Moderating Effect of Organizational Culture on the Relationship Between Job Demands and Teacher Retention in Public Secondary Schools in Kenya

This study sought to investigate the moderating effect of organizational culture on the relationship between job demands and retention of teachers in public secondary schools in Kenya. The study was anchored on the Job-Demand-Control- Support Model, Shein’s Organizational Culture Theory. A cross-sectional survey design and a positivist research philosophy were adopted for this study. The population of the study was 11,895 teachers who were employed by the Teachers’ Service Commission (TSC) in five purposively selected counties. Data was collected using a self-administered semi-structured questionnaire from a sample size of 384 randomly selected teachers, specifically from sub-county schools. A pilot study was conducted to ensure the reliability and validity of the research instruments. Descriptive and inferential analyses were undertaken using SPSS version 24. The study found that there was a positive and significant relationship between job demands and retention of teachers in the schools. Teachers who had a manageable workload and a healthy work-life balance intended to remain in the profession. Performance demands in particular were found to influence teachers’ decisions to stay, seek transfers, take early retirement, or tender their resignation; as some teachers felt pressured to produce exceptional results in their subjects, the students’ contribution and entry behavior notwithstanding. The study established that whereas job demands positively and significantly influenced teacher retention when solely examined, the incorporation of organizational culture as a moderating variable introduced a new dimension to this connection. When organizational culture is strong, the detrimental effects of job demand on teacher retention are lessened. The study recommends that the Ministry of Education could support teachers experiencing excessive workload and additional work-related obligations with not only additional allowances and awards to compensate them, but also posting more teachers in those schools. The government should develop improved workplace policies to strike a balance between teachers' professional and familial duties, thereby minimizing the psycho-social effects and working circumstances that affect job satisfaction. School principals should set realistic performance goals for teachers depending on the subject taught, the facilities available, and the students’ entry behavior. Future studies can be longitudinal in nature and focus on the effect of job demands on retention of teachers in other categories of public and private schools across Kenya.