Teachers’ Retention Strategies in Secondary Schools in Tanzania: A Case Study of Hanang District Council

This study investigated the teachers’ retention strategies in secondary schools in Tanzania. Ten secondary schools in Hanang’ District council in Manyara region were investigated. The population of the study had about 406 respondents in which the target population included the teachers, parents (members of school board), the heads of schools, district TSD secretary, District Executive Director (DED) also the District Education Officer (DEO) from Hanang district. The sample size of the study was 83 respondents which comprised 60 classroom teachers, 10 heads of school, 10 members (parents) of the school boards, DED, 1 TSD officer and 1 DEO. Randomly the study sampled 60 regular teachers from two groups of male and female teachers in which each group had 30 respondents while 1 TSD secretary, 1 DEO, 1 DED, 10 members of the school boards (parents) and 10 heads of the schools were purposively sampled. Questionnaires were circulated to 60 respondents (regular teachers) for data collection. Interview guiding questions were used to collect data from a total number of 23 respondents. Documentary reviews were used to collect data from the, TSD secretary, DED and the Heads of schools. The collected data were analyzed through the Statistical Package for Social Sciences (SPSS) software. The general findings revealed that most secondary school teachers were not satisfied with teachers’ retention strategies employed by Hanang District Council. Factors for turnover were identified as job dissatisfaction, delay of promotion, insufficient social services, improper management, and lack of opportunity for career development, lack of equipment, tools or facilities in most of the schools in Hanang. Therefore more effort on teachers’ retention strategies is needed for better future of secondary schools in Tanzania.

Level dc:type.qualificationlevel

masters

Grantor dc:publisher.institution

The Open University Of Tanzania

Year dc:date.issued

2015

Author dc:creator

• Malisa, Anthony Sebastian

• 370 Education

Language dc:language

en