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This paper is based on a study that sought to establish the number of primary schools’ teachers
recruited and trends of teacher wastage over the five years between 2005 and 2009 in order to
predict the teachers that will be required by the year 2015 in Nandi Central District in Rift Valley
Province, Kenya. The study employed a descriptive research design. Non-probabilistic, in
particular purposive sampling, technique was employed in choosing of the sample size for the
study. The sample for the study comprised one Education officer in-charge of District statistics
and one Teachers Service Commission Unit representative at the District Education Office. One
staff in the records section at the Central Bureau of Statistics office in the District also
participated in the study. The study was underpinned by the Manpower Requirement Approach
theory based on an assessment of manpower needs both quantitative and qualitative, to meet
economic, social and political goals. Data for the study was collected by use of; questionnaires,
interview schedule, and document analysis. Questionnaire and interview schedule were used to
obtain information on teachers, pupils and primary schools from the District Education Offices.
The findings indicated that there was a shortage of teachers in the district because the TSC had
not deployed enough teachers to all schools equitably according to the demand, in the district. A
number of teachers were also moving out of the profession for different reasons such as low
remuneration, early retirement, availability of ‘greener pastures’, deaths, dismissal and
sicknesses. From the findings of this study it was recommended that the Teachers Service
Commission should provide a solution to the anticipated shortage of teachers by employing more
teachers and distributing them to primary schools. The study contributes knowledge that will
help educational planners and policy makers formulate strategies that will enable teacher training
institutions train teachers according to the anticipated demand by 2015. |
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