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This study examined the impact of human resource practices on teachers’ retention in
public secondary schools in Morogoro rural district. The objectives of the study were to:
examine the role played by human resource practices on teacher’s retention, assess the
contribution of performance appraisal on teacher’s retention and identify the
contribution of maintaining teacher’s welfare on teacher’s retention. Mixed method
approach was used as research approach. It guided development of data collection tool.
Sample included 116 teachers, officers and heads of schools. Data was gathered through
questionnaires and semi-structured interviews. Validity of the study was attained
through experts’ assessment technique and reliability of the study was established
through the use of Cronbach’s Coefficient Alpha. Qualitative responses were coded,
categorized and analyzed into themes. Quantitative data was analyzed using frequencies
and percentages. The findings show that human resource practices are not successfully
implemented in the district, with majority of the teachers expressing dissatisfaction with
teaching profession and wishing to join other professions if they would get a chance to
do so. Teachers pointed out the poor working environment and poor government and
community support towards teachers as the main factors de-motivating them.
Centralized recruitment system practice undermined the ability to implement rational
deployment, lack of performance appraisal, lack of maintaining of teachers’ welfare and
lack of sponsorship for training and development negatively influencing teachers’
retention in public secondary schools in Morogoro rural district. The research
recommends that the Government of the United Republic of Tanzania and education
development partners improve the teachers working conditions, including a provision of
housing and social welfare services. |
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