EFFECTS OF WORK-RELATED FACTORS ON STAFF TURNOVER IN PUBLIC SERVICE: A CASE OF SENIOR SCHOOLS IN BARINGO CENTRAL SUB-COUNTY, KENYA

Employee turnover refers to the rate at which employees leave an organization and are replaced by new staff, reflecting the stability and overall health of an organization. High turnover can increase operational costs, reduce productivity, and negatively affect employee morale, although moderate turnover may introduce new skills and ideas into the workforce. Globally, staff turnover has been recognized as a major challenge in the public sector. In the United Kingdom, the loss of experienced employees has weakened service delivery in institutions such as schools and the police due to persistent vacancies and poor retention (Institute for Government, 2023). In Asia, factors such as inadequate career development opportunities, unsatisfactory policies, limited technological support, and heavy workloads have contributed to teacher turnover in public schools (Bulawat, 2021). Similarly, in the United States, teacher turnover has been associated with issues such as low compensation, weak school leadership, and poor workplace satisfaction (Tan et al., 2026). Across Africa, similar patterns exist. In South Africa, turnover in the public service has been linked to poor working conditions, lack of recognition, limited career advancement, and political interference, all of which undermine efficiency and service delivery (Ogony, 2018). In Tanzania, low salaries, ineffective leadership, lack of motivation, and limited professional growth opportunities continue to drive attrition in government institutions (Payowela & Mrema, 2024). In Kenya, unfavorable working conditions, inadequate remuneration, and limited career advancement opportunities have been identified as key drivers of teacher turnover. Human Resource Management (HRM) practices such as performance appraisal and professional development opportunities can influence teachers’ intentions to stay or leave (Kamau, Muathe & Wainaina, 2021). Teacher stability is particularly important because students’ academic success is closely linked to the continuity and experience of teaching staff. High turnover disrupts learning and increases recruitment costs (Orwa, Ajowi & Okwara, 2021). The challenge is more pronounced in rural areas such as Baringo County, where insecurity and difficult living conditions have contributed to a shortage of approximately 2,000 teachers (Kenya News Agency, 2023). Although the Teachers Service Commission (TSC) has introduced initiatives such as performance appraisal systems, professional development opportunities, and incentives—particularly for science teachers—their effectiveness in remote and high-risk regions remains limited (Obungu, 2021; TSC, 2023). Overall, high turnover reduces the availability of qualified teachers and negatively affects student performance in national examinations. Studies such as Mwangi (2019) and Orwa et al. (2021) highlight the importance of teacher retention for achieving educational goals. Therefore, understanding the factors contributing to staff turnover in the Kenyan public service remains an important area of research.