An assessment of the factors that determining teachers turnover and low retention rate, in secondary school: The case of Dodoma Municipal Council.
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Date
2014-07-28
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St John's University of Tanzania
Abstract
Employees are strategic resource for the development of a organization. Retention of qualified staff is one of the major challenges facing secondary schools. This research, has been conducted to study an assessment of the factors that determining teachers turnover and a low retention rate, among secondary schools in Dodoma Municipal Council. The non-probability random sampling was used to select 13 schools that yielded 117 respondents. Data, were collected by using interview of key people with experience and knowledge, on retention and questionnaire provided to secondary schools teachers, to establish the factors that determining a low retention rate among secondary schools teachers. The Results show that, a desire to take on a new challenge, bad relationship with management, lack of opportunity for advancement, appreciation, better compensation and benefits else where, personal situation at home, lack of control overwork or working environment and long working hours have a great contribution in resignation of employee and facilitated them to get a attracted to get job with other employer. In terms of bad relationship with colleagues and travelling distance to work, were cited as minimal impact in resignation of employees. The recognition, good supervision, communication, compensation/pay, good working conditions, promotional opportunities, job security and an opportunity for learning and growth have rated as a better in determining the retention among secondary schools teachers. Responsibility and accountability for as result, stimulating task and prestigious or status, were rated as minimal in determining the reason for an employee to stay. There were different factors that determined a low retention rate among secondary school teachers. Findings from this study, pointed to a set of recommendations to be implemented. These include implementation of induction programs, reducing beginning teachers’ workload, development a national human resource development framework, improving sector participation, in a development dialogue training as will a retraining and regular rewards.