The University of Dodoma University of Dodoma Institutional Repository http://repository.udom.ac.tz
Social Sciences Master Dissertations
2014 Factors influencing teacher turnover in public Secondary schools in Monduli district.
Ezekiel, Elias
The University of Dodoma
Ezekiel, E. (2014). Factors influencing teacher turnover in public Secondary schools in Monduli district (Masters dissertation). The University of Dodoma, Dodoma http://hdl.handle.net/20.500.12661/1870 Downloaded from UDOM Institutional Repository at The University of Dodoma, an open access institutional repository. FACTORS INFLUENCING TEACHER TURNOVER IN PUBLIC SECONDARY SCHOOLS IN MONDULI DISTRICT
By
Elias Ezekiel
Dissertation Submitted In Partial Fulfilment of The Requirements For The
Degree of Master of Public Administration of the University of Dodoma.
The University of Dodoma
October, 2014
CERTIFICATION
The undersigned certifies that he has read and hereby recommends for acceptance by the
University of Dodoma a dissertation entitled: “Factors Influencing Teacher Turnover in
Public Secondary Schools in Monduli District” in partial fulfilment of the requirements for the degree of Master of Public Administration of the University of Dodoma.
......
Prof. Peter Kopoka
(SUPERVISOR)
Date………………………………………
i DECLARATION
AND
COPYRIGHT
I, Elias Ezekiel declare that this dissertation is my own original work and that it is has not been presented and will not be presented to any other University for a similar or any other degree award.
Signature......
No part of this dissertation may be reproduced, stored in any retrieval system, or transmitted in any form by any means without prior written permission of the University of Dodoma.
ii ACKNOWLEDGEMENTS
First and foremost, my deepest thanks to the Supreme God for supporting my life and strengthening me accomplish this study. The process of writing this study has needed considerable assistance and understanding from many people. My sincere and axiomatic gratitude to my supervisor Professor Peter Anthony Kopoka from the Department of
Political Science and Public Administration who played a fundamental role in this study.
Furthermore, he greatly supported me in this study and was always there when I needed him, giving me valuable advice and encouragement. Deeply engaged, Professor Peter
Anthony Kopoka has nourished and reinforced my research by his vigorous ideas in this domain.
Moreover, my deepest thanks go to Professor David Mwamfupe the Dean of College of
Humanities and Social Sciences who have helped clarify and straighten out a number of points and contributed constructive views. Other people have been instrumental in realising this dissertation in its actual and morphological form. Meanwhile, my specific thanks for some of the most valuable criticism, advice, and encouragement which came from fellow students during my studies.
Furthermore, I extend my gratitude to my parents, Mr and Mrs Ezekiel Dawwi, who provided not only financial support but also moral support during my life particularly during this hard period with many trials while conducting the MA study. Likewise I express my deepest thanks to my friends Manonga, Marseli, Mukulu, Karau and James for providing me with advice and encouragement during the period of conducting this study.
My truthful gratitude flow to Dr. Husein Sinda and Dr. Mark Paul Diyammi for their support and guidance they accorded me during my study since they adequately guided and equipped me with both theoretical and practical skills. Eventually, I recognize the
iii contribution of my respondents to the success of the study through their valuable responses.
iv DEDICATION
This dissertation is dedicated to my parents: Ezekiel and Esther Dawwi for their financial and moral support in my study.
v ABSTRACT
The study focused on factors influencing teacher turnover in public secondary schools in
Monduli district. The study particularly sought to investigate factors influencing teacher turnover, impact of teacher turnover and strategies to retain. This study therefore investigated the factors responsible for this revolving door also called teacher turnover in public secondary schools in Monduli District.
A sample size of 66 respondents was employed so as to get relevant and reliable information concerning to the study and probability and non probability sampling procedures was utilized to get this sample. Primary data and secondary data were utilized whereby social survey and interview used as method of data collection. Also questionnaire and interview schedule were utilized to get primary data. Data analysis was employed both qualitative and quantitative; whereby SPSS Version 16 also employed.
The findings revealed that, there are lack of motivation, poor working conditions, poor pay, poor management or supervision which were categorized under factors significantly influencing teacher turnover in public secondary schools in Monduli District. Lastly, the study findings also demonstrate that factors like better pay elsewhere, low status of the teaching profession and competitive conditions elsewhere also brought about teacher turnover.
The study recommends that all stakeholders especially policy makers and government should consider putting in place policies and strategies that will attract and retain teachers to ensure better retention rates for the good of the whole education system in Monduli
District and Tanzania as a whole. Thus, the Government must therefore pay teachers well; provide them with economic incentives, and involve them in decision making. These can motivate teachers to stay in public secondary schools in Monduli District.
vi TABLE OF CONTENTS
CERTIFICATION ...... i DECLARATION AND COPYRIGHT ...... ii ACKNOWLEDGEMENTS ...... iii DEDICATION ...... v ABSTRACT ...... vi TABLE OF CONTENTS ...... vii LIST OF APPENDICES ...... xiii LIST OF ABBREVIATIONS AND ACRONYMS ...... xiv
CHAPTER ONE ...... 1 INTRODUCTION AND BACKGROUND INFORMATION TO THE STUDY ...... 1 1.0 An Overview ...... 1 1.1 Background to the Problem ...... 1 1.2. Statement of the Problem...... 3 1.3 Objectives of the Study ...... 4 1.3.1 Main Objective ...... 4 1.3.2 Specific Objectives ...... 4 1.4 Research Questions ...... 5 1.5 Significance of the Study ...... 5 1.6 Limitations of the Study ...... 6 1.7 Scope and Organization of the Study ...... 6 1.8 Summary ...... 7
CHAPTER TWO ...... 8 LITERATURE REVIEW ...... 8 2.0 Introduction...... 8 2.1 Definitions of Concepts and Terms ...... 8 2.1.1 Teacher Turnover...... 8 2.1.2 Motivation...... 9 2.1.3 Public Secondary Schools...... 9 2.1.4 Labour Turnover in Tanzania ...... 10 2.2.0 Theoretical Literature Review ...... 10
vii 2.2.1 Economic Model ...... 11 2.2.2 Hertzberg‟s Motivation- Hygiene Theory ...... 11 2.2.3 Expectancy Theory ...... 13 2.2.4 Equity Theory ...... 13 2.3 Main Issues Emerging from the Review of Theories ...... 14 2.4 Conceptual Framework ...... 16 2.5 Empirical Related Literature Review ...... 17 2.6 Teacher Turnover in Tanzania ...... 22 2.7 Research Gaps ...... 23 2.8 Summary ...... 24
CHAPTER THREE ...... 25 RESEARCH METHODOLOGY ...... 25 3.0 Introduction...... 25 3.1 Research Design ...... 25 3.2 Study Area ...... 26 3.1.1 Administrative Structure ...... 27 3.1.2 Population ...... 27 3.1.3 Economic Activities...... 28 3.3 Study Population ...... 28 3.4 Sampling Techniques...... 29 3.5 Sample Size ...... 29 3.6 Sample Selection Procedure ...... 31 3.7 Data Collection Instruments and Methods ...... 32 3.7.1 Questionnaire Survey...... 32 3.7.2 Key Informant Interviews ...... 32 3.7.3 Documentary Analysis...... 32 3.7.4 Procedures of Data Collection ...... 33 3.7.5 Validity and Reliability...... 33 3.7.6 Ethical Considerations ...... 34
CHAPTER FOUR ...... 35 DATA PRESENTATION, ANALYSIS AND DISCUSSION...... 35 4.0 Introduction...... 35
viii 4.1 Respondents Selected in Public Secondary Schools in Monduli District...... 35 4.2 Characteristics of Respondents in the Sample ...... 36 4.2.1 Sex of Teachers Studied in Public Secondary Schools in Monduli District...... 37 4.2.2 Age Group of Teachers in Public Secondary Schools in Monduli District ...... 38 4.2.3 Type of Schools Studied in Public Secondary Schools in Monduli District ...... 39 4.2.4 Headmasters and Teachers Studied Who Spent Teaching Period Elsewhere ...... 39 4.2.5 Qualifications of the Respondents Attained in Public Secondary Schools in Monduli District ...... 40 4.2.6 Time When These Qualifications Were Acquired by the Teachers Studied at Monduli District...... 41 4.2.7 Teaching Experience of the Teachers in Public Secondary Schools ...... 42 4.2.8 Marital Status of the Secondary School Teachers Studied ...... 43 4.2.9 Headmasters Selected Public Secondary Schools in Monduli District ...... 44 4.2.10 When Headmasters Did Acquired These Qualifications ...... 45 4.2.11 Marital Status of the Headmasters Studied ...... 46 4.2.12 Work Experience as Headmasters in Present School ...... 46 4.2.13 Number of Teachers in Public Secondary Schools ...... 47 4.2.14 Responses of the Headmasters on Teacher Turnover over the Last 5 Years ...... 48 4.2.15 Characteristics of Students in the Sample ...... 50 4.2.16 Teaching Subjects of the Teachers ...... 51 4.2.17 Employment of Respondents in Current Schools ...... 52 4.3 Present State of Teacher Turnover in Public Secondary Schools...... 53 4.3.1 Number of Employed Teachers Since you Joined ...... 54 4.3.2 Teachers Who Have Left School in Public Secondary Schools ...... 54 4.3.3 Respondents‟ Reasons for Leaving Schools ...... 55 4.3.4 Reward System and How It Operates ...... 57 4.3.5 Ranking Factors that Cause Teacher Turnover in Public Secondary ...... 58 4.3.6 Factors Outside Schools that Affects Teacher Turnover ...... 59 4.3.7 Kinds of Motivation Given by Monduli District to Teachers ...... 61 4.4 Impact of Teacher Turnover Rates in Public Secondary Schools ...... 62 4.4.1 General Performance of the School ...... 62 4.4.2 Problems Facing Public Secondary Schools in Monduli ...... 63 4.5 Strategies of Reducing Teacher Turnover Rates in Public Secondary ...... 64 4.5.1 Strategies to Retain Permanent Staff ...... 65
ix 4.5.2 Strategies Suggested by the Respondents to Retain Permanent Staff ...... 65 4.5.3 Respondents‟ Recommendations on Addressing Teacher Turnover to Retain Permanent Staff ...... 68 4.6 Summary ...... 70
CHAPTER FIVE ...... 71 CONCLUSIONS AND RECOMMENDATIONS ...... 71 5.0 Introduction...... 71 5.1 Conclusions ...... 71 5.2 Recommendations...... 72 5.3 Suggested Areas for further Study ...... 74
REFERENCES ...... 75 APPENDICES ...... 79
x LIST OF TABLES
Table 4.6: Headmasters‟ Age, Qualifications and Experience in Headship ...... 45 Table 4.7: When Headmasters did Acquired these Qualifications ...... 46 Table4. 8: Work Experience as Headmasters in Present School ...... 47 Table 4.9: Number of Teachers in Public Secondary Schools ...... 48 Table 4.10: Responses of the Headmasters on Teacher Turnover over the Last 5 Years . 49 Table4. 11: Students‟ Age, Sex, and Duration Spent in Public Secondary Schools ...... 50 Table 4.12: Teaching Subjects of the Respondents ...... 52 Table 4.13: Number of Employed Teachers since you Joined ...... 54 Table 4.14: Teachers who have Left School in Public Secondary Schools ...... 55 Table 4.15: Reward System Provided to Respondents in Their Schools ...... 58 Table 4.16: General Performance of the Students ...... 63 Table 4. 17: Problems Facing Secondary Schools after the Quit of Teachers ...... 64 Table 4.18: Strategies to Retain Permanent Staff ...... 65 Table 4.19: Respondents‟ Recommendations on How to Retain Permanent Staff ...... 70
xi LIST OF FIGURES
Figure 2.1: A Conceptual Framework of the Study ...... 16 Figure3. 1: Map of Monduli District Council ...... 27 Figure 4.1: Percentage Distribution of Respondents in Public Secondary Schools ...... 36 Figure 4.2: Sex of Teachers Studied in Public Secondary Schools in Monduli District ... 38 Figure 4.3: Age Group of Teachers in Public Secondary Schools in Monduli District .... 39 Figure 4.4: Marital Status of the Secondary School Teachers Studied ...... 44 Figure 4.5: Employment of Respondents in Current Schools ...... 53 Figure 4.6: Respondents‟ Reasons for Leaving Schools ...... 57 Figure 4. 7: Ranking Factors That Cause Teacher Turnover in Public Secondary Schools ...... 59 Figure 4.8: Factors Outside Schools that Affects Teacher Turnover ...... 60 Figure 4.9: Kinds of Motivation Given by Monduli District to Teachers ...... 62 Figure 4.10: Respondents‟ Suggestions on How to Retain Permanent Staff ...... 68
xii LIST OF APPENDICES
Appendix I: Teachers‟ Questionnaire ...... 79 Appendix II: Questionnaire for Headmasters ...... 83 Appendix III: Interview Schedule for Secondary School Students ...... 86 Appendix IV: Interview Schedule for Headmasters ...... 87 Appendix V: Map of Monduli ...... 88
xiii LIST OF ABBREVIATIONS AND ACRONYMS
ADEA Association for the Development of Education in Africa AIDS Acquired Immunodeficiency Syndrome GTU Gambia Teachers Union HIV Human Immunodeficiency Virus MOEC Ministry of Education and Culture NCES National Centre for Educational Statistics SEDP Secondary Education Development Programme SPSS Statistical Package for Social Sciences TTU Tanzania Teachers Union URT United Republic of Tanzania US United States VSO Teachers Speak Out
xiv CHAPTER ONE
INTRODUCTION AND BACKGROUND INFORMATION TO THE STUDY
1.0 An Overview
This chapter attempts to introduce the study about “Factors Influencing Teacher
Turnover in Public Secondary Schools in Monduli District”. This chapter includes background to the study, statement of the problem, purpose of the study, objectives of the study, research questions, and significance of the study, Limitation of the study and winds up with the general conclusion of the chapter.
1.1 Background to the Problem
Teachers across the globe are quitting teaching at an alarming rate (Hanushek, 2007;
Ingersoll, and Smith, 2003). Teacher turnover is a global problem that affect very negatively on student academic performance and that is a highly costly phenomenon
(NCES, 2008). Teacher turnover is not a new phenomenon at all in organizational science and organizational behaviour. Additionally, Teacher Turnover is a problem that has plagued the teaching profession for many years. Some of the turnover has been the result of retirement or personal reasons. Many teachers were leaving the profession due to unrealistic expectations, complex school bureaucracies, and negative attitudes toward teachers, low salaries, and inadequate facilities. Ingersoll (2004:145) observes that “of those who leave because of job dissatisfaction, most link their turnover to several key factors: low salaries, lack of support from school administrators, lack of student motivation, student discipline problems, and lack of teacher influence over school decision making”.
1 The problem of teacher turnover is mainly caused by poor pay among other factors as
Blair and Jordan, (1999) emphasize that academic staffing has been undermined by large outflows of staff to other sectors of the economy, and it is most probable that it is the well trained and more experienced teachers who leave schools for better employment opportunities leaving a vacuum to be occupied by the less experienced or poor quality teachers.
On the other hand, a number of factors that causes teacher turnover have indicate that teacher turnover in public secondary schools was high because teachers are lowly paid as stated in the document of Tanzania Teachers Union (TTU) and Haki Elimu, (2004). Other factors include delay in paying salaries, increment, arrears, promotion, poor working conditions, and overloaded teachers. ADEA, (2008) found that late payment of salaries to teachers in public in African countries is another factor for teacher turnover. This is because the late payment of salaries imposes hardship on teachers.
Hedges (2002) supports TTU, Haki Elimu and ADEA reports by taking an example from
Ghana whereby public school teachers reported frequent delays of salaries and arrears of between two to nine months. Also Penrose, (1998) reported that in Tanzania 53% of public school teachers claimed that their salaries were never on time.Teacher turnover creates a problem for an entire school and causes the government to pour countless hours into training new teachers every year. Furthermore, Billingsely (1992) noted that lack of administrative support and quality administration may also encourage teacher turnover.
These factors of teacher turnover were been examined in hope of identifying the factors leading to teacher turnover in this study of factors for the rise of teacher turnover in public secondary Schools.
2 Lastly, this study sought to determine whether there is any relationship between job satisfaction and the job dimensions: job characteristics, social benefits, meaningfulness of the job, support from administration and the intention to remain in the job. The study examined the teacher turnover rates using the key dimensions or facets that were given by previous theorists and exploring whether they apply or not to secondary school teachers in
Tanzania.
1.2. Statement of the Problem
Though the government of Tanzania has taken a number of strategies to reduce teacher turnover still the problem exists. For example, one of the strategies is the construction of teachers‟ houses; from the period of 2007-2009, whereas 21,793 houses were to be built, it appears that about 2,179 were actually constructed (URT, 2008c, 2009b; Omari &
Moshi, 2009). This study focused on factors influencing teacher turnover in public secondary Schools. Teacher turnover is high in Monduli public schools as Teachers
Annual Report of three years showed for instance; in 2011 there were 275 teachers in the same year 36 teachers left the teaching equal to 13%, in 2012 there were 282 teachers in the same year 39 quit the job equal to 13.82% and in 2013 there were 316 and 29 left the job equal to 14.24% Monduli District Education Yearly Report (2011-13). These reports also showed that teacher turnover rates were due environmental difficulties, young teachers quit for further studies without permission from the District Educational Officer and work load due to shortage of teachers. The above statistics revealed that teacher turnover rates were overwhelming in Monduli public secondary schools. There is little doubt that in the near future, the number is likely to increase with negative impact. This problem therefore needs to be addressed at its early stage before the situation becomes
3 even more serious. The question to be posed in this study is why teacher turnover in public secondary schools is very high?
Identifying the factors influencing teacher turnover may possibly lead to solutions to reduce this problem. The goal of this descriptive study is to provide information on teacher turnover to the Ministry of Education and Vocational Training, Policy Makers and other stakeholders. This is because the most important single resource in any organisation is people. Teachers therefore have the biggest impact on the students because their teaching methods are instrumental in helping them learn and one approach is likely to produce different results from another (Weston and Ganton, 1986).
Therefore, this study focused on examining factors influencing teacher turnover rates in
Monduli district public secondary schools in Tanzania.
1.3 Objectives of the Study
1.3.1 Main Objective
The main objective of this study has to examine the different factors influencing teacher turnover in Public Secondary Schools in Monduli District, Arusha region, Tanzania.
1.3.2 Specific Objectives
i. To underscore the existing state of teacher turnover in public secondary
schools at Engutoto, Monduli juu, Engaruka and Mto wa Mbu Wards in Monduli
District.
4 ii. To examine the impact of teacher turnover on work performance in public
secondary schools in Monduli District.
iii. To identify strategies of reducing teacher turnover in public secondary
schools in Monduli District.
1.4 Research Questions
i. What is the magnitude of teacher turnover in public secondary schools at
Engutoto, Mondulijuu, Engaruka and Mto wa Mbu Wards in Monduli District?
ii. How does teacher turnover impact work performance in public secondary
schools in Monduli District?
iii. Which strategies will be adopted to reduce teacher turnover in Monduli
District?
1.5 Significance of the Study
It is hoped that findings and the recommendations of this study will be useful to the policy makers to influence work performance in public secondary schools in Monduli
District in particular and Tanzania as a whole to reduce the rate of teacher turnover and consequently ensure a permanent and well motivated staff in public secondary schools.
On the other hand, this study will develop strategies to address retention and the factors influencing teacher turnover in public secondary schools in Monduli as well as entire
Tanzania. To the society, the research findings will add understanding on the retention of teachers in education field in Tanzania. Finally, this study will provide inputs to other
5 researchers to undertake further studies in the same subject and in other districts in
Tanzania.
1.6 Limitations of the Study
The study was conducted though; there is financial limitation during the collection of data like payment of transport and internet services. Also the study was further limited with whether condition where heavy rain was coming up during data collection period. In case of heavy rain, the researcher decided to walk using his own feet because cars were not present due to intensive destruction made by the heavy rain. As well the financial constraints and time was the limiting factor during the time of data collection. To solve the issue of financial constrains, the researcher decided to process loan from the Bank so that his study go smoothly. The most serious limiting factor during the data collection was that the heads of schools were not ready to cooperate with the researcher to provide some of the important data worrying that the researcher was conducting underground studies which might harm their posts as the heads of schools. This is because the study was based on teacher turnover matters. In putting the situation clear the researcher decided to conduct a short seminar (5-10 minutes) with the heads of schools before starting research activities.
1.7 Scope and Organization of the Study
The study was organized into five chapter scheme. In each chapter detailed information concerning the subject matters of the study was described. The research study included the following chapter schemes:-Chapter one presented the background of the study, the statement of the problem, research objectives, and the appropriate research questions. The significance of the study was also presented in this chapter, scope and organization of the
6 study as well as the conclusion of the chapter. Chapter two was critically analyzed the comprehensive literature review which relates to Factors Influencing Teacher Turnover in
Public Secondary Schools in Monduli District. Theoretical literature review, conceptual framework, analytical review and empirical review which considered Factors Influencing
Teacher Turnover in Public Secondary Schools in Monduli District. Chapter three described the research methodology by showing the research design, description of the study area, population of the study, sample size and sampling design. Also, this chapter showed clear description of how data was processed analyzed and presented. Finally, reliability and validity of data was considered. Chapter four provided the analysis of research results. This was achieved by presenting, discussing and finally interpretation of the data. Chapter five was presenting the summary of the study, conclusion and recommendations. Furthermore, it also indicated areas for further study.
1.8 Summary
The study was about the Factors Influencing Teacher Turnover in Public Secondary
Schools in Monduli District. The chapter focused on the description of the background to the problem, statement of the research problem, developed research objectives, research questions, and significance of the study. It ended up with the scope of the study and conclusion of the chapter. The next chapter, (Chapter II) focused on the pertinent
Literature Reviews on this issue done by former scholars.
7 CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
This chapter dealt with a broad review of literature on teacher turnover including the theoretical literature review, conceptual framework, and the review of related empirical literature. The literature review has been presented in accordance with the study objectives.
2.1 Definitions of Concepts and Terms
2.1.1 Teacher Turnover
Turnover according to Jerald (2002) refers to the ratio of leavers to the average numbers employed during the course of the year. Maund (1988) looks at labour turnover as a measure of the rate of change of an organization‟s workforce, the website http://search- live.com/results (2008) defines employee turnover as a ratio comparison of the number of employees a company must replace in a given period of time. It is the ratio of the number of workers that had to be replaced in a given time.
In this study, teacher turnover is looked at as the rate at which teachers leave a given school in comparison to the average number of teachers employed in that year; that is, the inability of school heads to retain their teaching staff and it was measured by determining the ratio at which teachers leave in a given period of time. Jerald, (2002) presented the formula for such a measurement as: Labour turnover is equal to the Number of staff leaving per year divided by average number of staff employed during a year. It should be
8 noted that if the rate at which teachers leave the school is high, the figure may reflect an ineffective human resource management strategy (Marcous, et al., 1999).On the basis of this study teacher turnover refers to the fact that teachers either quit or leave teaching or depart to other fields or to private secondary schools.
2.1.2 Motivation
Motivation is defined as “the processes that account for an individual‟s intensity, direction, and persistence of effort toward attaining a goal” (Robbins, 2005: 170).
Similarly, motivation is the set of processes that arouse, direct, and maintain human behaviour toward attaining some goal (Greenburg and Baron, 1995: 126). However,
Myers, (1995: 397) says motivation is “a need or desire that serves to energize behavior and to direct it toward a goal”. In this study, the term motivation is used to refer to the processes and factors that influence peoples‟ behaviours. In other words, motivation refers to internal and external factors that drive people to continually behave in a particular way.
2.1.3 Public Secondary Schools
The term secondary schools in the Tanzania context refers to the post primary schools that offer “formal education to persons who will have successfully completed seven years of primary education and have met the requisite entry requirement” (MOEC, 1995: 6).
Such schools are divided into two categories and these are: Ordinary Level Secondary
Schools (4 years) and Advanced Level Secondary Schools (2 years).The term
Government Secondary School is defined as “a school directly maintained and managed by the ministry or a local authority” (National Assembly, 1995).These are secondary schools that are owned and financed by the Central Government through the Ministry of
9 Education and Vocational Training or Local Authority. In other words, these are state owned or public schools.
2.1.4 Labour Turnover in Tanzania
Robbins, (2003) defines turnover as the voluntary and involuntary permanent withdrawal from an organization, and a high turnover rate results in increased recruiting, selection, and training costs. This could mean that labour turnover refers to a situation whereby employees exit from the organization voluntarily for various reasons, and thereby affecting the organization negatively in terms of costs and the capacity to deliver the minimum required services. Labour turnover is the rotation of workers around the labour market; between firms, jobs and occupations; and between the states of employment and unemployment. The labour turnover is defined by Price, (1977) as the ratio of the number of organizational members who have left during the period being considered divided by the average number of people in that organization during the period. For the basis of this study labour turnover in Tanzania is the ratio of the number of labour that leave a employment through attrition, dismissal, or resignation during a period to the number of employees on payroll during the same period.
2.2.0 Theoretical Literature Review
Labour turnover has been over the years the centre of theoretical discourse. In this study the following theories and models were reviewed:
10 2.2.1 Economic Model
Manu (2004) noted that workers leave from institution due to economic reasons. Using economic model he showed that people left from the institution due to economic reasons and these can be used to foretell the teacher turnover in the market. The economic model as used by Manu (2004) did think economic aspect as the reason behind teacher‟s decision to leave the teaching (work).This means that salary, bonus and other financial benefits being supreme reason.
This model has fruitfully explained how financial resource is a dominant determinant reason in determining employ turnover in any sector. This is because money could attract someone to be hired in the institution. Weakness of economic model despite the fact that, economic factor is a powerful determinant of labour turnover but there are other factors which can lead to employee/labour to quit and these includes professional mismatch, harsh supervision, organizational culture, working environment, job security and personal behaviour of changing employer especially in Singapore(Asian Finance, 1998;The Straits
Times,1996).
This model is relevant to this study because it has managed to explain the paramount reason as to why people quit from their employment. In actual sense people work to earn their living comfortably, hence once employees are promised of better pay in terms of salary and other financial benefits there are easily convinced to change their jobs.
2.2.2 Hertzberg’s Motivation- Hygiene Theory
The study was guided by the Motivation- hygiene theory of job satisfaction or the “Two-
Factor Theory” advocated by Herzberg et al., (1959). In this theory, they identified five
11 factors that influence both motivation and job satisfaction and these include: “recognition, achievement, advancement, responsibility, and work itself” Hertzberg et al., (1959:80).
They refer to these antecedents as “satisfiers” or “motivators”. Also, they contend that the above factors are associated to job satisfaction rather than job dissatisfaction.
Hertzberg and his companions believe that every worker has two sets of needs
(motivational and hygiene needs). He contends that employees in this respect, teachers will stay in their schools so long as their needs are satisfied and they are motivated.
Failure to meet their needs would automatically call for departure hence teacher turnover.
Hertzberg‟s theory however has a number of limitations. The theory assumes that all human beings have no loyalty to any organization and that as soon as their needs are no longer satisfied; they seek other employment, which is not the case in the real world where finding employment is sometimes not very easy. Secondly, the theory concentrates too much on the individual‟s needs independent of those of the organization or school and it does not put into consideration the fact that there may be times when the individual‟s services are not worthy of better pay to satisfy his or her needs and that may be a better replacement that would be a welcome change.
While Hertzberg concentrates on the motivation-hygiene needs as the driving force for them to seek alternative employment, Capelli, (2000) was of the view that it is the market, not the company that ultimately determines the movement of employees. Capelli, (2000) believes that it may be difficult to counter the pool of the market and that you cannot shield your employees from attractive opportunities and aggressive recruiters and suggests that “the old goal of human resource management to minimize overall employee turnover needs to be replaced by a new goal to influence who leaves and when. This study is interested in establishing whether teacher turnover rates are only driven by their desire
12 to satisfy their needs or whether there are other reasons. In the context of this study, there is a need to establish whether the teachers will leave the schools as soon as their needs are not satisfied or not.
2.2.3 Expectancy Theory
Another theory that has attracted our attention in regards to teacher turnover is the expectancy theory. The expectancy theory as advocated by Vroom (1964) argues that employees (teachers) are likely to leave if their expectations are not met. This theory was first proposed by Victor Vroom (Robbins and Judge, 2008 and Lunenburg and Ornstein,
2004). In this theory, it is argued that motivation emanates from three kinds of people‟s beliefs or assumptions and these are: expectancy, instrumentality and valence
Chelladurai, (1999). The term expectancy refers to the person‟s assumption that efforts will lead to achievement or accomplishment (ibid). Instrumentality refers to a person‟s assumptions that good work will bring about rewards. The term valence refers to “the perceived value of the rewards to the recipient” Chelladurai, (1999: 142).
This theory has relevancy to this study because it emphasizes what employees need or expected from an organisation and failure to fulfil those leads to low commitment, frustration, loss of morale and eventually leaving their jobs. In the context of this study, public schools can change their policies, treat their experienced staff better, and reward them accordingly so as to reduce teacher turnover.
2.2.4 Equity Theory
Equity theory proposes that worker‟s insights of what they contribute to the institution, what they get return and how their return contribution ratio compares to others inside and
13 outside the institution, resolve how far they see their employment affiliation to be (Adams
1963).Perceptions of unfairness are expected to cause workers to take actions to restore equity. This could cause some of actions such as quitting and lack of teamwork among teachers which may not be useful to the institution.
This theory has the following strength, it is appropriate in both developed and developing countries including Tanzania. It has also managed to make clear the influence of equity factor in determining member of staff turnover. This theory provides inputs to this study as it managed to explain clearly what causes employee turnover which is subject matter of the study. This theory explain that workers always have a tendency to make association of what they give to the institution and what they get in return in connection to other workers outside and inside the group .The habit of making comparison is what causes this workers to leave institution.
2.3 Main Issues Emerging from the Review of Theories
In the economic model as developed by Manu (2004) employee turnover is mostly driven by economic factor. The author maintained that, employee do quit from their jobs due to dissatisfaction of salary and other financial benefits on the other hand, and promised of good salary and other benefits by another employer. Hertzberg‟s motivation- hygiene theory has two sets of needs (motivational and hygiene needs). It contends that employees in this respect, teachers will stay in their schools so long as their needs are satisfied and they are motivated. This study was interested in establishing whether teacher turnover is only driven by their desire to satisfy their needs or whether there are other reasons. In the context of this study, there is a need to establish whether the teachers will leave the schools as soon as their needs are not satisfied or not.
14 Expectancy theory was preferred by the researcher because it emphasizes what employees expected from an organisation and failure to fulfil those leads to low commitment, frustration, loss of morale and eventually leaving their jobs. In the context of this study, public schools can change their policies, treat their experienced staff better, reward them accordingly so as to reduce teacher turnover.
Equity model as postulated by Adams (1963) suggested that employee normally make comparison of what they contribute to the organization, what they get in return and how their return contribution ratio compares to others inside and outside the organization. This comparison is what determined decision to move or remain in the organization.
15 2.4 Conceptual Framework
The conceptual framework that will guide the study includes independent variable, intervene variable and dependent variables as explained below:
Figure 2.1: A Conceptual Framework of the Study
Independent Variable Intervening Variable Dependent Variable
Factors influencing Reduction of teacher teacher turnover turnover rates
Proportion of teachers
that leave per annum Employer compared to those related factors employed in a year -Wages/benefits - Supervision - Poor conditions of work -Policy
-Advertisement Employee related factors -Incentives - Job satisfaction -Communication - Personal -Transport decision -Funding - Career growth -Motivation Other Variable
- Death Other factors
- Better pay else - Retrenchment
where (downsizing) - Competitive conditions - Retirement - Low status - Dismissals
Feedback
Source: Adapted from Onen, D. (2005) and Modified by the Author (2014)
16 This figure illustrates the factors influencing teacher turnover rates. These factors were categorized into three; that is, employer related factors, employee related and other related factors. Teacher turnover was looked at as the proportion of teachers that leave per annum compared to those employed in the same year. The relationship between employer, employee and other factors and teacher turnover was eminent and the intermediate variables in the study were death of some teacher‟s retrenchment, retirement and dismissals. Dependant variables were the reduction in the teacher turnover rates.
2.5 Empirical Related Literature Review
Most of the studies have been done in the developed countries such as United States of
America and United Kingdom but a few studies have been undertaken in the developing countries. For example in United States of America research has shown that one quarter of all beginning teachers leave teaching within four years (Benner, 2000; Rowan et al;
2002). In Chicago, a report on teacher turnover released on June 29th 2009 revealed that within 5 years most schools lose about half of their teachers. The exit of both new and experienced teachers is a great challenge for schools and school administrators as this usually carries along with negative consequences. Besides, any new initiative or professional development winds up having little time to take root; and turnover forces the
Government to spend a lot of time on recruitment and hiring new teachers.
In addition to that, Billingsley, (1992) reported that the lack of administrative support has been associated with intent to leave and attrition among teachers. Lack of administrative support encourages more teacher turnover because unqualified administrators do not always strive to find qualified teachers. Also Ingersoll, (1999) stated that inadequate support from the administration is a cause of teacher turnover. On the other hand,
Billingsley, (1992) reports that teachers can leave because of autonomy, job challenge,
17 and need of satisfaction through monetary rewards (1992). Therefore, teacher turnover has been assessed through the attitudes, opinions and conditions indicated on a survey that produced quantitative results. Need of teacher support from their administration is very important as Portner, (2005) reports that teachers who receive support from administration are more likely to stay in the field regardless of conflicts or stress they may incur within the school.
The International Journal of Education Policy and Leadership in Texas Districts, (2009) revealed that it takes a very strong individual to teach because they are so underpaid. It is a wonder anyone can survive on a teacher‟s salary alone especially a new teacher. In addition to the poor salary and starting out brand new teachers, many administrators hurl responsibilities at new teachers like committees and coaching with very small payments if any.In the United States of America still, there is considerable research reporting the positive effects of a pay rise on teacher turnover, increasing salaries across the board may not be a viable option to increase retention (Quartz et al., 2008). Hanushek, Kain, and
Rivkin, (2001) estimated that school districts in the United States would have to increase urban teachers' salaries by up to 50% to convince them to stay.
Additionally, United States suggests that there are a number of school level non-salary interventions which can encourage teacher retention, including:
Mentoring and induction. Schools providing mentoring programs for new teachers,and particular those that provided mentoring by colleagues in the school, appear to have lower rates of staff turnover Guarino et al., (2004); Quartz et al., (2008).
Autonomy. Schools which allow teacher more autonomy in planning and delivering the curriculum are found to have lower rates of attrition Guarino et al., (2004).
18 Support for professional development. Schools which encourage and support staff professional development are likely to see improved retention Quartz et al.,
(2008). The US research also suggests some wider policy actions which may increase teacher retention. In the US the ethnic background of teachers is associated with attrition rates.
In addition to that, Ingersoll, (2004), initiatives introduced to recruit new candidates into teaching include financial incentives including signing bonuses, housing assistance, student loan, and tuition reimbursement have been implemented to encourage entrance into the teaching profession. However, Ingersoll argues that policies and incentives such as these are dealing with the shortage of qualified teachers in the wrong way. Instead of trying to encourage increased recruitment, Ingersoll, (2004) argues that more attention should be paid to conditions within the profession in order to resolve teacher turnover. He then goes on to suggest that turnover should be dealt with in terms of improving teacher salary, increasing support for beginning teachers, increasing teachers influence in school wide decision making, and reducing student discipline problems.
Additionally, research conducted in Cyprus revealed that the teachers‟ job dissatisfaction was associated with students‟ misbehaviour and lack of interest, a decline in teachers‟ respect and status, power relationships with national authorities and teachers‟ lack of voice in education decision-making processes” (Zembylas and Papanastasiou, 2006: 244).
However, Dinham and Scott, (2000) conducted research in the United Kingdom and
Australia and they associate teachers‟ job dissatisfaction with extrinsic factors.
In sub-Saharan Africa a number of strategies have been used in an attempt to reduce teacher turnover. There have been some attempts to retain teachers by offering rewards for excellence in teaching, with mixed results. A scheme in Kenya offered incentive
19 prizes ranging from 21% to 43% of monthly salary for teachers whose students achieved high performance in examinations. The impact of the financial incentives on teachers' practices was to increase the number of preparatory sessions for the examinations.
However the authors noted that this scheme could result in teachers encouraging cheating at examinations, or provide an incentive for teachers to ask for transfers to "better" schools. The program did not impact on the levels of teacher absenteeism in Kenya
Glewwe (2003). In Ghana an annual award for the best teacher in each region has been reported to have a positive impact on morale of teachers. In The Gambia teachers were reported to be motivated by a Best Teacher Award organized by the Gambia Teachers
Union (GTU). This seems so popular that one of the head teachers interviewed in the study was planning to conduct similar awards at a school level (VSO, 2007).
There have been some indications that changes to deployment policy could reduce teacher turnover. In Lesotho, individual schools are allowed to select the teacher to be employed, a system which tends to favor local teachers, or teachers who are believed likely to accept the post (Mulkeen and Chen, 2007). In general, systems of local recruitment tend to increase teacher satisfaction, and reduce teacher turnover (Bennell and Akyeampong,
2007). In Ghana there are indications that deployment systems that allow newly qualified teachers, especially young women, to take posts in rural communities where they would perhaps feel safer, for example, near their relatives and systems that posted two newly qualified teachers together to the same school, would help to enable teachers move to difficult locations (Hedges, 2002). Maicibi, (2003) and Kayizza, (1990) too conducted studies on factors of job satisfaction among teachers in selected schools and districts in
Uganda and like other researchers found out that poor pay had ranked as the first factor that contributes to teacher turnover.
20 In relation to the above, Schwartz, (1984) adds that those working conditions, which include physical and psychological factors surrounding a job, vary in importance as a motivator and the absence of such motivating factors, employees and in this case teachers will exit. Hanushek, Kain and Rivkin, (2005) argue that while clearly important, teacher salaries are not all that matter. They show that teacher preferences cut across a range of job and school conditions may be just as important as salary in the retention decision.
According to their study, teachers might be willing to take lower salaries in exchange for better working conditions.
Related to this, is lack of resources in a school which contributes to teacher job dissatisfaction which then can lead to teacher turnover. Most teachers had to use their own money to equip their classrooms, they do not have enough textbooks and the ones they have are in poor condition, no mentors and no meaningful professional development.
Administrators were more concerned with growing bigger, moving to new buildings, giving themselves allowances at the expense of teachers, who the donkey worked. It takes a lot of interest and love for a teacher to do that which most probably teachers in Monduli
District cannot tolerate explaining the increase of teacher turnover.
An increased demand for secondary education in a limited number of secondary schools has resulted into an increase in the teacher-student ratio. This has resulted into an increase in class size and teaching loads through double shifts and multi subject specifications for teachers which is a cause of grievance especially when the salary scale does not match the work load Kajubi, (2001) some teachers are fatigued, lose morale and when the situation is not corrected or made more bearable, such teachers will seek employment in other schools. Westat, (2002) agrees with this by arguing that in a study of personnel needs in special education cited unmanageable workloads, the interference of paper work with
21 teaching and teaching children from 4 or more disability categories caused discontent and later turnover. Could this be a possible cause of teacher turnover in Monduli district? The study sets out to assert causes of turnover.
2.6 Teacher Turnover in Tanzania
Teacher turnover is a major problem that overwhelming the Government of Tanzania.
There are several factors lead to teacher turnover which include delay in paying salaries, increment, arrears ,promotion, poor working conditions and overloaded teachers .For instance, the document of Tanzania Teachers Union (TTU) and Haki Elimu, (2004) identified a major cause for teacher turnover in public secondary schools which is teachers are lowly paid. ADEA, (2008) found that late payment of salaries to teachers in public in African countries is another factor for teacher turnover. This is because the late payment of salaries imposes hardship on teachers.
Apart from that, Penrose, (1998) reported that in Tanzania 53% of public school teachers claimed that their salaries were never on time. Also, Barrett (2004) reported that „chronic levels‟ of teacher turnover which tends to increase when teachers run out for money.
Other turnover are caused by the teachers misconduct for example, the report of Teacher
Service Department (2010),says between 100-200 teachers out of a total of over 140,000 are dismissed for misconduct each year. Sexual misconduct by teachers is likely to be high at secondary schools, especially at urban schools.
One the other hand, main causes for teacher turnover is death: in the year 2001/2002 there were 1046 deaths of teachers, with 517 deaths for the first half of 2002/2003. At the end of 2001 there were 14 449 cumulative AIDS cases. Most cases fall within the 20-49 age group, with the highest number of reported cases in the 25-34 and 30-39 age groups for
22 females and males respectively (Kauzeni, 2004). If it is assumed that the turnover rate of
2.2 % per annum included death due to HIV/AIDS, it will result in an annual turnover of about 3200 in 2004 (MoEC, 2005a).
This means that, the problem of teacher turnover is serious though, the Government of
Tanzania poured countless efforts to do away with this problem for example, the construction of teachers‟ houses; from the period of 2007-2009, whereas 21,793 houses were to be built, it appears that about 2,179 were actually constructed (URT, 2008c,
2009b; Omari & Moshi, 2009).
This implies that motivated and satisfied secondary school teachers are most likely to affect the students learning positively while the opposite of that may have negative impacts on students‟ performance. Educational leaders and administrators have to pay special attention to the phenomena of motivation and teacher turnover. This also means that there is more literature of teacher turnover from the developed countries than there is from developing countries and Tanzania in particular. The performance in schools will never succeed if teacher turnover is ignored. If employees in an organization are motivated, they will render services to the employer and customers very efficiently and effectively.
2.7 Research Gaps
The above literature review has revealed that several researches have been conducted and revealed factors influencing teacher turnover as problem that has plagued the teaching profession for many years. Some of the turnover has been the result of retirement or personal reasons, for instance in United States of America 50% of teachers leave the profession because of job dissatisfaction or the desire to pursue a better job (Ingersoll,
23 2004).Many teachers were leaving the profession due to unrealistic expectations, complex school bureaucracies, negative attitudes toward teachers, low salaries, and inadequate facilities (Ingersoll, 2004:145) “Of those who leave because of job dissatisfaction, most link their turnover to several key factors: low salaries, lack of support from school administrators, lack of student motivation and student discipline problems”.
On the other hand, Hall (2005) reported that nearly three quarter of teachers in the
Western Cape of South Africa have considered leaving the profession due to low morale, heavy workloads, low job satisfaction, and better employment opportunities elsewhere.This means that studies conducted on this topic their findings focused on low salaries, low morale, heavy workloads, low job satisfaction, and better employment opportunities elsewhere but not on participation in decision making as observed by
Shann, (2001), “teachers were uniformly dissatisfied with their level of participation in decision making.” This implies that denial of opportunities for teachers to participate in decision making may make them dissatisfied with their job. Therefore, this study attempts to fill an existing gap in dealing with factors influencing teacher turnover specifically on decision making.
2.8 Summary
The Chapter on Review of Literature dealt with Introduction, Definition of Key Terms,
Theoretical literature review, Conceptual Framework, Analytical review, Critical review,
Empirical review, research gap as well as Conclusion of the chapter. The subsequently chapter, (Chapter Three) focuses Research Methodology.
24 CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
The chapter focuses on the Research Design; description of Study area, Sampling Method and Sample size, Method and techniques of data collection, sources of data as well as data analysis and interpretation
3.1 Research Design
A research design is the framework for a study that specifies how each activity should be conducted to accomplish the research objectives, which includes specifying the information required, designing the instruments, selecting the sample, collecting and analyzing the data (Robson, 2002). Research design also is a plan used to get out the expected results of the study; it is the arrangement of conditions for collection and analysis of data in a manner that aims to combine relevance to the research purpose with economy in procedure. Research design was needed because it facilitates the smooth sailing of the various research operations (Kothari, 2004).
A cross-sectional research design was applied in this study. The cross-sectional research design allows data to be collected at single point in the one time and used in descriptive study and for determination of relationship of variables. (Bailey, 1998: Babbie, 1990).
Descriptive research approach was intended to gained more information about the nature of a particular area of study. This approach therefore used to provide a picture of a situation so as to identify the problems (Burns and Grove, 1999) the main purpose of
25 descriptive research is to provide a description on the state of affairs as it exists at present or a given time Kothari (2005).
3.2 Study Area
The study has been conducted at Monduli district in Arusha region. According to the
Profile of Monduli District: Monduli district is one of the five districts of the Arusha
Region in Tanzania. It is located in the northeastern section of the country. It is bordered to the north by Kenya, to the east by the Kilimanjaro Region and Arumeru District, to the south by the Manyara Region and to the west by Ngorongoro District and Karatu District.
The Monduli District is near the city of Arusha and Mt. Meru. Wards of Engutoto,
Monduli juu, Engaruka and Mto wa Mbu at Monduli district were selected as areas of study because these areas have been experiencing a great number of teacher turnover hence to do away with the problem. On top of that wards of Engutoto and Mto wa Mbu were found in area where all services are availabble as well as schools found in these wards are older than schools found in Monduli juu and Engaruka wards. For example, report of District Secondary Schools Statistics and Logistics Officer (2013) at Monduli
Juu Ward there is one secondary school named Olesokoine with fifteen (15) teachers in
2013 in the same year 4 teachers left equal to 26.67%,Engaruka ward has two schools
Oldonyo lengai with 15 teachers in the same year 3 teachers left equal to 20% and Oltinga have 13 teachers in the same year 2 teachers quit equal 15%.Engutoto Ward has two secondary schools, these are Engutoto secondary school with 31 teachers in 2013 in the same year 6 teachers left equal to 19% and Irkisongo secondary school has 44 teachers in
2013 in the same year 8 teachers quit equal to 18%.Mto wa Mbu ward has two schools but one school was selected which is Manyara secondary school with 42 teachers in 2013 in the same year 6 teachers left equal to 14%.The above data revealed that there is teacher
26 turnover at Monduli district and that is why study is focused at the wards mentioned above.
3.1.1 Administrative Structure
The current Monduli District is divided into 3 divisions (Manyara, Makuyuni and
Kisongo), 11 Wards and 39 Villages. The District has an area of 6,419 km2.
Figure3. 1: Map of Monduli District Council
Source: Monduli Dstrict Profile
3.1.2 Population
According to the National Bureau of Statistics Tanzania (2012), the District had 158,929 people. The major Ethnic groups are the Wamasai (40%) and the Waarusha (20%).
27 3.1.3 Economic Activities
More than 90% of the population in Monduli District is engaged in keeping livestock and agriculture. The District is estimated to have 105,547.5 hectares of potential arable land but only 87,632.5 hectares are under cultivation. Although large scale farming is practiced in the Southern part of the District (Lolkisale), subsistence farming is the main form of farming. Major food and cash crops are maize, beans and paddy which are leading staple food crops. Coffee and sunflowers are grown at a small scale. The mode of transport and communication mainly used in Monduli district are land transport where cars motorcycle and bicycles are highly used.
3.3 Study Population
Population refers to the total number of items about which the information is desired
Kothari (1990). This study has been conducted using different categories of subjects and the population from each category have been selected using simple random sampling. The study population comprised of students, teachers and headmasters of some selected public secondary schools in Monduli District. Teachers were selected because they are directly concerned with the academic performance of students and they know why teachers leave schools, students were selected because they are directly affected by teacher turnover while Headmasters were sampled because they are particularly responsible for both students academic performance and with teacher turnover, they have the responsibility to notify district council to fill the gaps.
28 3.4 Sampling Techniques
Sampling is defined as the strategy used to select a sample of participants chosen from the whole population to gain information about the larger group. Sample Technique is the procedure used to select people, places or things to study in the target area Cohen ( 2007).
A sample is “a smaller (but hopefully representative) collection of units from a population used to determine truths about that population” (Gray, 2005).
In this study, the researcher adopted purposive sampling and randomly selected. Gall
(2005), define purposive sampling as the process of selecting cases that are likely to be information-rich with respect to the purpose of a particular study. Information-rich participants are likely to be knowledgeable and informative about the phenomenon under investigation. In this study simple random sampling technique was used and sample size of sixty six (66) headmasters, teachers and students. Random sample ensures the law of
Statistical Regularity which states that if an average the sample chosen is a random one, the sample will have the same composition and characteristics as the universe (Kothari,
2004). The target population (group) for this study was headmasters, teachers and students. The sample size of 66 was also found appropriate because according to Hogg and Tanis (1977) a sample size of 25 to 30 is enough for analysis and reporting purposes.
However, this study amplified the sample size to 66 in order to increase accuracy of the findings Saunders ( 2000).
3.5 Sample Size
A sample size representative of the study population has been selected using simple random sampling and purposive sampling. Selection of sample schools have been studied with purposefully follow random sampling criteria by selecting samples from population
29 where by each member of the population has equal chance of inclusion in the sample.
This technique is used to pick up by counting public secondary schools as well as individuals from the selected schools. Purposive sampling technique also employed key informants. Purposive sampling aims at gaining deeper insight into the phenomenon under study and it does not aim at gaining population validity. This technique is used because the researcher wants to select cases, which are full of information required. This technique involved two experienced Headmasters and two students in each school.
Therefore, both probability and non-probability sampling techniques were used to select the appropriate respondents. A representative sample gave results that can be generalized to the study population the sample of 6 schools and 66 respondents selected from all categories of teaching staff, students and headmasters. The determination of the sample size based on Yamane‟s formula indicated in equation 1 and described by (Rwegoshora,
2006) is the best formula to be used in this study to calculate the sample size.
Where: n=sample size
N=population size e = sampling error (In this study the sampling error is 5%).
As the case of Monduli district the number of secondary school teachers is 376.Therefore, according to Yamane.
n = 376/1+376( ) 2
n = 376/1+376 (o.o5)2
n = 376/1+376(o.o25)
30 n =376/8.9
n = 42.2 Approximately 42.
Therefore, sample is 50+6+10 =66.The researcher‟s target population is all teachers, students and headmasters in public secondary schools in Monduli District. 66 were the targeted respondents consisting of 50 teachers, 10 students and 6 Headmasters. The researcher is therefore confident of the generalisability of the study findings.
3.6 Sample Selection Procedure
Sample selections used were probability sampling technique especially simple random sampling and purposive sampling. Simple random sampling is used because the study intended to select a representative without bias from the accessible population. This ensured that each member of the target population has an equal and independent chance of being included in the sample. Purposive sampling was used to select respondents especially headmasters and students in order to collect focused information, typical and useful information to avoid time and money wasting. The study employed multi- instruments using both primary and secondary methods. The study used the following tools or techniques: questionnaires were given to 50 randomly selected teachers both male and female in all schools and to 4 headmasters who less experienced were provided with questionnaires, two experienced headmasters were selected as key informants for interview and 2 students were interviewed in each school to cross-check responses provided with teachers and headmasters.
31 3.7 Data Collection Instruments and Methods
3.7.1 Questionnaire Survey
Questionnaire is a data gathering tool through which respondents responds to a question or statement that generally requires factual information (Best and Kahn, 2003). This is a tool used in data collection because it is friendly, faster and the most effective and efficient in data collection. Questionnaires have been prepared and distributed to the total of 50 teachers due to the formula applied in calculating sample size provided by Yamane described by (Rwegoshora, 2006) in the part of sample size above. Both open and closed ended types of questionnaires were used in data collection. Questionnaires were used in this study because it covers large number of respondents who are widely spread geographically, free from bias, respondents have enough time to give well thought response and respondents who are not easily approached can be reached easily.
3.7.2 Key Informant Interviews
This study included face to face interviews which were carried out with 2 headmasters and 10 students to cross check the response from the questionnaire. These were designed in such a way that more specific and truthful answers were reached. These helped to capture information, not provided by the questionnaires. The method used in interview guide helped to capture the respondents‟ views. This method is preferred because of its flexibility and ability to provide new ideas on the subject (Kothari, 1990).
3.7.3 Documentary Analysis
Secondary data from materials such as textbooks, newspapers, journals and internet were used to back up primary information and relate the findings to the approaches already in
32 existence. These secondary materials were obtained from different libraries such as Social
Sciences Library of University of Dodoma, Collage of Education Library of University of
Dodoma and in the internet.
3.7.4 Procedures of Data Collection
The researcher was assisted by two research assistants in distribution and administering questionnaires. Interviews were conducted and recorded by the researcher. The data collected were computed with the use of computer, edited and coded to minimize obvious errors. Then data were grouped into tables and frequency graphs. The collected data were analyzed, interpreted and then discussed. The obtained information from questionnaires, interviews and document analysis were regularly coded and updated on a coding framework. Qualitative data were descriptively analyzed while quantitative data were analyzed using a Statistical Package for Social Sciences (SPSS). The researcher use a quantitative research design using descriptive statistics such as frequency counts, percentage charts and averages for structured items meanings were contextualized, interpreted and organized according to their sources.
3.7.5 Validity and Reliability
According to Crocker and Algina, (1986), the researcher has a responsibility to identify the sources of measurement error that would be most detrimental to useful score interpretation and design a reliability study that permits such errors to occur so that their effects can be assessed. Pretesting or pilot testing an instrument allows for the identification of such sources. Refinement of the instrument then focuses on minimizing measurement error. The researcher pre-tested the instrument using 5 respondents so as to assess the validity and reliability of the questionnaires and interviews. The language used
33 by the researcher in administering the instrument of collecting data was English and
Kiswahili language employed whenever clarification is needed.
3.7.6 Ethical Considerations
This study observed privacy and confidentiality of the respondents. However, respondents were assured confidentiality of the information they provided by being told that such information is used for the purpose of this study as indicated in the introductory part of the questionnaire.
34 CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
4.0 Introduction
This study investigated the factors influencing teacher turnover in public secondary schools in Monduli District. It particularly focused on existing state of teacher turnover, impact of teacher turnover and strategies to be adopted to retain teachers in the job in public secondary schools in Monduli District. Data were collected from 6 randomly selected public secondary schools in Monduli District using questionnaires and interviews. The data was analysed using percentages in figures and tables. The researcher grouped the data in accordance to the research objectives and questions.
4.1 Respondents Selected in Public Secondary Schools in Monduli District
The researcher collected data from 10 students, 50 teachers and 6 headmasters of selected public secondary schools in Monduli District. Teachers comprised the biggest percentage of respondents; that is, (76%) because the study focused on them directly and their influence was paramount. The pie chart below in figure 4.1 shows the percentage distribution of the respondents.
35 Figure 4.1: Percentage Distribution of Respondents in Public Secondary Schools
Source: Research Findings, 2014
Figure 4.1 presents the majority respondents (76%) as teachers, 15% of students and 9% of headmasters. Teachers were the majority respondents because they were directly focused in the study and they are responsible for students‟ academic performance.
Students formed the second biggest percentage of respondents because they are too affected by teacher turnover. The headmasters formed the least percentage of respondents since they are very few, that is one per school as compared to students and teachers who are many.
4.2 Characteristics of Respondents in the Sample
Using a questionnaire, respondents were requested to indicate name of their schools, location of their schools, type of school, sex, age, highest qualifications and when did they get these qualifications and teaching experience. Their responses are summarized below:
36 Table 4.1 below shows that the majority of respondents that is 71% were male who were found in rural areas while female teachers who were teaching in rural areas constituted
29%.On the other hand, the majority of teachers in urban areas are female who constituted 69% whereas male teachers were 31%.This implies that, female teachers are not resistant compared to male teachers. Additionally, female teachers used to care for their children therefore they want to live in place where there are social services like medical services, water and centers where their children could be natured. As one of the key informant who is experienced headmaster in rural areas said: Female teachers used to move from one school to another in search of social services, following their husbands or spouse and some of them have health problems that is why in rural areas there are few female teachers compared to urban areas.
Table 4.1: Respondents by Sex and Location of Schools
Location Rural Urban Total N % N % N % Male 20 71 12 31 32 48 Female 08 29 26 69 34 52 Total 28 100 38 100 66 100
Source: Research Findings, 2014
4.2.1 Sex of Teachers Studied in Public Secondary Schools in Monduli District
Figure 4.2 shows that the female (52%) constitute a bigger percentage of the teachers since the male only form 48%. This could probably be explained by the fact that men are more money minded as compared to women and need more money for day to day running of their affairs, women on the other hand side can partly be subsidized by their husbands if married. This trend of events however is disadvantageous to schools since women have
37 many responsibilities outside school activities like mothering, domestic activities; they cannot easily carryout extra work at night due to fact that most of schools in Monduli district were boarding schools because Maasai societies move with their livestock from one point to another for search of pasture and water.
Figure 4.2: Sex of Teachers Studied in Public Secondary Schools in Monduli District
Source: Research Findings, 2014
4.2.2 Age Group of Teachers in Public Secondary Schools in Monduli District
The figure 4.3 below shows the age group of the studied teachers in public secondary schools in Monduli District. The percentages indicate that the majority 47% of the teachers in public secondary school in Monduli District is in the age of 20 – 29 years, and indicator that majority of the teachers in public secondary schools are considerably young teachers. This probably explains why teacher turnover is high in these schools. Usually
“young teachers” with overwhelming ambitions are highly migrant in the education labour market a situation that creates instability in the teaching staff. Meanwhile those in the age of 30 – 39 years form 35% of the total number of teachers and those above 40 years are the least with 18% of the total number of teachers, an
38 indicator that by 40 years many teachers have left public secondary schools either for private schools or to look for greener pastures elsewhere for example, in business.
Figure 4.3: Age Group of Teachers in Public Secondary Schools in Monduli District
Source: Research Findings, 2014
4.2.3 Type of Schools Studied in Public Secondary Schools in Monduli District
This study also focused on knowing the type of school where the respondents who were teachers, students and headmasters. The study revealed that all schools in Monduli district were mixed or a co-education school which means that, these schools accommodates both sex that is boys and girls. The schools in Monduli are mixed because most of them are community based that is most of them was built by the community.
4.2.4 Headmasters and Teachers Studied Who Spent Teaching Period Elsewhere
Table 4.2 below present the data on the question that wanted to know the period spent in teaching elsewhere of the respondents both interviewed and who filled questionnaires.
39 Based on the table, it was found that 43 %( 6) respondents have spent 7 to 9 years elsewhere, 28 %( 4) respondents had spent 4 to 6 years in other schools, 22% (3) of the teachers have spent 10 and above saving in other schools and 7% (1) respondent spent 1 to 3 years. This means that teachers are migrating from rural schools to urban schools due to fact that schools in rural areas miss some of the social needs like power and communication system. For example one of the key informants who was an experienced headmaster argued that: I request for a transfer from school which is found in the area where there is no network coverage and also there is no power as well.
Table 4.2: Headmasters and Teachers Studied who Spent Teaching Period
Elsewhere
Period spent elsewhere(years) Frequency(f) Percentage (%) 1-3 1 7 4-6 4 28 7-9 6 43 10 and above 3 22 Total 14 100 Source: Research Findings, 2014
4.2.5 Qualifications of the Respondents Attained in Public Secondary Schools
in Monduli District
Table 4.3 below revealed that the biggest percentage 64% of teachers in public secondary schools in Monduli District hold diploma, 30% are bachelor degree holders and 06% are postgraduate holders. On average therefore most schools in public secondary schools in
Monduli District employ diploma teachers, this is major reason to convince Monduli district that the quality of teachers is good and therefore good student‟s academic performance is a possible reality.
40 Table 4.3: Qualifications of the Teachers Attained in Public Secondary Schools
Qualifications Frequency (f) Percentage (%) Diploma 32 64 Bachelor degree 15 30 Postgraduate 3 06 Total 50 100
Source: Research Findings, 2014
4.2.6 Time When These Qualifications Were Acquired by the Teachers
Studied at Monduli District
This study also wants to know when teachers of public secondary schools at Monduli district obtained these qualifications. Table 4. 4 below reports that 42% (21) who are diploma holders obtained those qualifications in 1 to 5 years, 16% (08) who are diploma holders also acquired these qualifications in 6 to 10 years and 4% (2) who are diploma holders as well get these qualifications in more than 11 years. Regarding teachers who have bachelor degree 20% (10) of them acquired their degrees in 1 to 5 years, 08% (04) obtained their bachelor degree in 6 to 10 years and 04% (02) got their bachelor degree in more than 11 years and above. Teachers who have postgraduate degrees were 06% (03) obtained their qualification in less than 10 years. This implies that teachers of public secondary schools in Monduli district were motivated to further their education due to fact that they want to find good living environment and wages.
41 Table 4.4: Time in Which Qualifications Were Acquired by Teachers
At what time Education level acquired(years) Frequency(f) Percentage (%) Diploma 1-5 21 42 6-10 08 16 11 and above 02 04 Bachelor degree 1-5 10 20 6-10 04 08 11 and above 02 04 Postgraduate 1-5 02 04 6-10 01 02 11 and above Total 50 100
Source: Research Findings, 2014
4.2.7 Teaching Experience of the Teachers in Public Secondary Schools
Table 4.5 below results indicate that majority (54%) of the teachers in public secondary schools in Monduli District have spent 1 – 5 years in their schools 24% have spent 6-10 years, 14% have spent 11-15 years while 08% have spent above 16 years. On average therefore a relatively big proportion of teachers in public secondary schools in Monduli
District have spent less than 10 years in their schools. These figures suggest that most teachers leave teaching or switch schools often. This is an indicator that it is the fresh teachers who join the teaching when teachers start gaining experience, that‟s when they think of leaving, only for fresh teachers join. It‟s no doubt hence that this affects students academic performance in public secondary schools in Monduli district, it is in this context that the study was conducted to try and devise means upon which Monduli district may base themselves and try to reduce teacher turnover in these schools.
42 Table4. 5: Teaching Experience of the Teachers
Experience(years) Frequency (f) Percentage (%) 1-5 27 54 6-10 12 24 11-15 7 14 16-20 2 04 26 and above 2 04 Total 50 100
Source: Research Findings, 2014
4.2.8 Marital Status of the Secondary School Teachers Studied
Marital status has been one of the factors for studying the extent and effects of turnover in public secondary schools in Monduli district. Figure 4.4 below showed that 36 %( 18) of respondents were married, 60 %( 30) were single, 2 %( 1) is widow and 2 %( 1) is widower. This study shows that majority of the teachers were single due to fact that most of them are employed within five years and they are fresh from colleges and universities.
Therefore the crucial thing with marital status is to test if there is association with teacher turnover.
43 Figure 4.4: Marital Status of the Secondary School Teachers Studied
Source: Research Findings, 2014
4.2.9 Headmasters Selected Public Secondary Schools in Monduli District
With the use of interviews and questionnaires the headmasters of selected public secondary schools in Monduli District were asked to mention their age, qualification level and experience as headmasters in their respective schools. The researcher picked on headmasters because he thought as administrators they are directly involved with teachers affairs and possibly their management styles impacted on teacher turnover. Besides they are the one who reports to the district in case some teachers leave. In addition, headmasters were considered necessary in this study since information regarding flow of teachers could be easily established and possibly considering the years they have spent in school, they would also help to identify some of the factors influencing teacher turnover.
Table 4.6 presents the summary of the age, highest qualifications and experience of headmasters in public secondary schools in Monduli district.
44 Table 4.6: Headmasters’ Age, Qualifications and Experience in Headship
Age (f) (%) Qualification (f) (%) Experience (f) % 30-39 1 17 Diploma 1 17 1-10 2 34 Bachelor 40-49 2 33 degree 4 66 11-20 3 50 21 and 50-59 3 50 Postgraduate 1 17 above 1 16 Total 6 100 6 100 6 100
Source: Research Findings, 2014
The results from the above table 4.6 indicate that the highest numbers of headmasters
50% (3) are in the age of 50-59 years, 17% (1) is between the ages of 30-39 years while
33% (2) are in the age of 40-49 years. As far as the qualification is concerned, the majority headmasters 66%(4) have bachelor degree, while the least were diploma holders with 17%(1). The majority were bachelor‟s degree holders because, like teachers, the acceptable standards are bachelor‟s degree holders for one to be a Headmaster in a secondary school. Regarding experience, on average the highest percentage of headmasters, 50% in public secondary schools in Monduli District have got headship experience of 11 – 20 years. The information collected by the researcher can therefore be considered accurate since they had witnessed teacher turnover for at least ten years.
4.2.10 When Headmasters Did Acquired These Qualifications
This study also wants to know when headmasters of public secondary schools at Monduli district obtained these qualifications. Table 4.7 below reported that 16.67% (1) who is a diploma holder obtained this qualification 20 years ago. Regarding headmasters who have bachelor degrees 50% (03) of them acquired their degrees in 1 to 10 years and 16.67 %
(01) obtained his bachelor degree in 11 and above years. On the other hand one
45 headmaster has master degree of which 16.67% (1) obtained this qualification 5 years ago. This implies that headmasters of public secondary schools in Monduli district were motivated to up-to-date their education due to fact that they want to find good living environment and salaries.
Table 4.7: When Headmasters did Acquired these Qualifications
Time Frequency Qualifications acquired(years) (f) Percentage (%) Diploma 20 years ago 1 16.67 Bachelor degree 1-10 3 50 11 and above 1 16.67 Master degree 5 years ago 1 16.67 Total 06 100
Source: Research Findings, 2014
4.2.11 Marital Status of the Headmasters Studied
One of the factors for studying to headmasters is marital status due to the extent and effects of turnover in public secondary schools in Monduli district. This study shows that all headmasters studied were married due to fact that most of them are employed in more than 10 years and they are experienced teachers.
4.2.12 Work Experience as Headmasters in Present School
Table 4.8 below present the data on the time spent in present school by headmasters both interviewed and who filled questionnaires. Based on the table, it was found that 50 %( 03) of the headmasters have spent 6 to 10 years in present school, 16.67 %( 01) of the headmasters had spent 11 to 15 years in present schools, 16.67% (01) of the headmasters
46 have spent 16 and above saving in present schools This means that headmasters are moving from one schools to another schools due to fact that Monduli district want improve their deeds and to improve students‟ performance.
Table4. 8: Work Experience as Headmasters in Present School
Time spent in present school Frequency (f) Percentage (%) 1-5 01 16.67 6-10 03 50 11-15 01 16.67 16 and above 01 16.67 Total 06 100
Source: Research Findings, 2014
4.2.13 Number of Teachers in Public Secondary Schools
This study wanted to determine the number of teachers in each school studied by asking headmasters to provide data because they know their teachers. It is noted that six schools studied have reported the following: Irkisongo secondary school has 54 teachers which is found in urban area, Engutoto secondary school has 40 teachers which is also found in urban area, Manyara secondary school has 52 teachers it is located where there are all social services like water, electricity, medical services and communication system,
Olesokoine secondary school has 22 teachers which is located in remote area, Oltinga secondary school has 18 teachers which is also located in remote where there is no source of water and Oldonyo lengai secondary school has 20 teachers, this school is located in area where there is no network coverage and no electricity though other services like water and medical services were available. This means that studied schools were both rural and urban schools as well as older schools and newly established factors were considered.
47 Table 4.9: Number of Teachers in Public Secondary Schools
Name of school Number of teachers Irkisongo Sec. School 54 Engutoto Sec. School 40 Manyara Sec. School 52 Olesokoine Sec. School 22 Oltinga Sec. School 18 Oldonyo lengai Sec. School 20 Total 206
Source: Research Findings, 2014
4.2.14 Responses of the Headmasters on Teacher Turnover over the Last 5
Years
This study wanted to know teacher turnover over the last five years and reasons why teachers were quitting from their schools. Table 4.10 below reported the year, number of teachers who quit in a year and reasons for quitting. This could be explained that in each year teachers were furthering their education due to fact that they want conducive environment in their work as well as better pay. On top of that in each year teachers were transferring to other schools this is because in the schools they were posted there is either shortage of teachers or social services like water, electricity and medical services. Some of the teachers were quitting their schools because of family problems in terms of their spouse were far from them while other teachers have health problems like those who were suffering from diabetes needs‟ areas with medical services. In addition to that a poor working condition was an issue to be considered due to its importance. Teachers were sufferers due to fact that there were no houses, low salaries, no incentives and in some of the rural areas there were no services like water, electricity and communication system
48 like roads and in some areas there is no network coverage. Additionally in some schools in remote area there is even no car to make teachers move from their schools to district headquarters or other places. Therefore the government and Monduli district should adhere to these reasons so as to make teachers enjoy their work and not be tempted to move away from teaching.
Table 4.10: Responses of the Headmasters on Teacher Turnover over the Last 5
Years
Year Number of teachers who left Reasons Further study Transfer Poor working conditions 2010 06 Better pay elsewhere Promotion Transfer Further study Poor working conditions 2011 09 Lack of motivation Political interference Health and family problems Transfer Further study Poor working conditions 2012 13 Lack of motivation Family and health problems Transfer Further study Better pay elsewhere 2013 29 Poor working conditions Transfer Further study Family and health problems Poor working conditions 2014 12 Promotion Total 66
Source: Research Findings, 2014
49 4.2.15 Characteristics of Students in the Sample
Students were interviewed and asked to mention their sex, age, class and years spent in the school. Their responses are summarised in the respective table below:
Table4. 11: Students’ Age, Sex, and Duration Spent in Public Secondary Schools
Age f % Sex F % Duration f % 14-16 5 50 Male 5 50 1-2yrs 4 40 17-19 3 30 Female 5 50 3-4yrs 4 40 20 and above 2 20 5-6yrs 2 20 Total 10 100 10 100 10 100
Source: Research Findings, 2014
From the percentages, it is evident that the majority 50% of students in public secondary schools in Monduli District are in the age of 14 – 16 years; this is an indicator that the information received from them was mature and therefore can be regarded as appropriate for the researcher to make a generalization. Those in the age of 17 – 19 form 30% of the total number of students, those above 20 years constituted only 20%. This was possibly because the majority of the schools studied were ordinary level secondary schools and besides these days, students study when still very young.
Table 4.11 shows that among the students studied, 50% were boys and 50% girls. This could probably be explained by the fact that these days there is need to emphasize women emancipation and parents treat children the same and offer both sexes the same opportunities in all spheres including education. Besides, the researcher also intentionally gave both sexes the same chances to acquire unbiased and balanced information.
50 Table 4.11 is suggestive of the fact that the percentage 40% of students studied in public secondary schools in Monduli District had spent at least 3-4years in the school, years that the researcher found appropriate or enough for students to provide relatively correct information to the study. However 40% had spent only 1 to 2 years, this percentage however enough to make in impact on the findings while 20% had spent 5 – 6 years, much as this percentage was not big enough, information got from those students helped a lot in making the conclusions and therefore their contribution could not easily be underestimated. This means that they gave accurate information from which the researcher generalized his observation to suit the whole District of Monduli.
4.2.16 Teaching Subjects of the Teachers
It was found that respondents who are teaching arts subjects such as English 18%,
Kiswahili 18%, History 12% and Geography 12% were more than other subjects whereby all these subjects constituted 60%. These were followed by science subjects that are
Chemistry 08%, Biology 06%, Physics 04% and Mathematics 06% all science subjects scored 24%. Finally were followed by Civics 04%, Home economics 06% and Commerce and Book keeping 06% which constituted 16%. These findings can be found in table 4.12 below. This study revealed that there are more teachers who are teaching English,
Kiswahili, Geography and History. This implies that most of the time Monduli district posts more teachers who are teaching these subjects in its schools and also several
Universities and Colleges are producing more teachers in those subjects.
51 Table 4.12: Teaching Subjects of the Respondents
Subjects Frequency (f) Percentage (%) English 9 18 Kiswahili 9 18 Civics 2 04 Biology 3 06 Chemistry 4 08 Mathematics 3 06 Physics 2 04 History 6 12 Home economics 3 06 Geography 6 12 Commerce and book keeping 3 06 Total 50 100
Source: Research Findings, 2014
4.2.17 Employment of Respondents in Current Schools
Figure 4.5 below presents the findings of the teachers studied in public secondary schools at Monduli district which wanted to know how did they joined their schools. It was found that 58% (29) of the teachers joined their schools through application, 28 %( 14) of the respondents who are teachers joined in the schools they are now by transfer, 12 %( 06) of the teachers joined the schools they are now through promotion whereby in the previous were primary school teachers, and 2% (1) joined his school through advertisement due to fact that in 2007 some of the teachers were provided with short courses in three months
Which qualify them to be given a licence of teaching in secondary schools in not more than four years. This simply mean that majority of the teachers joined their schools through application because in the last semester or term of their studies were suppose to
52 fill application forms found in their colleges or universities to ask for posts in public secondary schools. On the other hand there is high percentage of transfers whereby 28% transferred from other schools led to teacher turnover where study focused itself. In other words teachers were moving from rural based schools to urban schools due to fact that in
Monduli district some of the areas are in difficult state because there is no water, electricity and network coverage this made teachers oftenly ask for transfers.
Figure 4.5: Employment of Respondents in Current Schools
Source: Research Findings, 2014
4.3 Present State of Teacher Turnover in Public Secondary Schools
This study wanted to know the existing state of teacher turnover in public secondary schools in Monduli district. Additionally, it focused on identifying the situation of turnover rates among the teachers in public secondary schools in Monduli.
53 4.3.1 Number of Employed Teachers Since you Joined
This study wanted to know number of teachers who have been employed since present teachers joined the school. Based on table 4.13 below, it found that 40% (20) of the teachers reported that 1 to 5 teachers were employed, 20% (10) of the respondents said 6 to 10 were recruited, 20% (10) of the respondents observed that 11 to 15 of the teachers were employed, 12% (06) of the teachers said 16 to 20 of the teachers were employed and
08% (04) of the respondents found that 21 and above of the teachers were recruited in teaching profession. This could be explain that, majority of the teachers were employed in each year due to fact that government of Tanzania pour countless efforts to make sure that ward or community schools acquired enough teachers. Additionally, there is huge number of youngsters who graduating from various colleges and universities who want to take chances in these schools.
Table 4.13: Number of Employed Teachers since you Joined
Employed teachers Frequency (f) Percentage (%) 1-5 20 40 6-10 10 20 11-15 10 20 16-20 6 12 21 and above 4 08 Total 50 100
Source: Research Findings, 2014
4.3.2 Teachers Who Have Left School in Public Secondary Schools
This study also wanted to know if teachers are aware of teachers who have left school since they joined. Based on the study it was found that 40% (20) of the teachers reported
54 that 6 to 10 teachers left school since they joined, 38% (19) of the respondents said that 1 to 5 teachers have left school, 10% (05) of the teachers revealed that 21 and above left school since they joined schools they are now and 08% (04) of the teachers reported that
16 to 20 teachers had quit from their schools.
Table 4.14: Teachers who have Left School in Public Secondary Schools
Teachers who have left Frequency(f) Percentage (%) 1-5 19 38 6-10 20 40 11-15 2 4 16-20 4 08 21 and above 5 10 Total 50 100
Source: Research Findings, 2014
4.3.3 Respondents’ Reasons for Leaving Schools
The study found out that 80% of the respondents knew the reasons for teachers‟ leaving schools. While 20% of the respondents said NO this means that they are not aware of the reasons for teachers‟ leaving. These findings are shown in figure 4.2. This means that according to teachers who were given questionnaires mentioned some of the reasons as to why teachers were leaving their schools. One of the reasons mentioned by majority of the teachers is inadequate salaries; many teachers claimed that the monthly salaries given are not enough to meet their basic needs and taking into account the high cost of living due to high inflation so the payments given to them cannot fulfill their expectations. All teachers, regardless of gender, location, or type of school, argued that the salary which they are getting is inadequate for them to live a decent life. Teachers feel that their low
55 status has to do with the low salary they receive as one of the key informant argued: Our profession of teaching is a respectable profession, but the salary that teachers are paid, make many people despise teachers. If you are a committed teacher you do not have time to engage in any other activity. For example, once you finish teaching, you are supposed to mark students’ exercise books. Then we prepare for the next day. So we have very little time to do anything else. As we spend lot of time on our work, the salary that we get should have reflected this. We should at least have been paid a salary that makes us live comfortably.
Another issue raised by the teachers was housing which is major problem faced by nearly all the teachers; there are simply not enough school houses to go around. Only a tiny proportion of teachers stay in houses provided by schools. One of the students argued our teachers were living in difficult situation due to shortage of houses around school. Some of the teachers rent house far from school so they were not able to help us during ample time.
Apart from that, teaching load is heavier for teachers in rural schools especially for mathematics and physics teachers than in urban schools, for instance in one of the school studied one teacher is teaching more than 40 periods per week whereby he used to taught whole school from form one to four mathematics and physics. As students from Engutoto secondary school argued it is a half term now we were not taught physics because teacher who was suppose teach this lesson left school and went to private school.
Teachers also stated that their schools did not have adequate teaching and learning resources. Availability of textbooks is still a major problem despite efforts made under the SEDP to provide textbooks to schools. As one of the key informant states: Availability
56 of textbooks is a big problem. One book is supposed to be shared by 2 students but in many subjects we have 5 textbooks for 40 students, some classes even have more than 60 students. Lack of textbooks is making teaching very difficult.
Figure 4.6: Respondents’ Reasons for Leaving Schools
Source: Research Findings, 2014
4.3.4 Reward System and How It Operates
This study also wanted to assess if teachers are aware of any reward system provided in their schools. The study identified that 48% of the teachers said are aware of rewards provided by their schools while 52% of the teachers reported that there is no any reward system in their schools. Table 4.14 below reports how reward system operate whereby
48% (24) of the teachers said that there was no any reward system in their schools while
42 % (21) of the teachers reported that were given incentives whereby teachers were given some amount of money when students obtained A and B scores in their national
57 examinations and 10% (05) of the teachers were provided with material things such as sugar, rice and beans. This mean that in some schools teachers are rewarded while in other schools there is no reward system especially in rural schools teachers are complaining much compared to urban based schools this situation led them to quit the school.
Table 4.15: Reward System Provided to Respondents in Their Schools
Reward system Frequency (f) Percentage (%) incentives 21 42 material things 5 10 no any reward given 24 48 Total 50 100
Source: Research Findings, 2014
4.3.5 Ranking Factors that Cause Teacher Turnover in Public Secondary
This study wanted to seek factors that causes teacher turnover in public secondary schools in Monduli district. Therefore teachers were asked to rank some of the factors that cause teacher turnover in their school and other schools; they provide the following results that
42% of the respondents said that the cause of teacher turnover is poor working conditions.
This means that there is shortage of teachers‟ houses; in some of the villages where schools were built there are no medical services, inadequate teaching and learning resources like books and no network coverage whereby this situation influence teachers to transfer or quit to private schools.
On the other hand, 34% of the respondents reported that lack of motivation is also a major cause of teacher turnover. This could mean that there are no factors and processes that could influence teachers to perform their duties and responsibilities provided by their
58 schools or Monduli district. In other words, teachers were given nothing to motivate them so that they could perform their duties in schools. In addition to that, respondents studied ranked poor management conditions with 12% whereby they mean that there is no good relationship between teachers and their heads of schools as well as educational district officers. Furthermore, respondents provided 12% to unbearable workload meaning that science teachers had more teaching workload due to fact that they were very few and in most of the schools studied mathematics and physics is one teacher or two to some of schools this is because most of them quit to private schools who pays well.
Figure4. 7: Ranking Factors That Cause Teacher Turnover in Public Secondary
Schools
Source: Research Findings, 2014
4.3.6 Factors Outside Schools that Affects Teacher Turnover
The study also wanted to found out possibility of factors outside school that can affect teacher turnover in public secondary schools in Monduli district. It was reported that 80% of the respondents said there are other factors outside schools. Teachers were complaining
59 of politicians who are interfering their schools especially ward councillors. Some of ward councillors may came to school and talk to students without teachers‟ permission which is illegal. Also some parents are not cooperative when their students misbehaved. On top of that, traditional belief also is a grievance to the teachers whereby women teachers experienced problems because in Maasai societies women were less respected compared to men.
On the other hand, 20% of the respondents said that there were no factors outside schools that can affect teacher turnover. This could mean that social and economic factors are basic factors for teacher turnover.
Figure 4.8: Factors Outside Schools that Affects Teacher Turnover
Source: Research Findings, 2014
60 4.3.7 Kinds of Motivation Given by Monduli District to Teachers
The study found out that kinds of motivation being given to teachers by Monduli district in their schools. The majority of the respondents studied about 70% reported that there is no any kind of motivation given by Monduli district. This means that there is no process made by Monduli district to influence teachers to conduct their duties. Teachers were only given salaries no incentives provided to motivate though sometimes they were performing extra duties. While 16% of the respondents reported that they were provided with incentives. This could mean that some of the teachers were given incentives when they attend subject seminars which is once a year. This simply means there are no incentives provided by Monduli district which crippled education. In addition to that,
08% of the respondents said were provided with material things like building materials and other things. This could take place when teachers became best worker during workers day. Finally 06% of the respondents reported that were given chance to further their skills and knowledge by being given opportunities to attend short courses or long courses. This is specifically for those teachers who were given special duties like teachers who are keeping school stores and those who are dealing with school funds.
61 Figure 4.9: Kinds of Motivation Given by Monduli District to Teachers
Source: Research Findings, 2014
4.4 Impact of Teacher Turnover Rates in Public Secondary Schools
This study also wanted to examine the impact of teacher turnover rates in public secondary schools in Monduli district.
4.4.1 General Performance of the School
The study found out that 50% of the respondents have said in their schools students are performing poorly due to shortage of teachers specifically physics and mathematics teachers. This means that in some of the schools these subjects were not taught because of absence of teachers. Additionally, students were performing poorly due to fact that there were no libraries, laboratories simply to say no conducive environment for students to learn. On the other hand, 44% of the respondents had average satisfaction on general performance of their schools. About 04% of respondents have said general performance
62 of their schools was good and 02% of the respondents reported that performance was very good. These findings are shown in table 4.16 means that real there was problem of shortage of teachers due to fact that students were performing poorly. Though there were other reasons which made students to fail such as students themselves are not serious in the studies, lack of books and teaching and learning materials.
Table 4.16: General Performance of the Students
Responses Frequency (f) Percentage (%) Very good 1 2 Good 2 4 Average 22 44 Poor 25 50 Total 50 100
Source: Research Findings, 2014
4.4.2 Problems Facing Public Secondary Schools in Monduli
The study found out some of problems faced by the public secondary schools in Monduli district after the quit of teachers. One of these problems is poor performance of the students which counted by 44% of responses. Teachers are important in making students perform well but unfortunately teachers left students and join other schools or private schools which led to poor performance of the students due to absence of teachers.
Shortage of teacher‟s counts about 40% of responses also was noted as the problem facing public secondary schools in Monduli district after the quit of teachers. Some students fail to conduct studies due to absence of teachers who could give instructions on
63 what to study. They study only when they face national examinations and end up scoring poor grades. This could lead to decline of education.
Poor attendance of the students counts 08% of responses; some of the students may fail to attend schools because they know that there are no teachers therefore no need of attending to school.
Failure to cover syllabus was counted by 08% of responses was among the problems facing public secondary schools after the quit of teachers. This is because teachers play vital role in making students complete their studies by instructing them what to study and how to study so that they could acquire skills and knowledge intended.
Table 4. 17: Problems Facing Secondary Schools after the Quit of Teachers
Problems Frequency ( f ) Percentage (%) poor performance 22 44 shortage of teachers 20 40 poor attendance of the students 4 8 failure to cover syllabus 4 8 Total 50 100
Source: Research Findings, 2014
4.5 Strategies of Reducing Teacher Turnover Rates in Public Secondary
This study wanted to explore the strategies of reducing teacher turnover rates in public secondary schools in Monduli district.
64 4.5.1 Strategies to Retain Permanent Staff
Table 4.18 below shows the response of the respondents that there is importance of adopting strategies to retain stable staff so as to reduce teacher turnover in public secondary schools in Monduli district. It is therefore found that 78% of the respondents said there is need to retain stable staff so as to improve students‟ performance and to control discipline cases of the students. This is because without teachers good performance could not be attained as well as discipline of the students. While 22% of the respondents said there is no need to retain stable may be due to lack of seriousness in making sure that students‟ perform well so that they can achieve their goals in life.
Table 4.18: Strategies to Retain Permanent Staff
Responses Frequency (f) Percentage (%) Yes 39 78 No 11 22 Total 50 100
Source: Research Findings, 2014
4.5.2 Strategies Suggested by the Respondents to Retain Permanent Staff
This study aimed to know some of the strategies on how to retain stable staff in public secondary schools in Monduli district. Therefore 30% of the respondents suggest that teachers should be motivated which means in school level as well as district level teachers to be provided with incentives and allowances so as to influence teachers to perform their duties without complains. It is also important to note that addressing issues of teacher incentives is just one part of developing an effective system for attracting, retaining and motivating highly qualified teachers to raise student learning. Not only incentives and
65 allowances could motivate teachers but also teaching and learning environment to be improved by building enough and attractive teachers‟ houses, schools to have enough facilities such as libraries and laboratories as well as teaching and learning resources such as books and modern equipments such computers and overhead projector.
It was also found that respondents suggested salary to be improved and to build enough teachers‟ houses with the same score proportion which is 20% each strategy. The study shows that there is a clear link between the status of teachers‟ and their working conditions, particularly their salaries. Many teachers feel that their status in the society is low because their salaries are low. Salaries should provide teachers with the means to ensure a reasonable standard of living and to invest in further professional development.
They should also reflect the importance of the teaching function and take into account the qualifications and experience required by teachers together with the responsibility they carry. Moreover they should compare positively with salaries paid in other occupations requiring similar qualifications.
Housing is also a major problem faced by nearly all the teachers in the study area; there is simply not enough school houses to go around. Only a small proportion of teachers stay in houses provided by schools. Therefore Monduli district should make sure that enough teachers‟ houses are to be built to help teachers‟ live comfortable life and to maintain their status. It was also found out that respondents suggest that teachers to be promoted and good communication towards them with the same score proportion which is 12% each strategy. Promotion is important for teachers and recognition of their work. The majority of teachers were complaining that they were not promoted since they join teaching profession in public secondary schools in Monduli district. Who say they have been promoted are those who were employed more than 10 years ago and above but
66 below 10 years of employment said no promotion. A large number of teachers felt that the promotion process was not fair because newly employed teachers were not being promoted in time and process is not fairly conducted.
O n the other hand teachers are suggesting there should be good communication between them and their headmasters as well as educational officers. This is because some of the headmasters were very hash to their teachers and they were not treating teachers equally.
Apart from that, they were playing favoritism in term of planting their friends and relatives in positions as well as district educational officers do the same. Therefore teachers were suggesting harmony to all staffs to make sure students perform well.
Finally, 06% of the respondents suggest availability of teaching and learning resources.
This could simply mean that in public secondary schools in Monduli there were no enough books and other modern equipments like computers and overhead projector. Also most of the schools do not have libraries and laboratories this make teachers fail to prepare their students well. Therefore Monduli district should settle down teachers‟ disputes so as to avoid these complains.
67 Figure 4.10: Respondents’ Suggestions on How to Retain Permanent Staff
Source: Research Findings, 2014
4.5.3 Respondents’ Recommendations on Addressing Teacher Turnover to
Retain Permanent Staff
It was found that respondents reported that provision of motivation and salary improvement with the same score proportion which is 20% each recommendation. This means that good salaries and better working conditions are potent motivators which can boost teachers‟ morale, enhance their job satisfaction and reduce turnover. This however can only be possible if they are satisfied with their jobs, salary, and if their expectations are met. Vroom‟s expectancy theory in this regard, indicates that teachers‟ behaviours are a result of expectations of what outcome or rewards the school or district will extend to them. Failure to ensure this, will lead to increased teacher turnover, however if their expectations are realized by the Monduli district, teacher retention rates will be high and consequently reduce teacher turnover.
68 These were followed by involving teachers in decision making and no political interference which also scored the same proportion (18%) each. This could mean that teachers were not involved in matters concerning development of the students and entire school. Therefore heads of schools and Monduli district should involve teachers in decision making so as to obtain higher scores to students and school development in other spheres. On top of those politicians were interfering educational processes let them stop because they are disturbing the equilibrium. Some of the politicians were even dare to talk harshly to teachers before their students which is not good. Therefore let politicians take their charge in political spheres or domains to avoid interfering public secondary schools because they are not competent in educational matters.
Moreover, 14% of the respondents said there should be conducive working environment in term of school environment with equipped social services like electricity, water and medical services as well as network coverage. This is because in some of the schools there is no even any tape of water, no dispensary near school and some of the school do not have any source of power whether electricity or solar power. In order to retain teachers in public secondary schools in Monduli district and Tanzania as whole there should be attractive environment so as to retain teachers permanently.
Finally, 10% of the respondents reported that there should be good cooperation between administrators and teachers. This is because administrators who are headmasters and other educational officers tend to disvalue teachers. Teachers were against this because they were operating core whereby without them nothing could take place. If administrators will adhere to these that treating teacher‟s well teacher turnover will be reduced.
69 4.6 Summary
This chapter has focused on the presentation of the data, analysis and discussion of data of the research findings. It starts with Profile of the Respondents followed by the analysis of objectives of the study, at the same time as; the following chapter (Chapter Five) describes the summary, conclusion and recommendations for this study.
Table 4.19: Respondents’ Recommendations on How to Retain Permanent Staff
Recommendations Frequency (f) Percentage (%) provision of 10 20 motivation conducive working 7 14 environment involving teachers in 9 18 decision making salary to be improved 10 20 no political 9 18 interference administrators to 5 10 cooperate with teachers Total 50 100
Source: Research Findings, 2014
70 CHAPTER FIVE
CONCLUSIONS AND RECOMMENDATIONS
5.0 Introduction
This study examined the factors influencing teacher turnover in selected public secondary schools in Monduli District. The study was conducted through a sample survey using a cross section of teachers, students and headmasters from randomly selected 6 public secondary schools in Monduli District. Data were collected in April and May 2014 by the use of questionnaires and interview guiding questions. Data collected were analysed using figures and tables in percentage. This chapter discusses the findings of the study, draws conclusions and makes recommendations based on the findings. The discussions are presented along research objectives.
5.1 Conclusions
This study sought to establish the factors that influence teacher turnover in selected public secondary schools in Monduli district. The study specifically sought to provide an overview of the existing state of teacher turnover, impact and strategies to reduce teacher turnover in public secondary schools in Monduli district. The study found out that unfavorable working conditions significantly influence teacher turnover in public secondary schools in Monduli district. In particular, the study established that poor working conditions, poor pay, lack of motivation and poor management directly impacted on teachers and caused job dissatisfaction which increased the rate of teacher turnover.
The study also established that in schools where general conditions of work and good supervision were evident, the rate of teacher turnover was low. This implies that most
71 public secondary schools in Monduli district and government, paid teachers poorly, provided poor working conditions, lack of motivation, poor management and poor policies, they too did nothing to improve these conditions which increased the level of teacher turnover.
It was also revealed many teachers joined the public secondary schools with numerous expectations which were not met this increased their dissatisfaction, lack of commitment and the end result was always quitting the school. Others found teaching as the last option and therefore lacked passion to teach. On the other hand, it was established that where teachers‟ expectations such incentives and allowances were met, the rate of turnover in such schools was very low. Lastly, the study findings also show that factors like better pay elsewhere, low status of the teaching profession and competitive conditions also affected teacher turnover positively.
All these findings lead to the conclusion that for public secondary schools in Monduli
District and other schools in general to reduce on teacher turnover, Monduli district, government and all stakeholders must improve on the policies towards teachers, provide better pay, and meet teachers‟ expectations. All in all, if students academic performance is to be excellent, then steady experienced staffs is paramount, failure to maintain this, the rate of teacher turnover will continuously be high with its disastrous effects.
5.2 Recommendations
There must be strategies such as constructing teachers‟ houses that will ensure teacher job satisfaction as well as good condition of work. Government and Monduli district to have a special plan of rising funds yearly by each district to construct 50 houses of which requesting donors and citizens to contribute building of these houses so as to do away
72 with problem teachers‟ houses this will ensure professional development as well as try to meet teachers‟ expectations and value them. It is not enough for schools to acquire qualified teachers, retaining the experienced ones is also crucial and reward is central.
Government and Monduli district to review salaries and other incentives yearly to match with actual living cost by establishing payment system which will base on nature of work and working environment. Also, employer (Government and Monduli district) should introduce hardship allowances for teachers who are living remote areas where there are no roads, electricity and clean water. Additionally, government should guarantee teachers so that they can earn soft loans to make them feel their work. This will help to raise morale of the teachers to perform their duties well. These policies should also stipulate how teachers will be treated.
The researcher has argued in this study that for a school to reduce on the rate of teacher turnover, government must change administrative policies and management policies by giving teachers services on time and treating them well. For example, promoting teachers by considering standards set not by favouring some. In addition to that, administrators should make sure that rules and regulations are well followed as stipulated in standing orders.
There is need for all stakeholders especially Monduli leaders and the government to form and plan means of regulating the phenomenon of teacher turnover in public secondary schools in Monduli District and general schools in Tanzania as a whole.
Furthermore, Monduli district in particular should note that teacher turnover itself is not the only problem but a cause of a bigger problem of students‟ poor academic performance. Many public secondary schools perform poorly academically not only
73 because they get the worst students but also because the school environment, policies and strategies do not allow them to achieve to the best of their potentials. Continuous outflow of the teachers has negative impacts on students‟ academic performance in the process of teaching and learning. Government and Monduli district should consider putting in place policies and rewards that will attract and retain teachers.
5.3 Suggested Areas for further Study
The researcher recommends that the further research be made since not much has been done on the area on how to reduce the rate of teacher turnover. The researcher therefore recommends that a study be conducted to find out how teacher turnover can be reduced to allow effective teaching and learning of students. The researcher also recommends that an extensive research be conducted to establish how teacher turnover affects continuity of school programmes especially academic performance of the students.
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78 APPENDICES
Appendix I: Teachers’ Questionnaire
Questionnaire for Secondary School Teachers
Dear Respondent,
The researcher is a graduate student pursuing a Master Degree of Public Administration of University of Dodoma. He is conducting a research study on “Factors Influencing
Teacher Turnover in Public Secondary Schools in Monduli District”. By copy of this questionnaire, you have been selected to participate in the study. You are therefore; kindly requested to answer the questions below displaying utmost good faith. The study is purely for academic purpose and all information provided will be treated as confidential.
Your prompt response will be highly appreciated.
Instruction: Please fill in or tick where applicable.
Section: I
Profile of the Respondent
1. Name of your school: ……………………………………………………………
2. Location of your school…………………………………………………………
3. Type of school…………………………………………………………………..
4. Sex: (a) Male ( ) (b) Female ( )
5. Age: a) 20-29 ( ) b) 30-39 ( ) c) 40-49 ( ) d) 50-59 ( ) e) 60 and above ( )
6. Period spent in teaching at this school (years) ……………………
7. Period spent in teaching elsewhere (years)………………………..
8. Teaching subjects ……………………………………
9. Your qualification: a) Diploma ( ) b) Bachelor Degree ( ) c) Postgraduate ( )
79 10. When did you get this qualification………………………………………………
11. How did you join this school? i) Application ( ) ii) Promotion ( )
iii) Transfer ( ) iv) Advertisement ( )
12. Marital status i) single ( ) ii) married ( ) iii) divorced ( ) iv) widow ( ) v) widower ( )
Section II
1. How many teachers have been employed since you join this school? ......
2. How many teachers are you aware of have left since you joined? i) 1-5 ( ) ii) 6-10 ( )
iii) 11- 15 ( ) iv) 16-20 ( ) v) 21 and above ( )
3. Did you get to know some of the reasons for leaving? a) Yes ( ) b) No ( )
If yes list some of the reasons......
......
......
......
4. Are you aware of any reward system in your school? a) Yes ( ) b) N o ( )
How does it operate?
………………………………………………………………………………………………
………………………………………………………………………………………………
5. Please rank some of the factors that cause teacher turnover in your school and other schools a) Poor working conditions ( ) b) Poor management conditions ( ) c) Unbearable work load ( ) d) Lack of motivation ( )
6. Please rank some of the problems facing public secondary schools after the quit of teachers?
80 a) Poor performance ( ) b) Shortage of teachers ( ) c) Poor attendance of the students ( ) d) Failure to cover syllabus ( )
7. What is the general performance of the school?
1. Very good ( ) 3. Average ( )
2. Good ( ) 4. Poor ( )
8. Why is the performance like this (refer to the above)
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
9. In your own view, do you think teacher turnover affects students‟ academic
Performance”?
Yes ( ) No ( )
If yes, mention some of the effects towards student‟s academic performance
………………………………………………………………………………………………
………………………………………………………………………………………………
10. What kind of motivation is being given by the Monduli district to teachers in your school? a) Incentives b) Improved skills/competency c) Material things d) No any kind of motivation given
81 11. (i) Is it possible that factors outside your school can affect teacher turnover in your school?
(a) Yes ( ) (b) No ( )
(ii) If yes, mention some of these factors.
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
12. Do you think it is important to adopt strategies to retain a permanent staff?
(a) Yes ( ) (b) No ( )
(ii) If yes, why?
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
13. Please may you suggest strategies on how to retain teaching staff
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………
14. What recommendations can you make to reduce teacher turnover?
......
......
Thank you for participating in this survey.
82 Appendix II: Questionnaire for Headmasters
Questionnaire for Headmasters
Dear Respondent,
The researcher is a graduate student pursuing a Master of Public Administration of
University of Dodoma. He is conducting a research study on “Factors Influencing
Teacher Turnover in Public Secondary schools in Monduli District”. By copy of this questionnaire, you have been selected to participate in the study. You are therefore; kindly requested to answer the questions below displaying utmost good faith. The study is purely for academic purpose and all information provided will be treated as confidential.
Your prompt response will be highly appreciated.
Section I
Profile of the Respondent
1. Name of your of your school.…………………………………………
2. Location of your school……………………………………………….
3. Sex a) Female ( ) b) Male ( )
4. Age……………………
5. Marital status……………………………………………………..
6. Your
Qualification…………………………………………………………….
7. When did you acquire this qualification?
Section II
1. Period spent in teaching
(years)………………………………………………………….….
2. Duration of time as headmaster in present school (years)
…………………………………
83 3. Period spent as headmaster in previous schools
(years)…………………………………….
4. Number of teachers in your school
5. Number of teachers employed over the last five years 6. Educational level of teaching staff i) Diploma ……. ii) Bachelor degree……… iii) Postgraduate…………
7. What are the age groups of your teaching staff? a) 20-29 ( ) b) 30-39 ( ) c) 40-49 ( ) d) 50 and above ( )
8. How many teachers quit from your school in a year? ………………………………….
9. How many teachers quit from your school over last five (5) your school?
Number of
Year teachers Reasons
2010 2011
2012 2013
2014
10. In your opinion what do you consider are the main causes of teacher turnover in
Monduli District?
………………………………………………………………………………………………
………………………………………………………………………………………………
84 11. Do you think the same causes could possibly explain teacher turnover in your school?
………………………………………………………………………………………………
………………………………………………………………………………………………
12. Are there specific factors that have led to continued teacher outflow in your school?
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
13. What suggestions could you make to overcome teacher turnover?
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………
Thank you for participating in this survey
85 Appendix III: Interview Schedule for Secondary School Students
List of Issues for Discussions with Secondary School Students i) Age ii) Time spent in school
iii) Year you join this school iv) Teachers who have left since you joined v) Factors influencing teacher turnover in your school vi) Suggestions to do away with teacher turnover
86 Appendix IV: Interview Schedule for Headmasters
List of Issues for Discussions with Key Informants i) Age ii) Marital status
iii) Working experience iv) Quitting rate of teachers v) Reasons for teachers‟ quitting vi) Strategies to adopt to retain teachers/overcome teacher turnover
87 Appendix V: Map of Monduli
88