Employee Voice Contexts and Teacher Retention in Remote Secondary Schools in Tanzania

African Journal of Teacher Education

View Publication Info
 
 
Field Value
 
Title Employee Voice Contexts and Teacher Retention in Remote Secondary Schools in Tanzania
 
Creator Boniface, Raymond Mwemezi
 
Subject exiting
remote school
school level strategies
Tanzania
teachers’ retention
voicing
Teacher retention
 
Description Retaining teachers in their work stations is influenced by many factors which are contextually explained. Teachers’ retention practices in Tanzania and most Sub-Saharan African (SSA) countries have been ineffective partly because of being monetary based. While ‘voicing’ is regarded as a more feasible strategy for retaining teachers in these countries, conditions which favour voicing over exiting a remote school particularly in the Tanzanian context have been not systematically mapped out. This article presents and discusses seven conditions, to include: empowering, listening and cooperative leadership; habitability; friendliness outside school environment; investment potentialities; a supportive and peaceful school working environment; life as a “challenge” mindset; as well as patriotism and profession commitment, which were found to favour voicing over exiting a remote school. The findings imply that there is a need to empower teachers to influence change and reforms that matter to them, increasing teachers sense of investment in schools they are posted and in the profession (social and financial capital), checking ‘who goes into the teaching profession and with what level of struggle’; improving school-level relationships including justice practices from leaders and management, positive co-workers exchanges; training teachers to become patriotic to the nation and be committed to the teaching profession; and the need to improve cooperation and understanding between schools and their surrounding communities.
 
Publisher Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD)
 
Date 2019-08-07
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier https://journal.lib.uoguelph.ca/index.php/ajote/article/view/5040
10.21083/ajote.v8i0.5040
 
Source African Journal of Teacher Education; Vol 8 (2019); 159-193
1916-7822
 
Language eng
 
Relation https://journal.lib.uoguelph.ca/index.php/ajote/article/view/5040/5178
 
Coverage Tanzania, East Africa
 
Rights Copyright (c) 2019 African Journal of Teacher Education
 

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