Management practices of headteachers and teacher retention in selected rural primary schools of Copperbelt province in Zambia.

Even if a teacher is successfully recruited to a rural school, there are often problems with retention. This study looked at management practices of headteachers and teacher retention in rural primary schools in Kalulushi District of Copperbelt Province. Teacher attrition can be as high as 30-50% in certain rural schools (Hobart 2001). The main reason teachers leave rural areas is isolation: social, cultural, and professional (Collins 1999). Teacher retention in Kalulushi district possesses a threat to the progressive education sector and the development of the nation. Managing teacher retention is important for ensuring quality teaching and learning in rural primary schools given society. A sample of 37 respondents were purposively and randomly selected and interviewed. Therefore, this included three (3) Education Standard Officers, two (2) District planning Officers, 2 HROs and thirty (30) headteachers from the selected rural primary schools. The study was mainly qualitative in nature. Thematic analysis was used to analyse data. This study was premised under the main aim of investigating management practices of head teachers and teacher retention in rural primary schools of Kalulushi district. Teacher attrition is mainly ascribed to poor working conditions. Many of the rural primary schools are geographically disadvantaged and bring a lot of challenges to its inhabitants. In an effort to address this scenario a qualitative study was conducted in Kalulushi with thirty selected primary schools to be the participating in this research. Purposively head teachers and education officers were targeted and further a simple random sampling procedure was implored to select the participants. These participants have enough experience concerning teacher retention and its effect on the education of any nation. Data collected was presented using percentages, frequency distribution tables and other descriptive statistics such as mean, and standard deviation. This information was displayed by use of bar charts, graphs and pie- charts. . The study was mainly qualitative in nature and used a case study design. Thematic analysis was used to analyse data. The objectives of the study were threefold; to determine the staffing levels of teachers in rural primary schools, to assess the management practices of headteachers employ on teacher retention in rural primary schools and to explore challenges headteachers face on teacher retention in rural primary schools. The findings of the study revealed that management practices of headteachers and teacher retention in rural primary schools was due to a number of contributing factors that included lack of managerial skills, inadequate infrastructure, over-enrolment, low teacher morale, few qualified teachers, rampant teacher and pupil absenteeism, lack of social amenities and insufficient funding and low staffing levels. This included negative attitude for both headteachers and teachers, other stakeholders such as parents and learners towards primary education. Teacher retention in Kalulushi district possesses a threat to the progressive education sector and the development of the nation. Managing teacher retention is important for ensuring quality teaching and learning in rural primary schools. The recommendations were that the local administrators were to address issues of incentives, extra allowances, teaching and learning materials, work with local parents to build more houses, MOE to address issues of allowances and salaries, other stakeholders like the council to address issues of road network and drill enough bore holes in rural schools.

Grantor dc:publisher

The University of Zambia

Year dc:date.issued

2022

Author dc:creator

• Inambao, Silishebo

• Teacher-principal relationships.
• Teacher retention.

Language dc:language.iso

en

Repository record dc:identifier.uri

http://dspace.unza.zm/handle/123456789/7664

OAI identifier oai:identifier

oai:dspace.unza.zm:123456789/7664