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The major objective of this study was to examine the approaches established and
employed by the government in dealing with teachers‟ turnover in public secondary
schools in Tanzania. The specific objectives of the study were to assess the current
situation of teacher‟s turnover in the study area; to examine how the council has dealt
with teacher turnover rate; to assess achievements reached by the council in reducing
teachers‟ turnover; and to examine challenges faced by the council in reducing teacher
turnover. Data collection was done using structured questionnaires of open and closed
questions, to obtain quantitative and qualitative data. Interviews of key informants were
undertaken under the guidance of checklist questions. The major part of the results were
analysed qualitatively. Some results were presented using texts, tables and figures to
illustrate findings.
The study found that the strategies to reduced teachers‟ turnover include improving
allowances, construction of teachers‟ houses; creating environment for teachers to get
loans from financial institutions, and seminars and workshops for training. The success
of the strategies was very little as the implementation of the strategies was of the low
standard. The challenges that the council faces in reducing teachers‟ turnover include
financial constraints, corruption among leaders, shortage of teachers, and undisciplined
students.
From the results it was concluded that the rate of teachers‟ turnover in Morogoro
municipality was still high; several strategies were established at the school level and
council level in order to motivated teachers but they were not workable; council faced
various challenges in its efforts to reduce teachers‟ turnover. These challenges include
financial problems, corruption among leaders, shortage of teachers and undisciplined
students.
The study recommends that government should give teacher the transport facilities like
motorcycles and cars in terms of loans so that to facilitate teachers‟ transport to their
working stations. Also the teachers should be involved in priority setting and planning
so that to include the teachers‟ needs. |
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