Browsing by Author "Michael, Ester"

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    Implications of recruitment procedures on retention of secondary school teachers in Moshi district, Tanzania.
    (University of Dar es Salaam, 2018) Michael, Ester
    This study examined the implications of recruitment procedures on retention of secondary school teachers in Moshi District. The study was guided by the following objectives: (i) Examining the current practices in the recruitment of secondary school teachers. (ii)Exploring secondary school teachers’ recruitment procedures from the views of stakeholders. (iii) Finding out ways to improve retention of newly recruited secondary school teachers. The study had a sample of 86 respondents, including four education administrators from MoEST and PO-RALG, five education administrators from the district level (the DEO, HRO, TSC officer, TTU secretary, and ZQAO) and six heads of secondary schools. These participants were purposively selected because the researcher believed that they had valuable information because of their position at their respective offices. Further, forty-two teachers and twenty-nine parents were selected using the criterion purposive sampling. The study used qualitative research approach and multiple case study design. Interviews, FGDs, documentary reviews and observations were employed to collect data. Data were subjected to content analysis using the Miles and Huberman’s framework for qualitative data analysis. The findings revealed that, using three separate ministries for recruitment of secondary school teachers created unnecessary bureaucracy and prolonged the recruitment process. The study exposed some of the problems faced by recruited teachers like issues such as low starting salary and allowances paid, failure of attracting enough science and mathematics teachers, ineffectual induction and mentoring programs could be easily addressed when performed under one umbrella ministry rather than three. The study further determined that necessary procedures and criteria for selection were followed but were not able to attract recruits and retain enough science and mathematics teachers to overcome the shortage. The findings showed that the morale of teachers to teach was reduced following the hostile recruitment procedures. Hostile procedures include separation of teachers from their families as they have to move away from their families to where they are posted after being recruited, neglecting their choices, poor initial salary and allowance given, poor treatment of teachers by their superiors especially when reporting to their stations, ineffectual induction and mentoring programs during reporting as well as poor teaching and living environment. The study also found out that, timely remuneration, attractive pay package, improvement of teaching and living environment, effective orientation and mentoring help to alleviate the challenges facing newly employed teachers. The study recommends among other things, that there is a need to dedicate secondary school teachers’ recruitment process under one umbrella ministry rather than multiple ministries. Besides, establishing some transparent recruitment procedures such as using online recruitment portal could be a step worth making. Likewise the study recommends enough budget to be located on education inline with involving various stakeholders who can generate funds to overcome challenges related to retention measures. A policy framework that interconnects teachers‘ preparation, recruitment and retention should be formulated and save as a guiding tool. Like wise district should conduct effective orientation for teachers during reporting and treat them well. Not forgetting the role of community members and local authorities who should love, respect and above all ensure security of teachers who are posted in their communities.