An Exploration of Teacher Attrition and Retention in Private Secondary Schools in Cameroon
Author
Sone, Calistus
Date
2020Type
Thesis
Publisher
Cardiff Metropolitan University
Embargoed until
2023-12-08
Metadata
Show full item recordAbstract
This work explores the influences that lead to teacher attrition and retention in some private
secondary schools in Cameroon and identifies ways to foster teacher retention. Teacher attrition
has received more attention in the literature than teacher retention. Where retention is covered,
the motivation for teachers to stay on in the job or profession has often drawn on human and
social capital theories and economic models.
The work studies teacher attrition and retention qualitatively through the lens of the job
embeddedness theory in the African and Cameroon context. The exploratory and interpretivist
approach uncovers views, opinions, unexpected outcomes, and novel and emerging
perspectives that could lead to an improvement of our understanding. It probes participants on
retention issues related to why teachers of private secondary schools in Cameroon remain in
their jobs and the ways that teachers use to stay on in the job or profession. The last question
is to respond to how the retention of private secondary school teachers in Cameroon can be
fostered.
Thirty-seven teachers from fourteen schools were interviewed. The semi-structured interviews
were analysed thematically. The findings suggest that attrition is commonly influenced by
remuneration, school leadership, workload, tribalism and traditional practices. Retention
influences, on the other hand, relate mostly to religion, family attachment, age, experience,
love for the job, and cultural norms.
The theoretical contribution of this work relates to the introduction of the job embeddedness
theory in the discussion of teachers’ professional context. This approach has revealed that
institutions such as churches, tradition and kinships, and thrift and loan societies influence
teachers’ choices to quit or remain in their jobs. Teachers in private secondary schools in
Cameroon have been given a voice, which increases knowledge about teacher attrition and
retention literature. The practical and policy implications of this study is for Cameroonian
school managers and educational bureaucrats who can align their teacher retention strategies
with the study’s recommendations, with particular focus to improving teachers’ working
conditions, modernising school leadership styles and promoting informal activities to
incentivise teachers to remain in their jobs. In terms of future studies, the neglected role of
informal institutions in teacher retention would be an interesting area to pursue.
Description
PhD Thesis - School of Management
3 year bar on access applies
Collections
Related items
Showing items related by title, author, subject and abstract.
-
IDENTIFICATION AND CRITICAL ANALYSIS OF FACTORS AFFECTING DROP-OUT (ATTRITION) IN YOUTH (15-19YRS) SPORT (ORGANISED GAME/ACTIVITY) IN NORTH CARDIFF
Deabreu, Stephen (University of Wales Institute Cardiff, 2012)In order to learn more about the motives that affect attrition in youth sport, the study conducted a questionnaire detailing student’s physical and sporting activity. In doing so, the enquiry also identified a number of ... -
A Study on the Use of ICT in Teaching in Secondary Schools in Kuwait
Alharbi, Eid (2014)Over the past few decades, information and communications technology (ICT) has become gradually more important to schools and universities. There are wide of research exists to explore and study the use of ICT in the process ... -
To evaluate the teachers perceptions to the barriers of inclusion in physical education in a Scottish secondary school
Macpherson, Joanne (University of Wales Institute Cardiff, 2010)An increase in participation in physical education was a desirable factor among all young children in Scotland. However, previous literature had identified that inclusion of all pupils could not be achieved in physical ...