Staff Turnover and School Effectiveness in Private Secondary Schools in Education
CHAPTER ONE
Objective Of Study
The specific objectives of this study were:
- To establish the reasons for turnover among teachers.
- To investigate the effects of turnover on students‟ academic performance in private secondary schools.
- To recommend ways of reducing teachers‟ turnover.
CHAPTER TWO
LITERATURE REVIEW
Introduction
The Concerns about Teachers‟ turnover and attrition are reported widely as a global phenomenon. Many substantial empirical researches have been done focusing on determining which kinds of teachers are more prone to leave teaching and why. Among the most important findings has been that teacher turnover is strongly affects academic field (Weiss & Boyd, 1990). Although the data have been inconsistent at times, but special education, mathematics, and science are typically found to be the fields of highest turnover (Boe et al, 1997; Grissmer et al,1992, Murnane et al, 1991).This chapter reviews literatures related to effects of teachers turn over on students academic performance.
Reasons for and rate of Teachers’ turnover
There are different reasons which contributes to turnover among teachers as reported by different researchers:
Sterling (2004), studied about the shortage of science and mathematics in U.S.A, he discovered that most of these teachers, leave their profession just few years after they have been employed. They mentioned five main reasons for leaving their jobs. These reasons are family or personal problems, job dissatisfaction, pursuit of another job, school staffing action, and few for retirement reasons. The authors argue that teacher turnover in this field, is the engine behind staffing problems for mathematics and science classes. He also argues that, on this dimension mathematics and science teachers differ. Both groups are, unsurprisingly, motivated by better working conditions and higher salaries, but the former is valid more to teachers than science. In both cases, the result is that mathematics and science teachers tend to leave schools with large percentages of low-income kids in order to move to schools with wealthier kids or other fields which pays more salaries.
Since the reason for job dissatisfaction shows high percentage rate, then the reasons for job dissatisfaction were further analyzed and broken down into categories, where by respondents were asked to mention up to four reasons which make them dissatisfied with their job in order to understand exactly what makes them unsatisfied. Among the most frequent reasons mentioned by the majority was job dissatisfaction due to poor salary 56.7 percent by 54.3 percent and poor administrative support 45.9 percent by 42.7 percent student discipline problems 29 percent by 22.9 percent lack of faculty influence 12.2 percent by 16.5 percent and poor student motivation 21.4 percent by 14.6 percent as compared to other subject teachers. Therefore poor salaries and administrative support were the top reasons mentioned by those teachers.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter describes the methods and procedures that were employed in the process of data collection. It includes aspects such as research approach, design of the study, area of the study, study population, sampling techniques, sample size, research instrument and sources of data.
Research design
The study employed a survey research design for the purpose of describing a situation systematically and accurately. A survey design was employed because it involves a large sample of data and allows the collection of extensive data about people’s attitudes, opinions, habits or any variety of education or social issues by interviewing or administering questionnaires to respondents.
Target population
The target population of the study includes all teachers from 8 selected schools in Lagos City, Ex-teachers, Heads of schools, Students and Educational officers. The population sample of about 173 respondents provided information in this study. Teachers from these schools were divided according to their presence at schools (the ex teachers and those at school), the subjects they were teaching (teachers and non-teachers) and students.
Sampling procedures
Latham (2007) explains that sampling method involves taking a representative selection of the population and using the data collected as research information. Sampling techniques are done when the population is large and geographically dispersed, hence impossible to collect data on the whole population. Therefore, sampling techniques involved choosing a sub-group of the population which is called sample. The study employed both techniques for the selection of the study area and technique for the selection of respondents. Stratified sampling technique was used to select the study area and a proportion of respondents while simple random sampling technique and purposive sampling were employed to select the respondents.
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
Introduction
This chapter comprises the presentation, analysis and discussion of the findings. The chapter is divided into Four parts namely; the first part covers the rate of teachers turnover, the second part covers the reasons for teachers‟ turnover in secondary schools in the study area, the third part covers the impacts resulting from teachers‟ turnover on students‟ academic performance secondary while the tentative ways of reducing teachers‟ turnover has been covered in the last part.
The Rate of Teachers’ turnover in secondary schools
Ingersoll (2001) identifies that about 30 percent of new teachers leave the profession within five years or below and the turnover rate is 50 percent higher in high-poverty schools as compared to more affluent ones. In order to understand the rate of turnover generally the researcher wanted to know the duration spent on teaching, the available teachers at the school and whether it is sufficient and the experience of turnover in that school.
Duration spent in teaching
Understanding the duration spent in teaching at the same station was seen important to be understood because for those who did not turnover can provide useful information depending on the duration he/she has been at the station. The more time spent on teaching entails much experience on the incidence of fellow teachers‟ turnover. For those who leave the work could as well provide information on duration they spent at work before turnover. In this study, it was found that majority of teachers 7 who are at work, had spent teaching in duration of 6 and 10 years. There were slight difference with those who had spent 1 and 5 years teaching at the station, these were 6 while few 3 had spent more than 10 years teaching at the same station.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
The chapter is divided into three parts, namely; summary of the findings, conclusion and recommendations on what should be done. Generally, the chapter is arranged with respect to the study objectives, responses from respondents, methodology used to attain the responses and their implication on the study.
Summary and conclusion of the study
The summary and conclusion of the study is arranged on the following parts; the reasons and rate of teachers‟ turnover, the effects of teachers‟ turnover on students‟ performance and the tentative ways to end up teachers‟ turnover in secondary school in the study area.
Reasons and rate of teachers’ turnover
Respondents were asked different questions to obtain information on the reasons and extent of teachers‟ turnover. Respondents were asked on the duration spent in teaching, the number of teachers available at the school, experience of turnover and the reasons for turnover. In the aspect of duration spent at teaching in the school, responses indicated that most teachers 7(43.5 percent) had spent 6 years to 10 in teaching, 6(37.5 percent) had spent 1 to 5 years in teaching while few 3(19 percent) had spent 11 years and above in teaching. On those who had exit the work reported to work in the station for not more than 5 years, where by 4(20percent) reported to work for not more than 5 years, while 16(80percent) reported to work as teachers for not more than 3 years.
On the experience of turnover in schools, 100 percent of respondents reported to experience turnover in their schools, with private schools‟ dominance in turnover compared to other schools. The destination of turnover was identified in which majority of teachers turnover 12(60percent) were employed in other most paying organizations, with variation with those who went for further studies which was 6(30percent) and very few 2(10percent) reported to establish their own business. The factors for teachers‟ turnover were as well identified, including high teaching load especially in government secondary schools, low salary which makes teachers to search for other jobs which pays more salary and another factor was to seek for further studies.
Impact of turnover on students’ performance in private secondary schools.
In this aspect, respondents were required to identify the impacts of turnover to students‟ performance in private secondary schools. Information was to be gathered by interview, questionnaires and observation methods of data collection.
Teachers and students respondents were asked to identify the general school performance in private secondary schools, in which responses varied between teachers and students with more students 104 (81percent) suggesting that the performance in private secondary schools to be poor. However the general performance in private secondary schools in various schools was seen to be poor since 6(37.5percent) of teachers as well suggested the performance to be poor. There were very few respondents suggesting the performance in private secondary schools to be excellent; only 3(18.7percent) of teachers and 9(6.8percent) of students suggested the performance in private secondary schools to be excellent.
On the other hand, 100% of the respondents reported the performance to be influenced by teachers‟ turnover in secondary school. The need was therefore to identify ways in which turnover may impact students‟ performance in private secondary schools. In this aspect, different phenomena was mentioned by the respondents and grouped into lack of motivation, inadequate teaching and psychological disturbances, with majority of teacher respondents 9(56.7percent) commenting a psychological disturbances to students and majority of students 94(73.5percent) suggesting inadequate teaching due to turnover have impacted students‟ performance in private secondary schools. Generally responses showed that turnover by teachers have impacted students‟ performance in private secondary schools in secondary schools as a result of poor performance.
Responses from interviews with educational officer in Lagos City indicated that the impact may not be to students performance only, but further to the government resources, since most teachers who are employed are either not reporting to their stations or they exit immediately after reporting to their working stations. However observation might have been identified more details since there were few teachers in most of the secondary schools with report from students to be taught by more than one teachers throughout their stay at school.
Tentative ways of reducing teachers’ turnover in secondary schools
In this aspect, it was seen important to identify the ways in which the problem of turnover can be mitigated especially to teachers. Responses were compared to the previous responses in the aspect of the factors contributing to turnover. Generally respondents identified on the presence of motivation to teachers in their schools. The aspect varied in which majority of respondents 10(62.5percent) denied to have motivation in their schools with the rest 6(37.5percent) accepting to be motivated in their schools. The following aspect was to identify the forms of motivation available in the schools. Responses reported different forms such as housing, higher salaries and reinforcement after results. The issue was then on whether these forms of motivation can play part to end teachers‟ turnover in secondary schools.
Both teachers and students were asked to identify on whether there are efforts to end turnover among teachers in secondary schools. Most of students 117(91.5percent) reported to be no efforts to end teachers‟ turnover, as well majority of teachers 10(62.5percent) reported the absence of efforts to end teachers‟ turnover in secondary schools.
Therefore respondents suggested different ways in which turnover of teachers can be reduced. Different strategies were mentioned, and summarized into the following namely; increase salaries to all teachers with majority of teachers 11(68.2%) suggesting this aspect. Students largely suggested that more teachers should be employed.
Responses showed that housing was of less interest to teachers since only 1(6.2%) suggested the aspect of housing as a strategy to end teachers exit in their stations.
Information from interview indicated that most teachers are interested in higher salaries more than what they earn currently. This showed that exit and failures in mathematics in most secondary schools is due to unsatisfactory salaries earned by teachers in secondary schools.
Recommendations
Basing on the study findings, the researcher therefore recommends the following.
- It is better if teachers will be given more salary or allowances because teaching mathematics seems to be tiresome to teachers because mathematics has many periods per week, compared to other subjects (6 periods per week) in each stream while other subjects have less number of periods, but all teachers are paid the same salary. Most of ex-teachers resign because they found other job which pays more salaries. This will motivate teachers and attract them to stay in teaching.
- There should a circular of strict follow-up of teachers who were given loan by the Government during their studies to have a specific time to serve the society before resignation or going for further studies and if anyone wants to resign teaching there should be a penalty pay to recover costs of the study expenses, this will help to reduce turnover among teachers .
- There should be a good relationship between head of schools and teachers and availability of teaching and learning materials such as enough text books and reference books, teaching models in order to simplify the work of teaching mathematics and create attractive working environment and hence job satisfaction to teachers‟ in performing their work comfortably.
- Basing on respondents reasons for turnover, there should be different form of extrinsic motivation such as reward after national examination results or internal examinations in order to recognize teachers‟ contribution on students‟ good performance.
- More studies should be done on the rate of turnover and its reasons by comparing teachers with teachers of other subjects (Correlational Study). This will help to see whether the rate or reasons are the same or different and find the best way to satisfy teachers accordingly and retain them in their profession and improve students performance.
REFERENCES
- Anon.L,(1998), Education crisis unresolved.:The Educators’ Voice,Available url: http://www.sadtu.org.za/ev/Ap ril1998_p 01.htm
- Anon.L,(2002a). Drop in number studying teaching could result in crisis for the Future,Available url:http://www.city varsity.co.z a/journalism.
- Asmal. K,(20 02), Speech by Professor Kader Asmal, MP, Minister of Education on the release of 2002 Senior Certificate Examination Results. Goodhope Auditorium, Cape Town. December 2002.
- BBC News Online (2001). Teacher shortage a ‘national crisis’. January 18.Available url: http://news.bbc.co.uk
- BBC News (2001). Truth about teacher shortages, January 13. [Online] Available url:http://news.bb c.co.uk/1/low/education/correspondents
- Bennel,P.(2004), Teacher retention and Incentives in Sub Saharan Africa and Asia, Brighton Publishers.
- Boe, E. Bobbitt.S, & Cook, L. (1997). Whither didst thou go? Journal of Special Education, 30, 371-389.
- Boe. E, Bobbitt.S, Cook.L, Barkanic.G, & Maislin.G (1998). Teacher turnover in eight cognate areas: National trends and predictors. Philadelphia, University of Pennsylvania, Center for Research and Evaluation in Social Policy.
- Borsuk,A.J (2001). Halting teacher turnover remains challenge at MPS. JSOnline. [Online] Available: url:http://www.jsonline.com/news/metro
- Boyd,D. (2009), The Influence of School Administrators on Teachers’ Retention Decision,American Economic review Paper95(2),166-171
- Boyd.D, Lankford. H,Loeb .S, (2010). The effects of school neighborhoods on teacher career decisions. Working paper downloaded from:http://www.teacherpolicyresearch.org
- Boyd, D. Lankford, H. Loeb, S. & Wyckoff, J.(2005). Explaining the short careers of highachieving teachers in schoolswith low-performing students. AmericanEconomic Review, pp.166-177
