A Comparative Analysis on Factors Influencing Teacher Retention in Rural Public Primary Schools in Tanzania: The Case of Kilolo, Mufindi and Iringa Rural Public Primary Schools in Iringa Region

Hassan Mrisho; Emmanuel Matiku; Theobald Kipilimba

doi:10.37284/eajes.6.3.1532

Hassan Mrisho University of Iringa
Emmanuel Matiku, PhD University of Iringa
Theobald Kipilimba, PhD University of Iringa

DOI: https://doi.org/10.37284/eajes.6.3.1532

Keywords: Promotion Opportunities (PO), Leadership Influence (SL), Social Services (SS) and Teacher Retention (TR)

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Abstract

The purpose of this study was to comparatively analyse why schools in Kilolo district had a high retention rate than those in Iringa DC and Mufindi districts by looking at the factors influencing teacher retention. The study was driven by three factors in the objectives which included; leadership influence, social services, and promotional opportunities and how they affect teacher retention. The study engaged two theoretical approaches i.e., Maslow’s hierarchy of needs and Herzberg's Two-Factor Theory. The study used both quantitative and qualitative approaches to obtain, interpret and present findings from the field. In all the selected districts, the population was 3660, from which a sample size of 351 was purposively drawn and distributed with questionnaires. Interviews were also administered made to 3 educational administrative officers. Each district was represented by 117 teacher-respondents who were distributed with questionnaires and 1 administrative officer who participated in the interview. Based on the findings, the researcher concluded that leadership influence, accessibility to social services and promotion opportunities had higher positive effects on teacher’s retention rates in Kilolo districts than in Iringa DC and Mufindi districts. The study recommended that, given the state of distribution of social services in all selected districts and the overall low level of promotion opportunities, the government should increase the capacity to build social services infrastructures as well as increase promotion opportunities because they are likely to enhance the motivation of teachers thereby increasing retention rates

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