The Influence of Make-Up Time on Teachers’ Performance among Public Secondary Schools in Homa-Bay County, Kenya
Jane Akinyi Joseph, Matula Phylisters, Okoth Ursulla

Abstract
Rigidity of schedules accompanying teachers’ work occasioned by unclear boundaries between their professional and personal life has always remained a recipe for negative work life balance (WLB). Negative WLB is often associated with low teacher retention and poor performance reflected in student outcomes. Among practices put in place to create a positive WLB is make-up time or flexibility work arrangement. However, rampant teacher transfer requests of teachers have been noticed in some parts of Kenya during 2016 - 2020 hence questioning whether this is due to inadequate mark-up time practices. Highest rates of transfer requests among public secondary schools in Nyanza Region were noticed in Homa Bay County (11860) in that period. This was in contrast to low requests noted in Kisumu (512), Siaya (647) or Migori (781). This study therefore investigated the influence of make-up time practices on performance of teachers among public secondary schools in Homa Bay County. Specific objectives were to determine the level of teacher performance, and to determine how mark-up time practices influence performance of teachers. Descriptive research design was adopted on a target population of 257 public secondary schools comprising of 257 Principals and 2, 231 teachers. Yamane’s formula was used to calculate 157 schools from which 157 principals and 314 teacher were drawn using stratified random sampling. Questionnaire and interview schedule were used to collect data from teachers and principals respectively. Findings showed that existing WLB situation favoured teacher performance (M=3.68; SD=0.923), although make-up time practices explains only 25.9% variation in teachers’ performance (R2 =0.259). It is concluded that make-up time practices have had minimal influence on performance of teachersamong the secondaryschools.

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