The effects of motivation on labour turnover of science teachers in public secondary schools in Tanzania, Temeke district, Dar es Salaam

The researcher’s concern was to find out the effects of motivation on labour turnover of science teachers in public secondary schools in Tanzania. It particularly focused on the current ratios of science teachers’ turnover in public secondary schools, the motivational factors that cause the problem of labour turnover among science teachers in secondary schools and the strategies that might be put in place to retain the science teachers in public secondary schools. A study used a total sample of 20 students, 5 educational officials and 25 science teachers. A qualitative research approach coupled with some elements of quantitative techniques was deployed in this research undertaking that made use of a case study design, using questionnaires, interviews and document analysis techniques. The data was analyzed using percentages, pie charts, bar graphs and frequency distribution tables. Results indicate that the rate and the ratios of science teachers’ turnover in public secondary schools increased year after year in the study schools. Also, the study concludes that stress due to heavy workload, lack of good and fair treatments in terms of salary, lack of conducive working environment and the availability and influence of high labour market were described by the respondents in the field as the motivational factors that cause the problem of labour turnover among science teachers in secondary schools. The study has shown that motivation has great effects on science teachers’ turnover, the motivated teachers were found to remain in the schools and vice versa. The study recommended that for a school to reduce the rate of teacher turnover, employers must change their administrative policies, must put in place strategies that will ensure teacher job satisfaction, for example, better pay, conditions of work, ensure professional development, try to meet teachers expectations, value them and must also control external influence. It is not enough for schools to acquire qualified teachers, retaining the experienced ones is also crucial and reward is central. The researcher also recommends that an extensive research be conducted to establish how teacher turnover affects continuity of school programmes especially academic performance.