Managing Teacher Retention in a Rural School District in South Africa

Autor/in	Mafora, Patrick
Titel	Managing Teacher Retention in a Rural School District in South Africa
Quelle	In: Australian Educational Researcher, 40 (2013) 2, S.227-240 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-013-0088-x
Schlagwörter	Teacher Persistence; Teacher Effectiveness; Acquired Immunodeficiency Syndrome (AIDS); Role Conflict; Foreign Countries; Principals; Job Satisfaction; Human Resources; Rural Schools; Interviews; Teacher Morale; Administrator Attitudes; Faculty Workload; Case Studies; Qualitative Research; Focus Groups; Educational Policy; Guidelines; Governing Boards; Decision Making; School Districts; South Africa + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Rollenkonflikt; Ausland; Principal; Schulleiter; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Humankapital; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Interviewing; Interviewtechnik; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral; Case study; Fallstudie; Case Study; Qualitative Forschung; Politics of education; Bildungspolitik; Richtlinien; Governing body; Governing bodies; Leitungsgremium; Decision-making; Entscheidungsfindung; School district; Schulbezirk; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Retaining quality teachers is a global challenge for schools, particularly those in rural districts. A nation-wide study conducted by the Human Sciences Research Council (HSRC) found that 55 % of teachers in South Africa would leave teaching if they could. Resignation was found to be one of the three largest causes of attrition (Hall et al. Potential attrition in education: the impact of job satisfaction, morale, workload and HIV/AIDS. Report presented to the ELRC by the Human Sciences Research Council and the Medical Research Council of South Africa, Cape Town: HSRC Press, 2005). This paper reports findings of a qualitative multi-case study of 15 schools in Moretele, part of a rural district--Bojanala--in the North-West province of South Africa. The aim of the study was to determine factors that influence teacher retention and the teacher retention strategies used by principals. The study also ascertained principals' perceptions of their effectiveness in managing teacher retention. Data were collected through individual and focus group interviews of purposefully selected school principals. Findings suggest that rural schools have unique challenges that tend to militate against teacher retention. Reported barriers to teacher retention relate to the policy and procedures framework, working conditions in schools, socio-economic push-pull factors, teachers' personal circumstances, and the role ambiguity of principals. The key recommendation made is that the staffing function as an aspect of Human Resource Management should be decentralized. School Governing Bodies must be empowered to make teacher-retention decisions and facilitate related activities of school principals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10