This study examined causative factors of teacher attrition in private senior secondary schools in Lagos State Education District V. Three research questions and three hypotheses guided the study. Using the target population of teachers (male and female) from selected private schools. A sample of 150 participants was selected through cluster probability sampling technique.
The research design descriptive survey was adopted and a structured questionnaire "Teacher Attrition and Causative Factors Questionnaire" (TACFQ) was used to collect data for this study. Data collected were analyzed to determine the extent at which the causative factors influence attrition decision among teachers and t-test statistics to test the significant difference between attrition and the causative factors (Pay and Benefits, Work Assignment, and Job Security) among male and female teachers in private senior secondary school.
TABLE OF CONTENTS
TITLE PAGE
CERTIFICATION
DEDICATION
ACKNOWLEDGEMENT
ABSTRACT
TABLE OF CONTENTS
LIST OF TABLES
LIST OF FIGURES
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Research Question
1.5 Research Hypothesis
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Limitation of the Study
1.9 Operational Definition of Terms
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Theoritical Framework
2.2 Conceptual Framework
2.3 Teacher Attrition
2.4 Factors Influencing Teacher Attrition
2.5 How to Ensure Teacher Retention
2.6 A Three Strategy
2.7 Appraisal of Literature Review
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Research Design
3.2 Population of the Study
3.3 Sample and Sampling Technique
3.4 Research Instrument
3.5 Validity of the Instrument
3.6 Reliability of the Instrument
3.7 Administration of Research Instrument
3.8 Method of Data Analysis
CHAPTER FOUR: DATA ANALYSIS AND PRESENTATION OF RESULT
4.1 Presentation of Biographical Data
4.2 Answers to Research Questions
4.3 Testing of Research Hypotheses
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary
5.2 Conclusion
5.3 Recommendation
REFERENCES
APPENDIX 1
APPENDIX 2
APPENDIX 3
This work is dedicated to God almighty; the wisdom and the secret behind my success. Also, to my parents; Late Engr. ADELEKE OKELARIN and Mrs. FOLUKE OKELARIN without whose caring, support, assistance in great measure and prayers it would not have been possible.
ACKNOWLEDGEMENT
My profound gratitude goes to Almighty God for his mercy, favour and faithfulness towards me from the beginning of the programme to the end, and for a successful project well done.
My gaze of sincere appreciation turns to my project supervisor the person of Dr. (Mrs) Yahya, who despite her tight schedule make out time to assess my work with all mistakes and errors helped in making necessary corrections and yet never gave up upon me in her own way encourage me to carry on to the end. My sincere prayer is that God will continue to elevate you in all spheres of life, and he will richly reward you in double fold according to his riches in glory (amen). I also appreciate all Educational Management lecturers for their scholarly and moral support in making this dream a reality.
My special gratitude goes to my loving and ever caring parents; Late Engineer ADELEKE and MRS. FOLUKE OKELARIN who were there for me due to their love for education all their prayers which brought me this far. I must not but appreciate these wonderful siblings of mine; Mr. & Mrs. Adegbenro and Olubunmi Owodolu, Mr. Okelarin Abiola Lawrence, Okelarin Afolashade Oriyomi, Okelarin Kayode Emmanuel, Okelarin Abosede. Thank you for your support, encouragement and assistance. Indeed you are a blessing in your own way.
ABSTRACT
This study examined causative factors of teacher attrition in private senior secondary schools in Lagos State Education District V. Three research questions and three hypotheses guided the study. Using the target population of teachers (male and female) from selected private schools. A sample of 150 participants was selected through cluster probability sampling technique. The research design descriptive survey was adopted and a structured questionnaire “Teacher Attrition and Causative Factors Questionnaire” (TACFQ) was used to collect data for this study. Data collected were analyzed to determine the extent at which the causative factors influence attrition decision among teachers and t-test statistics to test the significant difference between attrition and the causative factors (Pay and Benefits, Work Assignment, and Job Security) among male and female teachers in private senior secondary school. The results revealed the extent at which the causative factors influence attrition decision among teachers (RQ1 [1.3597], RQ2 [-1.18929], RQ3 [1.0615]) and that there is a significance difference between attrition decision and the causative factors among male and female teachers (Ho1 [p .05>sig. val .000], Ho2 [p .05>sig. val .000], Ho 3 [p .05>sig. val .000]). The study recommends among others things that school owners should improve on teacher ’ salary to cause improvement of work and retention of teachers, school administrators should set-up performance evaluating mechanism with which to detect teacher ’s capacity and assign duties on that basis, government should provide incentive for private school, applicants with degree in education should be considered for employment than ordinary school leaving certificate holders, and in-service skill development programme need be regularly organized for existing teaching staff.
Word Count: 260
Key Words: Private School, Teacher Attrition, Senior Secondary School.
LIST OF TABLES
Table 1 sample Based On Zone
Table 2 Gender of Respondents
Table 3 Age of Respondents
Table 4 Qualification of Respondents
Table 5 Influence of Pay and Benefits on Attrition among Male and Female Teachers
Table 6 Influence of Work Assignment on Attrition among Male and Female Teachers
Tables 7 Influence of Job Security on Attrition among Male and Female Teachers
Table 8 T.Test of Attrition among Male and Female Teachers Based On Pay and Benefits
Table 9 T.Test of Attrition among Male and Female Teachers Based On Work Assignment
Table 10 T.Test of Attrition among Male and Female Teachers Based On Job Security
LIST OF FIGURES
Figure 1 Conceptual Framework
Figure 2 Histogram of Respondent’s Age
Figure 3 Bar-chat of Respondent’s Qualification
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
With the current awareness on the importance of education for national development, the sector is greatly expanding and is growing from strength to strength, thereby becoming one of the greatest social services for almost every nation in the world (Salahu & Aminu, 2010).
The rapid growth in education can be seen practically in the huge resources invested in the sector, the ever-multiplying schools, the student’s enrolment and the increasing number of staff (Foo, Ramli, & Roslen, 2014).
In recognition of the gradual expansion in the sector, government in both developed and third world countries; also at every governing level not only desire Private sector connections in funding, but also in active participation for the provision of quality education and goal realization.
As a build-up, National Policy on Education (2013), states that government recognized that education is an expensive social service that requires adequate financial provisions from all tiers of government, private sector, communities, individuals and other organizations for successful implementation of education programme. The reality of this is evident in Nigeria educational system as private ownership came to scene; giving the government a helping hand in lifting the burden of meeting the sector goals. Uyi (2012), added that “the clarion call on individuals to help finance education has led to the proliferation of private secondary schools in Nigeria” To account on its effort, private schools have contributed immensely to the actualization of educational objectives across all levels of education. As a strategy for effectiveness and efficiency in the sector, the school system is however, faced with one problem or the other resulting to undesiring outcome. As a result, virtually all schools system across the globe encounters similar challenges or problems. Specifically, Foo, Ramli, & Roslen,(2014) asserted that “One of the greatest problem facing many schools in both developed and developing nations is the issue of teacher attrition”.
Several individuals have expressed their views about the concept. Miller & Chait, (2008) defined teacher attrition as “teachers leaving the classroom to take up other professional responsibilities, inside or outside of education, or to spend more time with their families”.
Teacher attrition is viewed as the move taken by teachers in leaving the teaching job without completing the duration of service. Macdonald (1999), refers to teacher attrition as “either a problem for work force planning and resources or an indicator of the relatively poor quality of school life and teacher morale”.
In general, “teacher attrition could be permanent or temporary” (Egu, wuju & Chinoye, 2011). In the first type, teachers leave full-time classroom teaching for jobs in unrelated fields and/or depart from the teaching profession for new and different fields. In the second type, teachers remain in the profession but move to other similar jobs within the education system and/or leave temporarily to have children, start a family, or complete higher education and finally return to continue their jobs (Aslami , 2013).
In a study carried out by Billingsley (1993) he also described two types of attrition, that is, transfer attrition includes those teachers who transfer to other special education positions within or outside a particular school or district, as well as those who transfer to general education either in the same or a different school or district. In the former case, the transfer represents a loss to the school or district, but not to the field of special education. Conversely, exit attrition connotes a separation from teaching, such as non-teaching employment, retirement, returning to school, or non-teaching employment in schools (e.g. counseling or administration).
Teacher attrition has always been a problem in the education system the world over (Rosemary, Ememe & joku 2011). As a corollary, Victor J.pitso (2013), noted that Teacher attrition is a universal challenge and has a negative impact on global policies.
In Nigeria, there is concern about the fact that teaching is a profession which is characterized by high rate of attrition (Bashar, 2011). While expressing concern (Ruth, & Ortega-Dela, 2016) put forward that “teacher attrition burdens educational institutions with added recruiting and hiring costs”.
Teacher attrition substantially contributes to teacher shortages. It increases the number of inexperienced teachers, at least in a low-resource context, and limits the access of school-aged children to quality education (Aslami, 2013).
Brown & Wynn (2007), suggests that teacher attrition is the single largest factor contributing to high rates of teacher shortages, especially in mathematics, science, and special education. In addition to the above challenges, teacher attrition aggravates the education situation in any country. Teacher attrition also becomes a significant barrier toward achieving the Education for All (EFA) goal and it also causes problems of educational quality, equity and efficiency (Aslami, 2013). In a finding, Ingersoll (2001) reported that teacher attrition is higher in schools with low salaries, poor support from school administration, student discipline problems, and limited faculty input into school decision-making, even after controlling for student composition, school level, and school location.
Buckley (2004) proposed that there are three factors that affect teacher attrition. These are teacher, school and community factors.
Teacher factors include wage, idealism and teacher preparation courses; school factors are working conditions, organizational factors, lack of resources and accountability while community factors have to do with government policy, budgeting policy, public, stereotypical thought about hours and mandate that has legislated for quality teachers only. Billingsley (1993), suggests that teachers' career decisions (i.e., to stay, transfer, or exit) are influences by external, employment, and personal factors. External Factors Related to Attrition includes societal, economic, and institutional variables that are external to the teacher and the employing school district. Many of these variables are not easily amenable to intervention. Examples of external factors include (a) economic trends (e.g., recessions, labor market trends); (b) societal factors (e.g., changing birth rates, regional population shifts); and (c) institutional factors (e.g., particularly strong pre-service programs that instill a high degree of commitment, the successes/failures of teacher union objectives, regulations promulgated by federal/state agencies). Although little research has been conducted on the impact of external factors on career decisions, they obviously could influence the employment or personal circumstances that affect teacher attrition and retention (Billingsley, 1993; Brownell & Smith, 1993). Employment Factors Related to Attrition a second aspect of Billingsley's model incorporates four major employment factors that have both direct and indirect effects on career choice: professional qualifications, work conditions, work rewards, and commitment. Work-related variables have been shown to be predictors of commitment and job satisfaction which, in turn, are associated with retention (Cooley &Yovanoff, 1994).
Personal factors make up the final component in the model and encompass demographic, family, and cognitive/affective variables. Among demographic variables, the age of the teacher is the most consistent correlate of attrition with teachers under the age of 35 posing the greatest attrition risk. Although the research results are mixed, it appears that in special education young female teachers leave the classroom at a higher rate and return at the same rate as male teachers (Singer, 1993). The role of race as a factor in attrition is not clear; however, teachers who are racially different from the majority of their students appear to be at great risk for attrition (Brownell &Smith, 1993). Family factors account for a significant amount of attrition in both general and special education. Marriage, birth of children, and relocation are often cited reasons for termination or interruption of a teaching career, particularly in the early years.
Research in general education teacher attrition also showed that persons from higher socio-economic classes are at greater risk for leaving the profession (Billingsley, 1993). Although it is easy to see that cognitive/affective variables, such as interests, expectations, motivations, and/or personality would affect teachers' career decisions, these factors have rarely been studied.
Against this background the aim of this study is to investigate the factors that influences teacher attrition using Herzberg’s Hygiene factors among private secondary school teachers (male and female) in Lagos state education district V
1.2 Statement of the Problem
Generally speaking education is admitted to be an instrument of transformation. At that, every government strives to ensure that education is provided for her citizens within the resources at disposal with the hope of realizing a knowledge based society.
The ever increasing demand for education as a result of population explosion has caused the government of nations to privatize the education sector so as to reduce the burden. However, these efforts has often been hampered by certain constraints thereby hindering full realization of set goals both in public and private schools. Several factors claim responsibility for this.
Specifically, Foo, Ramli, & Roslen (2014) asserted that “One of the greatest problem facing many schools in both developed and developing nations is the issue of teacher attrition” . Teacher attrition is a significant problem facing schools, with a large percentage of teachers leaving the profession within their first few years (Daniel, Belinda, Lorena, & Bertha, 2012). The role of teachers in the school cannot be overlooked. Lack of teachers or adequate number of them in terms of quantity and quality is detrimental to the school in achieving overall objectives of the school.
Research around the globe have identified the issue of teacher attrition as worrisome. In an attempt to bring this recurring issue to rest, efforts have been made by researchers as a way of providing dependable solution. For instance, Buckley (2004) propose that there are three factors that affect teacher attrition; teacher, school and community factors.
Rosemary, & joku gozi (2011), in a study on teacher attrition in Nigeria as it affects the Universal Basic Education. From the literature reviewed, it was observed that the effect of teacher attrition on the school system has become a thing of concern to stakeholders in education; as all expressed dissatisfaction about the phenomenon.
Though the reviewed studies revealed certain reasons why teachers leave the teaching profession, but this has not been thoroughly explored. Therefore, this study attempt to further investigate factors that cause teacher attrition in private senior secondary schools in Lagos state education district V using Herzberg Hygiene factors.
1.3 Purpose of the Study
The objective of conducting this research was to examine the causative factors of attrition among male and female teachers in private senior secondary schools in Lagos State Education District V using Herzberg Hygiene factors. Herzberg Hygiene factors are:
1. School administration.
2. Pay and benefits.
3. Job security.
4. Interpersonal relation.
5. Work condition.
6. Work assignment.
1.4 Research Questions
Specifically, this study answered the research questions below.
1. To what extent does pay and benefits influence attrition among male and female teachers?
2. To what extent does work assignment influence attrition among male and female teachers?
3. To what extent does job security influence attrition among male and female teachers?
1.5 Research Hypotheses
The following formulated null hypotheses were tested:
Ho i: there is no significant difference between pay and benefits and attrition among male and female teachers.
H0 2: there is no significant difference between work assignment and attrition among male and female teachers.
H0 3: there is no significant difference between job security and attrition among male and female teachers.
1.6 Significance of the study
Of all the inputs needed for effective implementation of policy and realization of transmission of learning experiences is the teacher. A good composition in terms of quality and quantity is required; ensuring their retention is germane too.
This research investigates responsible factors on teacher attrition in private schools in Lagos state. Therefore the researcher expressed the significance of this work in the following ways:
It serves as an educating tool for all the stakeholders in education, also provide information for the general public; about the concept teacher attrition; likely factors that leads to teachers leaving the teaching profession; unravelling the implications of such decision; and not leaving behind probable solutions.
The school owners/administrators will be enlightened about the implication of teachers leaving their jobs, as this is detrimental to the realization of the stated objectives of the school. Based on this knowledge, policy that would ensure retention of teachers and prevent attrition of teachers in the future can therefore be formulated.
Teachers will be exposed to the effects of leaving the teaching profession as this is detrimental to the students’ academic achievement. This study hopefully will help arrest attrition among teachers as many leave the school system without considering the effect on the students and the entire school system.
Parents will also benefit from this work as they will be exposed to the implications of teacher attrition on their children performance at school. The knowledge of this will be of help in making decision to improve the situation as it serves as motivating tool in expressing their concern in Parents Teachers Association meeting.
Finally, this study will contribute to the existing literature on this subject by presenting a strong basis for future academic research.
1.7 Scope of the Study
Lagos State Education District V is made up of four zones (Ajeromi/Ifelodun, Amuwo Odofin, Badagry and Ojo), having total number of two hundred and nineteen private secondary schools. This study therefore covers the four zones out of which some schools were selected.
1.8 Limitations on the Study
The following constraints are encountered:
The fact that private schools are increasing in number is a good one. However, getting the total number of registered ones is a challenge. As a result, this affects the researcher in the aspect of effective sampling exercise, thereby making generalization less valid.
Another challenge occurred in the aspect of permission to administer the questionnaire as some school principals decide not to permit the researcher to have access to the teachers.
At the stage of administering and collection of the questionnaire, not all respondents return the questionnaire, some teachers also fail to complete it, and this might have a significant implication on the result of the analysis.
1.9 Operational Definition of Terms
Herzberg Hygiene Factors: motivating factors in the school organization that influence teacher’s decision whether to remain or leave the teaching profession.
Private School: formal organized environment where teaching and learning take place owned by individual.
Senior Secondary Schools: the second tire of 9-3-4 system of education in Nigeria.
Teacher Attrition: movement of teachers from the teaching profession before they complete the duration of service as a result of one reason or the other.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
The literature was reviewed under the following headings:
2.1 Theoretical Framework
This study approached teacher attrition and its cause from a broad theoretical stance based on human behavior, and workplace motivation. It was supported by theoretical perspectives of Fredrick Herzberg (1959) on human needs and workplace motivation. Herzberg addressed needs-based human behavior and the effects of internal and external factors as they relate to workers’ motivation. This is considered in detail below.
2.1.1 Herzberg’s two Factor Theory
Herzberg (1959) proposed that fulfillment of needs highly depends on individual satisfaction. He divides the factors of need satisfaction into two categories:
1. Hygiene factors that do not satisfy the individual needs but cause dissatisfaction. (Examples: job benefits, working environment, job security, and salary etc.)
2. Motivational factors that give individuals positive satisfaction. (Examples: recognition, work challenges, and responsibility etc.)
The factors of Herzberg theory precisely portray the importance of these factors as specified in the literature review — personal, social and professional. These factors cause dissatisfaction which result in teacher attrition: low salary, poor working conditions, constraints due to gender, low status, heavy teaching workload, its associated stress, lack of organizational support, lack of professional knowledge of senior teachers, and fears of beginning teachers.
However, if all these factors are satisfied, they could positively impact the teachers’ decision to stay in the profession.
Furthermore, the higher order needs are usually satisfied by intrinsic factors. The motivating factors of autonomy, reward, accomplishment, recognition, and professional development activities motivate teachers, and they can accomplish the hard tasks and, are capable of working efficiently and effectively. Consequently, this theories depict that needs of the teachers should be fulfilled and satisfied that eventually motivate teachers. It will not only help retain teachers, but it will also provide them an opportunity to build a quality physical, social, and psychological environment of learning.
Based on the literature review about attrition and factors that drive teacher attrition, there are various personal and professional factors that hinder retention of teachers. It is very hard to separate these interconnected personal and professional factors as McClelland and Varma (1996) suggest, “There is the need to balance personal and professional development, and to strive to achieve the one through the other, by means of appropriate in service activities”.
Teachers will stay in this profession if the teacher has high or at least equal salaries as offered by other professions, if they teach in a secure, equipped and resourceful working environment with adequate work load along, if they receive the gratitude and respect from the community and students, if they are praised and appreciated for their hard work, and if they are provided with the professional development activities, and mentoring programs.
If a system fails to fulfill both the lower and higher level needs of teachers, they will be demotivated and less passionate. It will not only force them to leave the profession and look for to avenues for work, but the system will suffer because of their low performance and lack of interest.
Glewwe (2011) consider schools as “factories” that produce “learning” using various school and teacher characteristics as “inputs”. Hence, if an educational system provides the quality input with the goal of producing quality product (students), there is a need to make this profession attractive and desirable by fulfilling the needs of teachers, and offering them satisfaction and motivation to work in these education “factories”.
2.2 Conceptual Framework
A conceptual framework is a hypothesized model identifying the variables under study and their relationships; that is, dependent and independent variables. The dependent variable under investigation is teacher attrition, while the independent variables are pay & benefits, work assignments, and job security. This is examined and illustrated diagrammatically below. If these areas are addressed with proper intervention and preventive measures put in place, the situation would surely be salvaged.
Figure 1
Abbildung in dieser Leseprobe nicht enthalten
Source: Researcher (2018).
Conceptual Framework on the causes of attrition among teachers examine the relationship between dependent variable (teacher attrition), and the independent variables (pay & benefits, work assignment, and job security). As depicted above, these three factors have a resulting link to attrition among teachers. Should any of these factors (independent variables) be missing or not adequately provided by school owners, attrition of teachers is one of the most likely damaging things that would befall the school system. To buttress this, Aslami (2013) was of the opinion that “If a system fails to fulfill both the lower and higher level needs of teachers, they will be demotivated and less passionate. It will not only force them to leave the profession and look for to avenues for work, but the system will suffer because of their low performance and lack of interest”.
This will be so because the provision and the presence of these factors serves as motivator through which the teachers derive satisfaction.
2.3 Teacher Attrition
Teacher attrition is a deceptively simple concept that does not lend itself to a precise, empirical definition. However, certain number of persons have express their view about the concept, namely, Miller and Chait (2008) defined teacher attrition as “teachers leaving the classroom to take up other professional responsibilities, inside or outside of education, or to spend more time with their families.
Teacher attrition may be defined as the movement of teachers from the teaching profession before they complete the duration of service as a result of one reason or the other. From these two view-point it is readily available that teachers leave their job based on reasons personal to them.
In the opinion of Macdonald (1999) teacher attrition as “either a problem for work force planning and resources or an indicator of the relatively poor quality of school life and teacher morale”.
Research shows that teacher attrition possibly is expected or unexpected, and it could be permanent or temporary (Egu, Wuju & Chionye, 2011). In the former, teachers retire, or they leave the profession to get a job in different fields with more pay (UNESCO, 2006).
Ingersoll (2001) defines these departures as turnover. In the later, teachers remain in the profession but move to other similar jobs within the education system (Miller and Chait, 2008) and/or leave temporarily to have children, start a family, or complete higher education and finally return to continue their jobs. Luekens (2004) divides teachers into three main groups: stayers—the ones who stay for years in the same school, movers— who transfer to other schools but remain part of the system, and leavers—who leave the profession of teaching altogether because of retirement or adopt new occupation. No matter what type or reason, attrition causes massive damage to school and the whole education system of a country in the long run.
2.3.1 Categories of Teacher Attrition
Billingsley (1993) provided a four-category schematic representation of special education teacher retention, transfer, and attrition. In the first category, retention pertained to teachers who remained in the same teaching assignment and the same school as the previous year. The second category, “transfers to another special education teaching position,” included those who stayed in special education teaching but transferred to another position (in either the same or a different district). The third category, “transfers to general education teaching,” was of concern because this group reflected a loss to the special education teaching force (Billingsley, 1993). The fourth group, “exit attrition,” included those who left teaching altogether—that is, retired, returned to school, stayed home with young children, or took nonteaching positions in education (e.g., counseling, administration).
2.3.2 Reasons for Teacher Attrition
There are countless reasons, and enormous research has been published about the factors related to teacher attrition and its associated needs (Aslami, 2013). According to Heller (2004) “teachers have one of the highest attrition rates of any profession”. Like many developed, developing and underdeveloped countries, retaining the teachers is one of the major threats to the national goal of providing quality education at schools (Ayobi, 2011).
Research points to several reasons for teacher attrition;
- including low wages (Liu, 2007; UNESCO, 2006; Lambert, 2004; Mingat & Rakotomalala, 2003; Shen, 1997; Theobald, 1990; Smith & Ingersoll, 2004)
- poor working environment (Arnold, 1993; Stinbrickner, 1998; Weiss, 1999; Johnson, 1990)
- lack of professional development activities (Wise, Darling-Hammond, & Berry, 1987)
- Teaching workloads (Mingat & Rakotomalala, 2003)
- Lack of teacher’s interest in pedagogy (Lortie (1975; Johnson,1990; )
- Constraints on their autonomy (Lambert, 2004; Hargreaves, 1994)
- Fears and insecurities of beginning teachers (Liu, 2007)
- Stress and depression associated with teaching (Kyriacou, 1989).
Researchers have different ways of categorizing these reasons. McClelland and Varma (1996) classified these factors into two broader categories of needs; i.e. personal and professional needs of teachers. According to them almost all the factors and reasons that keep a teacher in the profession are surrounded by their personal or/and professional needs. Cunningham (2000) used the term “pull factors” that specify the personal and professional factors of teaching that affect attrition.
2.4 Factors Influencing Teacher Attrition
While a variety of factors contribute to teacher attrition, this study is focused on teacher personal characteristics, school context variables, external factors, employment factors, and personal factors. The review begins with an examination of personal characteristic and stops at personal factors so as to understand the impact of these factors on teacher attrition.
2.4.1 Teacher Personal Characteristics
Age
Research suggests that age is a reliable predictor of teacher attrition, with higher rates reported for both younger and older teachers (Billingsley, 1993; Boe, Bobbitt, Cook, Whitener, & Weber, 1997; Murnane & Olsen, 1990). While older teachers presumably leave at higher rates due to retirement (Billingsley, 1993; Brown & Wynn, 2007), a plethora of variables likely contribute to higher attrition rates among younger teachers. Importantly, retirement is among the least significant factors for teacher attrition, with teacher attrition rates disproportionately higher among novice teachers (Ingersoll, 2001). In fact, retirement accounts for only about 12% of the total attrition rate (Ingersoll, 2001), with the hazard function of younger teachers (defined as < 40) being about 37% greater than older teachers.
Gender.
Research indicates that successful transition of teacher candidates into certified, fulltime teachers is linked to gender. With female teachers already outnumbering their male counterparts, research has shown that attrition rates are higher for males (Marso & Pigge, 1997; et al., 2008). This finding does not appear universal, as Adams (1996) found that females were about 37% more likely to leave the profession than males. Regardless, males appear more likely to change roles within education and move up the career ladder (Quartz et al., 2008), which may be associated with greater teaching dissatisfaction by males (Ma & Macmillan, 1999).
Race/Ethnicity
Understanding the influence of gender and teacher starting age on attrition in isolation is ill-advised, as attrition rates may be moderated by other variables. Kirby (1999) indicated relatively few differences in attrition rates based on ethnicity or gender during the first couple of years. However, after 17 years in the profession, White females and African-American males were at the highest risk of leaving the profession, followed by White males. These results confirm that the simple direct effects of these variables may not paint an accurate picture related to teacher personal characteristics and attrition.
Other research using race/ethnicity as a possible factor influencing attrition is conflicting (Boe, Bobbit, Cook et al., 1997; Ingersoll, 2001; Kirby et al., 1999; Quartz et al., 2008). Studies have found that African-American teachers have lower attrition rates than White teachers do (Adams, 1996; Ingersoll, 2001; Kirby et al., 1999; Quartz et al., 2008; Shen, 1997). Other studies showed that Latino teachers had lower attrition rates when compared to White teachers (Kirby et al. 1999), although no difference emerged when examining role-changers (Quartz et al., 2008; Quartz et al.,2008). Regardless, it appears that White teachers are at the greatest risk of leaving the profession, which is consistent with previous survival analysis research (Adams, 1996). Although more research is needed to understand attrition rate differences, Kane and Orsini (1999) noted that minority teachers reported the lack of diversity among teacher and student populations, along with feelings of isolation, as the top reasons for leaving the profession.
Teacher assignment
Mathematics, science, and special education teachers appear more likely to leave the education field than other teachers (Brown & Wynn, 2007). In addition to these fields, bilingual (including English as a second language) education and foreign language are considered critical shortage areas (Flores & Claeys, 2011; Kersaint et al., 2007; U.S. Department of Education, 2011). Evidence also suggests that secondary level teachers with mathematics standard certificates were less likely to leave the field than those with probationary certification (Hampeden-Thompson, Herring & Kiening, 2008). Regardless, relatively little research has compared attrition between content areas.
Salaries and Benefits
When one thinks about the high rate of teacher attrition, one of causes that comes to mind is the relatively low compensation.
McCreight (2000) reported that the national average for teacher salaries began at $26,000, making it one of the lowest paid occupations for a college graduate. Lawyers and doctors earn 50% to 75% more than teachers. This situation actually worsens in the nation’s toughest schools. Watson (2001) noted that new teachers working in inner-city Philadelphia earned almost $4,000 less annually than their experience-level peers working in suburban Pennsylvania schools. Jimerson (2003) reported that the financial prospects are even dimmer for teachers working in outlying rural districts nationwide, as reports show them earning less than suburban and urban school teachers.
If a school system is in a financial position to do so, improving teachers’ salaries is the first, and often the only, strategy employed to reduce or prevent attrition (Scarpa, 2005). Michals (2006) reported on a plan implemented by the Richland One school district located in South Carolina. The district reserved $700,000 of its budget for recruitment and retention efforts, with the centerpiece being a $1,000 to $3,000 signing bonus. There were stipulations on the bonus however: Teachers would qualify if they taught the particular needed subjects, were willing to work in schools that were underperforming academically, and had earned their professional-level teaching certificates. Michals (2006) also noted that the school system was about to embark on a “merit bonus system for teachers whose students make significant achievement gains”. This last strategy raises a red flag, however, as it could result in many teachers giving up their broader-based academic curriculum in order to specifically teach-to tests.
Such teaching often emphasizes rote learning and memorization and does little to further more complex and nuanced learning processes or enhance one’s ability to think creatively or originally about the information being provided.
[...]
- Citation du texte
- Samson Okelarin (Auteur), 2019, Teacher Attrition. Causative Factors in Private Senior Secondary Schools in Lagos State Education District V, Munich, GRIN Verlag, https://www.grin.com/document/1242793
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Téléchargez vos propres textes! Gagnez de l'argent et un iPhone X. -
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Téléchargez vos propres textes! Gagnez de l'argent et un iPhone X. -
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Téléchargez vos propres textes! Gagnez de l'argent et un iPhone X. -
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Téléchargez vos propres textes! Gagnez de l'argent et un iPhone X. -
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Téléchargez vos propres textes! Gagnez de l'argent et un iPhone X. -
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Téléchargez vos propres textes! Gagnez de l'argent et un iPhone X. -
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Téléchargez vos propres textes! Gagnez de l'argent et un iPhone X. -
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Téléchargez vos propres textes! Gagnez de l'argent et un iPhone X. -
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Téléchargez vos propres textes! Gagnez de l'argent et un iPhone X. -
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Téléchargez vos propres textes! Gagnez de l'argent et un iPhone X. -
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Téléchargez vos propres textes! Gagnez de l'argent et un iPhone X. -
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Téléchargez vos propres textes! Gagnez de l'argent et un iPhone X. -
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Téléchargez vos propres textes! Gagnez de l'argent et un iPhone X. -
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Téléchargez vos propres textes! Gagnez de l'argent et un iPhone X. -
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Téléchargez vos propres textes! Gagnez de l'argent et un iPhone X. -
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Téléchargez vos propres textes! Gagnez de l'argent et un iPhone X.