Exploring factors contributing to secondary school teachers’ retention in rural areas in Pemba district of Southern province, Zambia.
type: CreativeWork
description: This qualitative study explored lived experiences of secondary school teachers teaching in rural areas in Pemba District in the Southern province of Zambia. Dialoguing Unhu (Ubuntu) theoretical framework was adopted to help expound teachers‟ phenomenon of remaining teaching in rural areas when others in the profession are repelled. In 2008, the rural teacher attrition was at 13% annually which means that the already depleted population of rural teacher was reducing by 13% (MOE, EMIS Statistical Bulletin, 2008). Comparatively, MOGE‟s 2016 Education Statistics Bulletin collectively reported that the number of teachers who have been leaving since 2008 is much high than the 5000 annual teacher recruitment. The sample size comprised of eleven teachers from three secondary schools, three headteachers and one district education official. The baseline for teacher participation in the study was ten year rural experience specifically in their current schools. Purposive and snowballing (referral) sampling techniques were engaged in the selection of the participants. Through open-ended interviews and Focus Discussion Groups (FDGs), participants shared information about their decisions to remain teaching in rural areas despite the tradeoffs. Data collection was done through interviews and FDGs, journaling and pictures. Data analysis was done thematically using the phenomenological protocol to ensure trustworthiness and credibility, checking of transcripts, member checking strategy and triangulation. Practicing epoche (suspension of judgments) helped in the bracketing of personal biases, and assumptions. There were several findings that contributed to teachers remaining teaching in rural areas as cited by participants: (a) peer support, (b) administrative support, (c) love teaching and learning, (d) sense of familial culture, (e) religion, (f) family factors, (g) entrepreneurial activities, (h) isolation, (i) affordability and quality of life and (j) an embracing local community.…
abstract: This qualitative study explored lived experiences of secondary school teachers teaching in rural areas in Pemba District in the Southern province of Zambia. Dialoguing Unhu (Ubuntu) theoretical framework was adopted to help expound teachers‟ phenomenon of remaining teaching in rural areas when others in the profession are repelled. In 2008, the rural teacher attrition was at 13% annually which means that the already depleted population of rural teacher was reducing by 13% (MOE, EMIS Statistical Bulletin, 2008). Comparatively, MOGE‟s 2016 Education Statistics Bulletin collectively reported that the number of teachers who have been leaving since 2008 is much high than the 5000 annual teacher recruitment. The sample size comprised of eleven teachers from three secondary schools, three headteachers and one district education official. The baseline for teacher participation in the study was ten year rural experience specifically in their current schools. Purposive and snowballing (referral) sampling techniques were engaged in the selection of the participants. Through open-ended interviews and Focus Discussion Groups (FDGs), participants shared information about their decisions to remain teaching in rural areas despite the tradeoffs. Data collection was done through interviews and FDGs, journaling and pictures. Data analysis was done thematically using the phenomenological protocol to ensure trustworthiness and credibility, checking of transcripts, member checking strategy and triangulation. Practicing epoche (suspension of judgments) helped in the bracketing of personal biases, and assumptions. There were several findings that contributed to teachers remaining teaching in rural areas as cited by participants: (a) peer support, (b) administrative support, (c) love teaching and learning, (d) sense of familial culture, (e) religion, (f) family factors, (g) entrepreneurial activities, (h) isolation, (i) affordability and quality of life and (j) an embracing local community.…
author: Munthali, Jacob
language: en
date published: 2019
date modified: 2026-07-27T22:06:08Z
provider: University of Zambia
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: The University of Zambia