The role of school administrators in developing And retaining public secondary school teachers in Tanzania

This study investigated the role of school administrators in developing and retaining public secondary school teachers in Rorya district. The study was guided by three objectives namely: first, to assess the role of school administrators in developing and retaining teachers in schools; second, to identify the challenges facing school administrators in teachers’ development and retention; and third, to find out an administrative ways to overcome the challenges associated with teachers’ job termination and transfers especially in rural and remote public secondary schools. A qualitative research approach with a case study design was used in the study. A sample size for the study included 67 respondents from six public secondary schools in the district, involving school-teachers, and chairpersons of school board, school heads, DSEO, and a TSD officer. Data collection instruments included semi-structured interviews, FGD, observation and documentary review. Qualitative data were subjected to thematic analysis. The major findings revealed that school administrators played a considerable role in teacher development and retention using different strategies including money from school projects and contributions from parents. Such contributions were used to offer small incentives to teachers including food stuffs, accommodation rent, tea and rewards for best performance. Also, it was revealed that few school heads tried to solve problems of their subordinates by involving them in decisions-making in school matters. In addition, it was reported that there was several challenges encountered among the school administrators in retention of school teachers including lack of teacher accommodations, lack of proper management and leadership skills, inadequate budgetary and delays of funds as well as lack of proper codes of conduct among teachers. The study recommends that the school administrators should plan and budget for small incentives, teacher allowances and professional career development (arrange and organize internal in-service training-so as to assist teachers to face the work and class challenges). The government through the Ministry of Education, Science and Technology should ensure that school administrators at district and school levels attend regular leadership and management training in order to equip them with managerial skills and competence in handling both leadership and administrative duties related to teachers and schools. Furthermore, the government through the Ministry of Education, Science and Technology should involve the whole community and various education stakeholders in the improvement and construction of teachers’ houses and other school infrastructures. Apparently, it is proposed that there is a need to conduct a similar study to include more secondary schools that were not covered in this study, since this study was confined only to six public secondary schools.