Assessment of practices of heads of schools that influence new teachers to remain in their career: a case of Nyamagana district- Mwanza

Bwire, Silas N

dc.creator	Bwire, Silas N
dc.date	2019-09-02T08:27:51Z
dc.date	2019-09-02T08:27:51Z
dc.date	2013
dc.date.accessioned	2022-10-20T14:15:40Z
dc.date.available	2022-10-20T14:15:40Z
dc.identifier	Bwire, S.N. (2013). Assessment of practices of heads of schools that influence new teachers to remain in their career: a case of Nyamagana district- Mwanza. Dodoma: The University of Dodoma
dc.identifier	http://hdl.handle.net/20.500.12661/1378
dc.identifier.uri	http://hdl.handle.net/20.500.12661/1378
dc.description	Dissertation (MA Education)
dc.description	This study examined an assessment of practices of heads in community secondary schools that influence new teachers to remain in their career in Nyamagana District, Mwanza Region. The study was guided by two theories, the Hertzberg‟s motivationhygiene theory of job satisfaction and the expectancy theory. Qualitative approach was used in this study. Its design was cross-sectional survey. Purposive sampling technique was used to select study samples whereby three schools, three heads of schools and twelve new teachers were selected. Data collection methods included interview guide questions to heads of community secondary schools and Focus Group discussion (FGDs) to new teachers. The collected data were analyzed through thematic analysis. The findings of the study revealed that new teachers had slight mutual interaction with heads of schools during their first year of teaching while very few of the respondents were in the view that they had at least good interaction with the experienced faculty members. Again the study showed that new teachers were not involved in decision making specifically in matters related with the development of the schools. Furthermore, new teachers also claimed not to have incentives including motivation and financial support that could enhance them to remain in their career other than salaries. In addition, the study noted that employees (new teachers) were likely to leave from one career to another if their expectations could not meet. Therefore, this study concludes that practices of heads of community secondary schools influence either positively or negatively for new teachers to stay in their career beyond their first year.
dc.publisher	The University of Dodoma
dc.subject	Community secondary schools
dc.subject	Public secondary schools
dc.subject	Government secondary schools
dc.subject	Nyamagana district
dc.subject	Mwanza
dc.subject	Tanzania
dc.subject	Teachers retention
dc.subject	Teachers immobility
dc.subject	School heads
dc.subject	Headmasters
dc.subject	Headmistresses
dc.subject	Influences
dc.subject	Motivate
dc.subject	Promote
dc.subject	Facilitate
dc.subject	Practices
dc.subject	Factors
dc.subject	Assessment
dc.subject	Determination
dc.subject	Examination
dc.subject	Secondary leaders
dc.subject	Job satisfaction
dc.title	Assessment of practices of heads of schools that influence new teachers to remain in their career: a case of Nyamagana district- Mwanza
dc.type	Dissertation