Influence of Employee Engagement on Teacher Performance of Private Primary Schools in Kajiado County, Kenya
Year: 2025
Type: article
Study design: Observational Study
Abstract: This study examined the influence of employee engagement on teacher performance of private primary schools in Kajiado County, Kenya. Grounded in Kahn's Employee Engagement Theory, the research employed a descriptive survey design targeting 5,937 employees from 521 registered private primary schools in the county. Using Nassiuma's formula, a sample of 217 respondents was selected through stratified random sampling, achieving a response rate of 97.6%. Data was collected using structured questionnaires measuring four dimensions of employee engagement: empowerment, work relationships, responsibilities, and commitment. Data analysis was conducted using SPSS version 29.0, employing descriptive and inferential statistics. The results indicated that employee engagement had a positive and statistically significant influence on teacher performance (R²=0.290, β=0.493, p<0.05), explaining 29% of the variance in school performance. Correlation analysis revealed a moderate positive relationship between employee engagement and performance (r=.538, p<0.05). Descriptive statistics indicated high levels of employee engagement among teachers with an overall mean score of 4.05, particularly in areas of school pride (µ=4.16) and commitment to long-term success (µ=4.24). The study concluded that employee engagement significantly enhances teacher performance in private primary schools. The research recommends that school management implement comprehensive engagement strategies including teacher empowerment initiatives, structured recognition systems, collaborative work environments, and career development programs to optimize both educator satisfaction and institutional performance outcomes. Keywords: Employee Engagement, Teacher Performance, Private Primary Schools, Empowerment, Work Relationships, Educational Outcomes, Kajiado County
Authors: Agnes Supa Wiraka, Doreen Njeje, Alexander Kyule
Institution: Catholic University of Eastern Africa
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: bronze
OpenAlex ID: W4414433862
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