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Social Support Programs and Teachers’ Performance in Private Primary

Schools in Bomet County, Kenya

Article in International Journal of Elementary Education · January 2021

DOI: 10.11648/j.ijeedu.20211001.14

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International Journal of Elementary Education
2021; 10(1): 26-33
http://www.sciencepublishinggroup.com/j/ijeedu
doi: 10.11648/j.ijeedu.20211001.14
ISSN: 2328-7632 (Print); ISSN: 2328-7640 (Online)

Social Support Programs and Teachers’ Performance in

Private Primary Schools in Bomet County, Kenya
John Omariba Ogari, Bula Hannah Orwa
Department of Business Administration, Kenyatta University, Nairobi, Kenya

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To cite this article:

John Omariba Ogari, Bula Hannah Orwa. Social Support Programs and Teachers’ Performance in Private Primary Schools in Bomet County,
Kenya. International Journal of Elementary Education. Vol. 10, No. 1, 2021, pp. 26-33. doi: 10.11648/j.ijeedu.20211001.14

Received: April 1, 2021; Accepted: April 13, 2021; Published: April 23, 2021

Abstract: Despite the use of social support programs, teacher’s performance in private primary schools is still very low. The
research sought to evaluate influence of social support programs on teacher’s performance of different private-owned primary
schools within Bomet County. In addition, the study was anchored functional theory of labor welfare. Moreover, descriptive
research design was used in this research. The target population was 132 privately-owned primary schools in Bomet County.
Stratified random sampling technique was employed in selecting 99 schools out of 132 schools. Both primary and secondary
data was used. Secondary data on teacher’s performance was obtained from performance appraisal reports in the private
primary schools while semi structured questionnaires were used in the collection of primary data. Assessment of the reliability
as well as validity of research tool was done through a pilot test. The research tool generated both quantitative as well as
qualitative data. Thematic analysis was utilized to analyze all qualitative data after which findings were presented in form of
narrative. Further, quantitative data analysis was performed using both descriptive and also inferential statistics with help of
statistical software known as the statistical package for social sciences. Presentations of results were done in tables and figures
such as bar charts and pie charts. The relationship between the dependent variable and the independent variable was
established through correlation and regression analysis. The study found that social support programs have a positive and a
significant effect on teacher’s performance of schools located within Bomet County. Additionally, survey showed financial
assistance, emotions support and guidance and counseling affect teacher’s performance in private primary schools within
Bomet County. The study recommends the establishment of counseling department for teachers teaching in private primary
school within Bomet County. Also this research recommends that the schools ought to start hiring counselors to advice teachers
on social matters to enhance their morale and productivity in their schools.

Keywords: Teachers’ Performance, Social Support Programs, Schools

becoming almost impossible to run an institution without

1. Introduction availing the essential teacher welfare facilities. Shabbir and
With current Globalization, increased level of competition, Raza [28] indicates that schools should try as much as
market economy as well as dynamic environment, any possible in to offer welfare facilities and programmes to their
organization success is highly determined by teachers’ teachers bearing in mind that the key asset of any institution
performance. Ali and Ahmad [1] indicate that teacher’s is a healthy and stress free teachers.
performance is very vital necessity for organizations to work Welfare entails the general well-being of the teacher
towards realization of their goals Eroonomir and Yuest [11] whether at home or at work. Bataineh [4] states that, it’s the
indicated that teachers are essential resources for any responsibility of institutions to ensure social well-being of
organization and proper management should be ensured on their teachers and offer total support on any available welfare
these resources for the purpose of maximizing investment programs. For institutions to attain competitive advantages
return as well as achieving organization goals. For the and be able to effectively deliver their products and services
purpose of taking care of teacher welfare various essential to clients hence attaining their goals, they need to have
facilities have to be availed by schools. Currently it is actively performing teachers. Kimber, Skoog and Sandell
 International Journal of Elementary Education 2021; 10(1): 26-33 27

[17] stated that schools ensure provision of welfare benefits support programs of the staffs as well as staff performance.
to their teachers to maintain a high level of their motivation. For instance, Muruu, Were and Abok [22] researched on
Teacher welfare programs are categorized into two. The first influence of social programs on staff satisfaction in Public
one is the statutory welfare scheme which comprises Service Commission and found that staff satisfaction is
mandatory schemes that should be availed by the institution greatly affected by workers compensation together with
as directed by the law of staff health and safety. These social support programs. However, the research was done
comprise of the benefits listed in industrial acts such as only in a public institution and hence the findings are not
Mines Act, Factories Act and Dock Workers Act. Nairuba generalizable to the private sector. Lumiti, Wekesa and
[24] indicates that second one is the non-statutory schemes Omondi [20] researched on the impact of teacher social
which are not mandatory and therefore differ from institution support and performance of NGOs in Kenya and found that
to institution and from sector to sector. The key reason for teacher social support (bereavement contribution, wedding
providing these schemes is to ensure increased loyalty and support and anniversary support) significantly influenced the
productivity in institutions, increased efficiency, increased performance of NGOs in Kenya. However, having been
teacher satisfaction which aims at promoting organizational conducted among non governmental organizations, the
relations hence maintenance of industrial peace. findings of this study cannot be utilized in the private sector.
In Iran, Aslpoor and Amirnejad [2] indicate that teachers’ This study therefore seeks to examine the effect of social
welfare in terms of social support programs affect staff support programs on teacher’s performance in private
performance at the Islamic Azad University. In Nigeria, primary schools in Bomet County.
Portharcourt, Daddie, Iroanwusi and Princewill [10] indicate
that teacher welfare schemes such as economic welfare 1.2. Research Objective
scheme, recreational welfare scheme and facilitative welfare To establish effect of social support programs on teacher’s
scheme influence teachers’ organizational citizenship performance in Primary-owned primary schools within
behavior, which in turn influences teacher’s performance in Bomet County
Portharcourt. In Kenya, Waititu, Kihara and Senaji [31]
indicate that support services among teachers influence staff 1.3. Theoretical Review
performance at Kenya Railways Corporation. In addition,
Musyoka [23] indicates that social support programs This study was anchored on functional theory of labor
statistically contributed positively to teacher satisfaction. welfare. The functional theory of labor welfare, which is as
well known as efficiency theory was developed by Blain and
1.1. Statement of the Problem Gennard (1970) during their seminal work. The theory holds
that through provision of welfare benefits an organization
Kadzamira [12] indicates that teachers are interested in will be able to ensure labor security, labor efficiency and
working with organizations after considering both the quoted labor productivity. It is further indicated that through proper
salary and the included welfare benefits in the advert. These care of teachers by the employer an increased productivity
benefits comprise of support programs among many others. will be noted from the teachers ([15]). The theory states that
In addition, Nhlabatsi and Dlamini [26] argue that through welfare benefits are vital for teachers for they improve their
support programs, organization performance level increases efficiency in the developing countries. The theory holds that
together with the level of motivation, organizational peace the most efficient teacher is the one who is mentally and
and teacher retention is the maintained through healthy physically satisfied. Welfare benefits therefore help in
institutional relations. However, criticisms exist on provision keeping teacher contented hence ensuring effective work.
of social support programs. For instance, according to This theory suggests that welfare can be used as a means of
Bharathi and Padmaja [5], social programs decrease the securing, preserving and improving teacher efficiency hence
incentive to work leading to low teacher performance. leading to increased performance. The theory is essential in
Despite the use social support programs, performance of establishing the teacher elements as shown on the
teachers in these schools remains low. For instance, Njeru contemporary support of teachers and it was effective if the
[27] indicates that private primary schools experienced an employer and the staff are sharing same objective of attaining
increase in absenteeism and late arrival in schools by 12 per increased performance through welfare benefits ([14]).
cent between 2016 and 2017. This fluctuating performance The theory was deployed in this research to show the
has resulted undesirable impacts like constant division of relationship between teacher’s social programs and teacher
institutional work, no result or low productivity, students performance. Proper caring of teachers through provision of
indiscipline, low satisfaction of the job and bad school image welfare benefits increases the performance level of teachers.
in most of the schools in Bomet County ([21]). According to The theory holds that it is the responsibility of the employer
Chebet [9], 88% of private primary schools in Kenya do not to ensure provision of welfare benefits to their teachers
provide family welfare programmes for example counseling ([13]). The aspect of welfare benefits is greatly supported by
services and recreational opportunities. In addition, 62% of the Indian constitution. Social welfare programs have
the private primary schools give given rewards are significant impaction teacher efficiency. Although it is
unsustainable. difficult to determine the extent of the relationship, its impact
Various studies have been conducted locally on social
28 John Omariba Ogari and Bula Hannah Orwa: Social Support Programs and Teachers’ Performance in
Private Primary Schools in Bomet County, Kenya

plays a significant role. teacher performance. According to the results despite the fact
Social programs like financial assistance, emotions support that material rewards are external they still influence the
and guidance and counseling comprise of the essential behavior of staff but only when internalized as mood
programs of labor welfare, which leads to increased teacher perception or even feeling. This is because change in
performance ([6]). All staff in general must fully support this behavior is not influenced by the interaction between
welfare programs since they will never get off the ground. rewards, emotional as well as interaction between people and
The theory is essential in establishing the teacher elements as new product development. The target population of the study
shown on contemporary support of teachers and it was was Taiwan’s semiconductor industry which is different from
effective if the employer and staff are sharing same objective private primary schools; hence, it is imprudent to generalize
of attaining increased performance through welfare benefits the findings to the current research due to variation in
organizational setting and legal jurisdiction governing
1.4. Empirical Review academic an industrial sector.
Shan, Bamberger and Bacharach [29] conducted a study on Bophela and Govender [7] conducted a study on the
social support and teacher well-being in USA. The study teacher assistance programs (EAPs) in South Africa. The
targeted on a total of 1279 teachers in major research research targeted on 85 teachers in a public sector companies,
university in the northeastern United States, four unions in in Kwa Zulu Natal, South Africa. Descriptive survey design
the construction sector and two unions in the manufacturing was deployed. Study findings revealed that social support
sector. The study used survey design. The study findings programs significantly influenced work performance. In
revealed that the teachers well-being is facilitated through addition the study showed that Programs for HIV/AIDS, drug
getting emotional support when people a have a perception of abuse, family support stress-related problems and individual
directly proportional supportive exchange, with weak issues are essential teachers. Through implementation of
correlation when the supportive exchange is indirectly these programs, there is increased performance of teacher
proportional. Furthermore, it was indicated that emotional and reduced rate of absenteeism. The results indicated that
support adversely influenced individual wellbeing especially through these programs staff work life is greatly improved
when the received benefits exceed the support given. The the program also serves as a building block for all companies
research was based within USA a developed country whilst giving priority to customer satisfaction as well as delivery of
present study will only be restricted to social support in services. The study was only limited to public companies
Kenya a developing country. Its results cannot be applied to within South Africa that is different from private schools,
the current study due to variation in level of economic thus its findings cannot be generalized to the current study
advancement in both countries. due to the existing contextual gap.
Bataineh [4] conducted a study on the effect of social Lumiti, Wekesa and Omondi [20] researched on the impact
support on performance of special education in the state of of teacher social support and performance of NGOs in
Jordan. The study deployed descriptive survey design. The Kenya. Both correlational and descriptive survey designs
study targeted on 83 special education teachers in Jordan. were used. The research targeted on 14,283 staff in NGOs in
Study findings revealed that the social support offered to Kenya. The study found that teacher social support
these teachers come from their spouses, fellow teachers, (bereavement contribution, wedding support and anniversary
friends and supervisors. The study further indicated that these support) significantly influenced the performance of NGOs
teachers got informal support like friendship, sense of in Kenya. Since the study only focused on NGOs in Kenya,
belonging, or generally emotional support from their its findings cannot be generalized to private primary schools
colleagues. According to the study burnout and stress in due to variation in legal jurisdictions governing NGOs and
teachers can be detected evaluated and prevented through academic institutions. Moreover, the targeted audience
intervention programs in support of the health personnel in comprised of 14283 staff while for this study will be 821
school. In addition these programs improve the level of teachers. Therefore, it is imprudent to generalize the findings
performance of these teachers. This study was only limited to due to variation in unit of observation.
special education teachers in Jordan but not private primary 1.5. Conceptual Framework
school teachers in Kenya. Henceforth, it is insensible to
generalize the findings to the present study since academic Conceptual framework is a diagrammatic illustration of the
institutions in both countries operate under different relationship between independent and dependent variables of
institutional framework. the study. Figure 1 shows the hypothesized associations
Taiwan [30] conducted a study on the relationships among between independent and dependent variables. Moreover,
leader and team social support, team stressors and independent variables were housing provision, social support
performance in Taiwan. The study’s target population programs, staff motivation programs and work environment.
comprised of Taiwan’s semiconductor industry. Descriptive Moreover, dependent variable was teacher’s performance in
survey design was deployed by the study. Findings revealed private primary schools in Bomet County.
that social support positively and insignificantly relates with
 International Journal of Elementary Education 2021; 10(1): 26-33 29

Figure 1. Conceptual Framework.

The study used Slovin’s Formula to calculate the sample

2. Research Methodology size. The formula is applicable in the current study since the
2.1. Research Design study’s sample was drawn from the population and the
formula takes into account the margin error and confidence
The study adopted descriptive research design since it level.
allows combination of qualitative as well as quantitative data. The formula is as follows:
Besides that, this design helped the researcher to generalize
findings of the study to the whole population under study. =
1+
2.2. Target Population
Whereby: n = no. of samples; NI= entire target population;
There are 132 private primary schools in the five sub- EI= margin of error/ error margin (0.05)
counties of Bomet County. Henceforth, the study population 132
of the study was 132 privately-owned primary schools within =
Bomet County. 1 + (132 ∗ 0.05 )

2.3. Sample Size and Sampling Technique = 99

Table 1. Sample Size.

Sub-County Target Population Sample Size (Schools) Number of teachers

Bomet Central 11 8 17
Bomet east 6 5 9
Chepalungu 25 19 38
Konoin 42 32 63
Sotik 48 36 72
Total 132 99 198

The study used stratified random sampling technique when teachers) and AIC Getarwet Academy (14 teachers) in Bureti
selecting the 99 schools out of the 132 schools. The strata in Sub County, Kericho County to test the validity and
this study included Bomet Central, Bomet East, Chepalungu, reliability of the research instrument.
Konoin and Sotik. The main advantage of this technique is
that it is easy to use and enables a particular researcher to 2.5. Data Analysis
have a good representation of the entire population being The researcher used questionnaire to collect qualitative
investigated ([19]). The respondents in this study were the and quantitative data. Thematic analysis was used in
Boarding masters and Kenya National Union of Teachers qualitative data analysis and results were given in prose form.
(KNUT) representatives in each of the 99 schools. The study The study used descriptive and inferential statistics to analyse
sample size was therefore 198 respondents. quantitative data via the aid of SPPS version 22. In addition,
2.4. Data Collection Instruments descriptive statistics included computation of mean,
percentage, standard deviation and frequency ([8]).
This study used both primary and secondary data. Inferential statistics included correlation as well as regression
Secondary data on teacher’s performance will be acquired analysis.
from performance appraisal reports in the private primary Their egression model was as shown below:
schools. Questionnaires were distributed among the
participants to enhance collection of primary data. Structured = + + + + +
questions were used to save on data collection time and How yet you are only publishing one objective?
facilitate easier analysis in their immediate forms. Otherwise, Whereby:
open-ended questions were used to encourage participants to Y = Teacher Performance;
share their person views without feeling as if they are being B0 = Constant;
restricted to reveal vital information. A pilot test was β1 =Coefficients of determination;
conducted in AIC Emmaus School Primary school (12
30 John Omariba Ogari and Bula Hannah Orwa: Social Support Programs and Teachers’ Performance in
Private Primary Schools in Bomet County, Kenya

X1I = Social support programs 4.102 (std. dv = 0.738). By mean of 3.939 (std. dv = 0.846)
ε = Error term the respondents agreed, teachers report unique emotional
support provided by their fellow teachers. These findings
3. Results concur with Bataineh [4] discoveries that teachers got
informal support like friendship, sense of belonging, or
Study sample size was 198 boarding masters as well as generally emotional support from their colleagues, which
KNUT representatives in 99 private primary schools in improved the level of performance of these teachers.
Bomet County. The researcher dispersed 198 questionnaires As revealed by mean of 3.279 (std. dv = 1.418),
in process of collecting data and 147 of respondents were participants were neutral that school offer guidance and
able to fill questionnaires completely, which were collected counseling to teachers, with mean of 2.959 (std. dv = 1.414).
by the researcher. Thus, this study response rate was 74.24%. Respondents were as well neutral on statement indicating that
Kothari [19] propose that response rate which is beyond 50% the school has established guidance and counseling
is regarded sufficient for data analysis as well as reporting department for teachers. By mean of 1.776 (std. dv = 0.978),
whereas response rate beyond 70 percent is considered respondents disagreed school hires professional counselors to
excellent. Hence, the study response rate was within advice teachers. These findings are in line with Bataineh [4]
acceptable boundaries for making recommendations as well argument that social support offered to these teachers come
as drawing conclusions. from their spouses, fellow teachers, friends and supervisors
ad it had an impact on performance of teacher in state of
3.1. Descriptive Findings Jordan.
3.1.1. Social Support Programs and Teacher Performance Participants were further required to state how else social
The teachers were required to specify their level of support programs affect performance of teacher in private
agreement on statements concerning the impact of social primary schools within Bomet County. Respondents
support programs on performance of teacher in private indicated that social support programs promote a sense of
primary schools within Bomet County. By mean of 4.122 belonging among the staff and the community. They also
(std. dv = 1.046) participants agreed overtime allowance indicated that the programs motivate both teachers and pupils
minimizes school absenteeism among teachers. These hence boosting their morale. Further, the respondents
findings concur with Shan, Bamberger and Bacharach [29] indicated that social support programs provide an aspect of
discoveries that provision of allowances by the schools team spirit among the teachers and hence encouraging
motivated the staff to be available on time in their schools. teamwork. Also, the respondents added that the social
By mean of 3.844 (std. dv = 1.115) teachers further agreed, support programs enable teachers to be self-motivated and
provision of teachers allowance facilitates teachers’ morally upright. These findings concur with Bophela and
preparation of lesson. Nevertheless, participants were neutral Govender [7] discoveries that social support programs
that teachers are paid duty allowance as indicated by mean of increased performance of teacher and reduced rate of
3.007 (std. dv = 1.738). absenteeism. The findings also concur with Lumiti, Wekesa
By mean of 4.605 (std. dv = 0.832) participants strongly and Omondi [20] discoveries that teacher social support
agreed teachers appreciate presence of fellow colleagues. The (bereavement contribution, wedding support and anniversary
respondents also agreed, teachers listen carefully to what support) led to a sense of belonging among the staff,
their fellow teachers are saying this is indicated by mean of improved morale and motivation of the staff.
Table 2. Aspects of Social Support Programs.

Mean Std. Deviation

Teachers are paid duty allowance 3.007 1.738
Provision of teachers allowance facilitates teachers’ preparation of lesson 3.844 1.115
Overtime allowance minimizes school absenteeism among teachers 4.122 1.046
Teachers appreciate the presence of their fellow colleagues 4.605 .832
Teachers listen careful to what their fellow teachers are saying 4.102 .738
Teachers report unique emotional support provided by their fellow teachers 3.939 .846
The school offer guidance and counseling to teachers 3.279 1.418
The school has established guidance and counseling department for teachers 2.959 1.414
The school hire professional counselors to advice teachers 1.776 .978

respondents were neutral that the schools provide substitute

3.1.2. Performance of Teachers teachers in case of teachers’ absenteeism as indicated by
Academic staffs were expected to state level of agreement mean of 3.450 (std. dv = 1.415). Results are contrary to
on statements in respect to performance of teacher in PPS in Asumah, Kuranchie and Mensah [3] argument that schools’
Bomet County. From the results, by mean of 4.109 (std. dv = management were not substituting teachers in case of
0.812), participants agreed emergency at home cause absenteeism which negatively affected academic
absenteeism among teachers. By mean of 3.762 (std. dv = performance.
0.982), teachers avail leave at prior permission. However,
 International Journal of Elementary Education 2021; 10(1): 26-33 31

By mean of 4.503 (std. dv = 0.686), participants strongly agreed that teachers always carry their lesson plans to class.
agreed, arriving at school early make teachers to be more As indicated by mean of 3.918 (std. dv = 0.990), participants
prepared to interact with students. Respondents as well further agreed teachers implement what is set in the action
agreed by mean of 4.061 (std. dv = 0.967) that teachers plan. By mean of 4.218 (std. dv = 1.144), participants agreed,
attend to their class lessons on time. Also, the respondents during staff meetings, teachers are involved in decision
agreed that teachers always report on time as indicated by making. The respondents as well agreed by mean of 4.157
mean of 4.061 (std. dv = 1.022). Results concur with (std. dv = 0.850) that teachers are active during school
Kilonzo, Were and Odhiambo [16] findings that teachers in meetings. Also, the respondents agreed that the views of
studied schools were ensured punctuality in their work and teachers are taken into consideration during school meetings
were willingness to take extra duties. as indicated by mean of 3.769 (std. dv = 1.034). The results
The respondents agreed that teachers prepare lesson plan concur with Kipsangut [18] findings that teachers were
on daily basis as revealed by mean of 4.170 (std. dv = 0.601). performing well in performance in lesson plans, availability
By mean of 3.653 (std. dv = 1.121) the respondents also in meetings and arrival time in classes.
Table 3. Teacher’s Performance.

Mean I Std. Deviation

Teachers avail leave at prior permission 3.762 .982
Emergency at home cause absenteeism among teachers 4.109 .812
The school provide substitute teachers in case of teachers’ absenteeism 3.450 1.415
Teachers always report on time 4.061 1.022
Teachers attend to their class lessons on time 4.061 .967
Arriving at school early make teachers to be more prepared to interact with students 4.503 .686
Teachers prepare lesson plan on daily basis 4.170 .601
Teachers always carry their lesson plans to class 3.653 1.121
Teachers implement what is set in the action plan 3.918 .990
During staff meetings, teachers are involved in decision making 4.218 1.144
Teachers are active during school meetings 4.157 .850
The views of teachers are taken into consideration during school meetings 3.769 1.034

Moreover, correlation was significant as the p-value (0.000)

3.2. Inferential Statistics was below 0.05 (significant level).
Inferential statistics such as correlation analysis and 3.2.2. Regression Analysis
regression analysis were used to assess the relationship Regression analysis was employed in examining
between the independent variables and the dependent correlation between dependent (teachers performance) and
variable. independent variable (social support programs). The R
3.2.1. Correlation Analysis squared for the relationship between the independent variable
Pearson correlation was employed to evaluate correlation and the dependent variable was 0.2704 which meant 27.04%
between dependent (teacher performance) and independent of dependent variable could be explained by the independent
variable (social support programs). The results revealed that variable (social support programs). This shows that 72.96%
social support programs have a positive and very strong of the teacher’s performance in various private primary
influence on teacher’s performance in private primary schools within Bomet County could be explained by some
schools in Bomet County (r= 0.835, p-value= 0.000). other factors which are not considered in present study.
Table 4. Correlation Coefficients.

Teachers’ performance Social support programs

Pearson Correlation 1
Teachers’ performance Sig. (2-tailed)
N 147
Pearson Correlation .835** 1
Social support programs Sig. (2-tailed) .000
N 147 147

Table 5. Model Summary.

Model R R Square Adjusted R Square Std. Error of Estimate

1 .520 .2704 .2689 .42301

The ANOVA was employed to evaluate if model employed F calculated (267.020637) was less than F critical (2.435)
was good fit for the data. Moreover, as shown in table above, and p value (0.000) was below significant level (0.05).
32 John Omariba Ogari and Bula Hannah Orwa: Social Support Programs and Teachers’ Performance in
Private Primary Schools in Bomet County, Kenya

Therefore, model was a good fit for the data therefore could independent variable.
be employed in describing effect of dependent variable on
Table 6. Analysis of Variance.

Model Sum of Squares Df Mean Square F Sig.

Regression 115.902 1 115.902 145.619 0.000
1 Residual 115.409 145 0.79592 I I
Total 231.311 146

Regression equation; value= 0.000). Moreover, correlation was significant as p-

value (0.000) was below 0.05 (significant level). This implies
Y =2.576 + 0.463 X1 that social support programs leads to an improvement in
The results indicated that Social support programs have performance of teacher in private primary schools within
positive significant impact in performance of teachers in Bomet County.
private primary schools within Bomet County (β2= 0.463, p-
Table 7. Regression Coefficients.

Unstandardized Coefficients Standardized Coefficients

t Sig.
B Std. Error Beta
(Constant) I 2.576 0.335 7.690 0.000
Social support programs 0.463 0.067 0.416 6.910 0.000

4. Discussion 6. Recommendation for Further Studies

The study found that social support programs have a This study was limited to private primary schools in
positive and very strong influence on teacher’s performance Bomet County. Hence, the researcher recommends that
in private primary schools in Bomet County. Moreover, further research studies ought to be done on the effect of
results concur with finding of Naluwemba, Sekiwu, and social support programs on teacher performance in private
Okwenje [25] that social support programs have a very primary schools in other counties. In addition, study found
strong influence on teachers’ performance. that 27.04% of teacher’s performance in private primary
The regression results indicated that Social support schools within Bomet County could be explained by social
programs have positive significant impact in performance of support programs. Therefore, the researcher recommends that
teachers in private primary schools within Bomet County. additional study ought to be conducted to assess other factors
These findings concur with Bataineh [4] argument that social that affect teacher’s performance in private primary schools
support offered to these teachers come from their spouses, in Kenya.
fellow teachers, friends and supervisors ad it had an effect on
performance of teacher in state of Jordan.
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