Factors Influencing Career Progression among Graduate Teachers in Public Secondary Schools in Makadara District-Nairobi, Kenya
Jeanne Bernard, Peter K. Nzuki, James Kilika, Robert Daudi Nzulwa

Abstract
The primary purpose of this study was to find out the factors that affect the career progression of graduate teachers in public secondary schools in Makadara District- Nairobi, Kenya. The study sought to establish why many teachers continue to stagnate in particular job grades despite the steady progression of other teachers who possess similar qualifications and experience yet the Teachers’ Service Commission’s (TSC) has made efforts to harmonize the promotion. The objectives of the study sought to establish the relationship between TSC career development policies, to also find out the relationship between teacher-centered factors and career progression and to examine the relationship between the public service employee development policies. The significance of the study was to provide knowledge to the government and TSC in order to come up with policies that ensure the prompt career progression of teachers. The scope of the study confined itself to all public secondary schools in Nairobi’s Makadara district. The methodology included the descriptive research design. The target population of the study consisted of 324 teachers in all public secondary schools. The sampling procedure was the proportionate stratified sampling. The sample population included a representative of 60 teachers from the 10 public secondary schools in Nairobi’s Makadara district. The data was collected using questionnaires that were issued to the 60 teachers in the 10 public schools in the district. Data analysis was done using descriptive statistics which includes mean and median and inferential statistics including factor analysis and Karl Pearson’s coefficient of correlation.

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