Abstract:
In Kenya, employment is governed by the provisions in the general law of contract and also by the principles of common law. It is thus basically seen as an individual relationship negotiated by the employee and the employer according to the special needs of each party. The general objective of this study was to establish the effects of provisions for labour relations on employee participation in learning institutions in Kenya. Specifically, it aimed at establishing the effects of provisions in: national laws and policies; human resource management processes; and institutional policies on participation in labour relations by support staff in learning institutions in Kenya. The theoretical framework for the study was based on the Employment Relationship theory which postulates how employers and employees work together in harmony. This theory is supported by the theory on Frontier of Control which is at play when management exercises power upon the worker. The target population was 3201 which was the number of support staff in all public secondary schools within Kirinyaga County at the time of the study. The study employed a combination of both quantitative and qualitative designs. A sample of one hundred (100) respondents drawn from fourteen public secondary schools was used for the study. Systematic random sampling technique was used to select the sample of schools and then simple random sampling was used to select the sample of respondents from these institutions. Data was collected using questionnaires with closed and open-ended questions. An interview guide was also used to collect data from trade union officials. Data was collected and analyzed using descriptive statistics which included frequencies and measures of central tendencies and presented using tables and charts. The study established that all the independent variables had a significant effect on participation and lack of awareness on the provisions in the national labour laws was a major factor affecting participation by the support staff in institutions of learning in Kenya. The study recommends that the necessary policy frameworks be created within institutions and deliberate efforts be made to encourage participation.
