Complaints Infrastructure and Tutor Motivation in Public Teacher Training Colleges in the Eastern Region of Kenya

Abstract

Complaints resolution has been highlighted as a good management tool because where complaints are adequately managed, the motivation of tutors is increased, and the institution's performance is enhanced. Performance of Public Teacher Training Colleges in national examinations has been declining at an alarming rate, pointing to possible low motivation levels among tutors. The purpose of this study was to determine the influence of complaints resolution infrastructure on tutor motivation. The study was anchored on the systems theory. Correlation research design was applied in this study. The target population for the study was 342 tutors and 25 complaints resolution committee members in five Public Teacher Training Colleges in the Eastern Region of Kenya. Sampling was purposive for the PTTCs and the complaints resolution committees, while stratified random sampling was used to sample tutors. A total of 185 respondents participated in the study sampled using Krecjie and Morgan table of sampling. Data were collected using questionnaires for tutors and complaints resolution committee members. An observation checklist was also used by the researcher to record pertinent information. Pearson's Correlation Coefficient was used to establish the link between the variables. The study found out that there was a positive correlation between a college having complaints resolution infrastructure and tutor motivation R= 0.982 P-value 0.000 at 1% (0.01). The study recommended that PTTCs need to nurture a complaints culture by providing the requisite infrastructure. In addition, there is a need to provide complaints committees with resources to improve tutor morale and enhance the provision of sustainable teacher training services.