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ATTRACTING AND RETAINING OF QUALITY TEACHERS IN SECONDARY SCHOOL

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Surveys find that lack of support is a key reason why teachers change schools or leave the profession (Ingersoll, 2001). Many districts have tried to reduce attrition through induction and mentoring programs for new teachers. Members of all stakeholder groups should be involved at some point in this effort.

Coggins and Diffenbaugh (2013) reference Daniel Pink’s book Drive and recommend three ways to increase the number of teachers who continue working effectively in classrooms for more than a few years. The initial recommendation is for new teachers to obtain mastery. Teachers flourish when they feel good about their work. To assist teachers in feeling good about their work, schools must not place beginning teachers into the most difficult classrooms with inadequate support, and all teachers must be provided with frequent quality feedback from knowledgeable practi- tioners. The second recommendation dwells on the concept of purpose. Teachers are in the classroom because they want to improve the learning of their students in a manner that will have a positive effect on the students. Teachers need to be provided with opportunities to work in teams that have the potential of improving instructional practice so that many students are affected in positive ways. School districts must establish procedures that provide teachers with opportunities to have a say in school policies, and in the development of comprehensive programed improvement strategies. A final recommendation is for teachers to be allowed autonomy in regard to instruction. A balance must be struck between the “flee market” classroom, where a teacher “rents the space and does their own thing,” and a tightly controlled scripted curriculum delivery that provides the teacher no freedom in regard to instruction, pac- ing, and assessment (Coggins & Diffenbaugh, 2013).

Induction is the term used to describe all the processes through which a new teacher is introduced to the policies and culture of the school district, including the individual school, the staff, curriculum, and the community. The process of induction should begin the moment a new teacher is hired. As soon as new teachers sign their contracts, the district should provide as much information about the school and community as possible and make new hires feel special, welcome, and appreciated in between the time they sign their contract and when they first report to work. Relation- ship building is key toward fostering positive attitudes and feelings of belonging among teachers when they arrive in their new surroundings. Sending weekly postcards or notes relaying the message that the school and community are looking forward to their arrival and copies of newspapers or other information that will help inform them about their new community and school are additional ways to build relationships. Keeping in touch with incoming teachers and having someone available to meet them when they arrive at the school also set a positive tone for these individuals.

Rosenholtz (1989) summarized the literature by listing ten components essential for the successful induction of new teachers:

1. Carefully selecting initial assignments in which placing the new teacher in the most difficult schools or with the most difficult situations is avoided

2. Providing opportunities to participate in decision-making, coupled with autonomy in many classroom choice

3. Setting clear administrative goals

4. Offering regular, clear feedback and specific suggestions for improvement

5. Providing encouragement from administrators and colleagues

6. Working in a non-threatening environment to encourage questions

7. Discussing the role of the teacher with experienced colleagues.

8. Encouraging experimentation and discussing the results with colleagues

9. Setting clear school rules for student behavior

10. Providing opportunities to interact with parents

Induction programs typically involve meetings, informal classes for new teachers, and peer-support groups. A strong induction program for new staff members that involves them in an existing learning community must assign a strong coaching mentor who can grow professionally as much as those they mentor; support and extend innovative prac- tice through active research; and support collegial discussion and learning among experienced staff, new staff, and the principal through rigorous study groups. Such a framework for induction not only harnesses the enthusiasm and professional support research has shown necessary for making novices successful, but builds an ongoing commit- ment to professional learning for all staff members.

Mentoring programs generally pair novice teachers with experienced teachers, although the type and extent of in- teraction between the teachers vary considerably. In all cases, mentoring programs must exist separately from evalu- ative programs. Efforts to provide effective mentoring programs appear to impact beginning teachers in at least three significant ways. First, mentoring helps new teachers adjust to the organization and philosophy of the school. Second, mentoring fosters self-confidence and gives new teachers encouragement to not only remain in the district, but remain in the profession as well. Third, a sound mentoring program allows new teachers to expand their teaching skills and knowledge-base (Southwest Educational Development Laboratory, 2000). The mentor-coach who mentors novices must ensure that the feedback provided guides and improves practice while engendering trust in the men- tor/protégé relationship (Johnson, 2002).

Training of mentors should be a priority for the principal. For effective feedback, mentors should offer nonjudgmen- tal accepting responses, present specific data for discussion, and provide guidelines for growth. The principal must provide the mentor access to the protégé’s classroom and assure equal access to the mentor’s class. The mentor must see the protégé in practice, and more importantly, the mentor must be a skilled observer to find subtle teaching and student learning behaviors that, if improved, can increase a protégé’s effectiveness and competence (Portner, 2003). At the same time, the protégé must observe the mentor with attention to practice and lesson design that serves as an exemplary model for the protégé. The principal must develop special schedules to provide the mentor and protégé time in their day to visit and collaborate because, if mentoring doesn’t happen in the classroom, it quickly becomes merely a to-do list for the first month of school and little improvement or growth in practice occurs for the protégé.

1.2 STATEMENT OF THE PROBLEM

The retention of quality teachers in secondary schools is a pressing issue with far-reaching implications for educational quality and student outcomes. Despite efforts to attract and retain skilled educators, many schools face challenges in retaining them. Factors such as low salaries, heavy workloads, limited opportunities for professional growth, and inadequate support systems contribute to high turnover rates among teachers. Consequently, students may suffer from inconsistent instruction and lack of continuity in their learning experiences. Addressing this problem requires a comprehensive understanding of the underlying causes and effective strategies for improving teacher satisfaction and retention. By investigating the factors influencing teacher turnover and exploring innovative approaches to enhancing teacher support and job satisfaction, this study aims to provide insights and recommendations for fostering a more stable and skilled teaching workforce in secondary schools.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine attracting & retaining of quality teachers in secondary school

Specific objectives include;

1. To identify the factors influencing the attraction of quality teachers to secondary schools in Obio/Akpor Local Government Area of Rivers State.

2. To assess the strategies employed for retaining quality teachers in secondary schools within the study area.

3. To examine the relationship between teacher attraction, retention strategies, and the quality of education in secondary schools in Obio/Akpor Local Government Area of Rivers State.

1.4 RESEARCH QUESTIONS

1. What are the primary factors that influence the attraction of quality teachers to secondary schools in Obio/Akpor Local Government Area of Rivers State?

2. What retention strategies are currently being implemented to retain quality teachers in secondary schools within the study area?

3. How does the effectiveness of teacher attraction and retention strategies impact the overall quality of education in secondary schools in Obio/Akpor Local Government Area of Rivers State?

1.5 RESEARCH HYPOTHESES

Hypotheses i

   H₀: There is no significant relationship between the factors influencing teacher attraction and the quality of education in secondary schools in Obio/Akpor LGA of Rivers State.

   H₁: There is a significant relationship between the factors influencing teacher attraction and the quality of education in secondary schools in Obio/Akpor LGA of Rivers State.

Hypotheses ii

   H₀: There is no significant relationship between the retention strategies employed and the quality of education in secondary schools in Obio/Akpor LGA of Rivers State.

   H₁: There is a significant relationship between the retention strategies employed and the quality of education in secondary schools in Obio/Akpor LGA of Rivers State.

Hypotheses iii

  H₀: There is no significant relationship between teacher attraction, retention strategies, and the overall quality of education in secondary schools in Obio/Akpor LGA of Rivers State.

   H₁: There is a significant relationship between teacher attraction, retention strategies, and the overall quality of education in secondary schools in Obio/Akpor LGA of Rivers State.

1.6 SIGNIFICANCE OF THE STUDY

This study may bring about improved retention and efficiency of secondary school teachers by contributing a better understanding of the experiences and perceptions of stakeholders, which can be used to develop strategies that are useful in improving the retention and efficiency of secondary school teachers. This same may be useful for a review of the educational policy by school administrators and government officials. Achieving retention and efficiency of teachers are major difficulties that secondary school administrators in rural areas face, considering the attendant challenges associated with such localities.

This study is significant because in it I share actual encounters drawn from participants within the LGA and how these circumstances affect the retention of qualified teachers in secondary schools. I also recommend the right approaches to be adopted by school administrators and policy makers towards improving their level of efficiency. These approaches can be used by key policymakers to formulate the right strategies towards ensuring a high rate of retention and efficiency of qualified teachers.

1.7 SCOPE OF THE STUDY

The study aims to investigate strategies for attracting and retaining quality teachers in secondary schools within the Obio/Akpor Local Government Area of Rivers State. It will explore factors influencing teacher recruitment and retention, such as salary structure, professional development opportunities, working conditions, and administrative support. Additionally, the research will examine the impact of teacher turnover on student achievement and school performance. Through qualitative and quantitative analysis, the study seeks to provide insights and recommendations to policymakers, school administrators, and stakeholders to improve teacher recruitment and retention efforts in the region.

1.8 LIMITATIONS OF THE STUDY

The study on attracting and retaining quality teachers in secondary schools may encounter limitations such as insufficient sample representation, potential bias in participant responses, reliance on self-reported data affecting accuracy, difficulty in isolating specific factors influencing teacher retention, and variations in organizational culture and educational policies among different school settings. Additionally, external factors like economic conditions and societal perceptions of teaching may impact findings, while the dynamic nature of education systems could affect the study's long-term relevance and generalizability.

1.9 DEFINITION OF TERMS

1. Attracting Teachers: The process of drawing qualified educators to apply for teaching positions within secondary schools through various recruitment strategies and incentives.

2. Retaining Teachers:  The act of keeping experienced and effective teachers within secondary school settings by providing supportive environments, professional development opportunities, and incentives to encourage long-term commitment.

3. Quality Teachers: Educators who possess the necessary qualifications, skills, knowledge, and attributes to effectively facilitate student learning, promote academic achievement, and contribute positively to the school community.

4. Secondary School: An educational institution typically serving students in grades 6-12, where specialized subject instruction is provided beyond primary education but before post-secondary education.

5. Teacher Recruitment: The systematic process of identifying, attracting, and selecting qualified individuals to fill teaching positions within secondary schools, often involving advertising, interviewing, and screening candidates.

6. Teacher Shortage: A situation where there is an insufficient number of qualified educators available to meet the demand for teaching positions within secondary schools, leading to difficulties in staffing and potential negative impacts on student learning.

7. Professional Development: Continuous learning opportunities and activities designed to enhance teachers' knowledge, skills, instructional practices, and effectiveness in the classroom, thereby supporting their ongoing growth and improvement.

8. Workplace Environment: The physical, social, and organizational conditions within a secondary school that influence teachers' job satisfaction, morale, sense of belonging, and overall well-being, ultimately affecting their decision to stay or leave.

9. Incentive Programs: Special rewards, benefits, or recognition offered to teachers within secondary schools as a means of encouraging them to remain in their positions, excel in their roles, and contribute to the school's success.

10. Teacher Turnover: The rate at which teachers leave their positions within secondary schools, either voluntarily or involuntarily, often measured annually as a percentage of the total teaching staff, and considered an important indicator of workforce stability and school effectiveness.

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