention. The main objective of this study was to determine the influence of motivation on the retention of employees in secondary schools in Kenya. Based on an exhaustive review of literature, three constructs of motivation were taken into consideration namely management. The major hypothesis of the study was that motivation significantly influences the retention of teachers in private secondary schools. To test the hypothesis, three sub-hypotheses were developed; compensation significantly influences employee retention; supervision significantly influences employee retention and psychological contract significantly influences employee retention.  A mixed methodology approach was adopted and data was collected using a structured questionnaire and a structured interview guide. Descriptive statistics including frequencies, correlation analysis, and linear regression were applied to test the research hypotheses. The regression results indicate that motivation is causing a 7.0 percent variation in retention, implying a weak relationship. The weak relationship can be explained by poor salaries, authoritarian supervision, and breach of the psychological contract.