Abstract:
Social welfare programmes (SWPS) have become a common phenomenon in Kenya today. They exist in various forms ranging from benevolent to revolving fund schemes. The aim of these programmes has been community development and to assist members in times of emergencies or financial hardships. Some SWPs have been very useful in taking care of members’ interests and needs, others have turned into outfits that fleece the poor, while others have collapsed due to poor management. This study focused on the perceptions of teachers towards the role of staff welfare programmes in public secondary schools in Nakuru Municipality. The study adopted a descriptive survey design. The target population constituted all 533 teachers in Public secondary schools in Nakuru Municipality and the accessible population was 376 teachers from which a sample of 191 subjects was drawn (82 males and 109 females). The sampling procedure entailed stratified random sampling of the male and female teachers while l0 schools were purposively selected. Data was collected using a teachers’ questionnaire that sought information on the respondent’s personal data, the role and the management of SWPs. The instrument was pre-tested and yielded a reliability coefficient of 0.76. The data collected was categorized into quantitative and qualitative data. Quantitative data was analysed through the use of descriptive statistics mainly frequencies, means and percentages while qualitative data was analysed through value judgment of the respondent’s views. The latest version of Statistical Package for Social Sciences (SPSS) computer programme version 16.5 was used in data analysis. The findings showed that teachers in Nakuru Municipality generally perceived the SWPs to be playing an important role in catering for their needs, even though they had different perceptions about specific aspects of management and services olfered. The researcher has given recommendations and suggestions for firrther studies to be undertaken in the area of study. This would go along way in improving the social welfare of teachers in secondary schools.
