Challenges that newly recruited teachers face in the Nyong and So'o division and the impact it has on their productivity

Abstract

This study investigates the multifaceted challenges faced by newly recruited teachers in the Nyong and so’o division, focusing on three primary dimensions: administrative, pedagogic, and ethical challenges. Utilizing a comprehensive survey and qualitative analysis, the research aims to provide an in-depth understanding of the obstacles encountered by new educators and their impact on productivity and job satisfaction. The findings indicate that administrative challenges are significant, with a notable proportion of teachers lacking adequate knowledge of ministerial texts, orientation laws, and disciplinary procedures. This deficit in understanding hinders their ability to perform essential administrative tasks and navigate bureaucratic processes efficiently, thereby affecting their overall productivity and job satisfaction. Pedagogic challenges are also prevalent, as many teachers struggle with lesson preparation, access to pedagogical resources, and engaging students effectively. The lack of appropriate resources and effective assessment strategies impedes their capacity to deliver high-quality instruction and manage classroom dynamics. Furthermore, ethical and deontological issues, including the establishment of positive professional relationships, adherence to school regulations, and managing student behavior, play a crucial role in influencing teachers' effectiveness and job satisfaction. Based on these findings, the study suggests several targeted interventions to address these challenges. Recommendations include the implementation of comprehensive training programs focusing on administrative procedures, pedagogical support, and ethical guidelines. Establishing mentorship programs and support networks for new teachers, enhancing access to resources, and fostering a positive work environment are also crucial. The study underscores the need for systemic changes to improve the integration and performance of newly recruited teachers, aiming to create a more supportive and effective educational environment.