It is no secret that retention of
effective teachers is one of the keys in developing and/or maintaining an
effective school. In the current age of accountability in education, this
problem is exacerbated in Nigeria because of the contexts in which schools in
these settings (rural and urban) often
exist. As a result, the challenge for education leaders in schools with
significant staffing needs in rural and urban areas is to understand the
factors that influence teachers’ decisions to “stay” and leverage them to
increase staff retention.
Although several Researchers have offer
Prescriptions for Retaining Teachers, looking at factors that influence
teachers’ decisions to remain at their current schools and/or in the education
profession at all. While I do not agree with most of the article’s perspectives,
I still believe that what influence teachers’ decisions to leave are relevant
to practice and worthy of further exploration.
Summations from reputable institute
such as Albert Shanker Institute and the American Federation of Teachers (AFT),
have offered the following as the major areas of job dissatisfaction reported
by teachers: these includes lack of prep time, heavy teaching loads, poor
salary and benefits, large classes, student behavior, lack of faculty
influence, lack of parent support, lack of opportunities for career
advancement, and lack of time for teacher collaboration. These factors and more
are obviously relevant to the Nigerian context. That I will explore more deeply
from the perspective of four domains of school leadership practice:
1. Organization and management
2. Human resource management
3. Communication
4. Learning environment
Please send a comment below for
further details.
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