scholarly journals Empowerment Influence on Turnover Intention of Public Secondary School Teachers in Katsina State Nigeria

2021 ◽  
Vol 9 (1) ◽  
pp. 1-6
Author(s):  
Abba Salisu
Keyword(s):  
Regression Analysis ◽  
Secondary School ◽  
Secondary Schools ◽  
Multiple Regression Analysis ◽  
Turnover Intention ◽  
Perceived Control ◽  
Secondary School Teachers ◽  
Perceived Competence ◽  
School Teachers ◽  
Public Secondary School

Background: Secondary school teacher’s turnover is one of the problems bedeviling education sector in Katsina state. The sector can hardly be improved unless the situation is changed. To change the situation the stakeholders should focus on the need to enhance secondary school teacher’s satisfaction, commitment and empowerment.Purpose: The study examines the influence of empowerment on turnover intention of teachers of public secondary schools in Katsina State Nigeria. In addition the study examines which dimension among the dimensions of empowerment best influences turnover intention of teachers of public secondary schools in Katsina state, Nigeria. Methods: Empowerment and Turnover Intention questionnaires were used to get the needed data. Multiple regression analysis was used to analyze the data gathered using SPSS version 20.0. Results: The results show that the dimensions of empowerment significantly and negatively explain 40% of variance of turnover intention. Additionally, among the dimensions of empowerment namely; perceived control, perceived competence and goal internalization, perceived competence makes the largest contribution followed by perceived control; beta -.35 and -.31 respectively. Conclusion: the study establishes that empowerment significantly and negatively relates to turnover intention of teachers of public secondary schools in Katsina state Nigeria.

scholarly journals Influence of Promotional Prospects on Turnover Intentions of Public Secondary School Teachers in Meru County

2018 ◽  
Vol 14 (25) ◽  
pp. 17
Author(s):  
Peter Kalunge Ekabu ◽  
Grace Nyagah ◽  
Jeremiah.M. Kalai
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Turnover Intention ◽  
Turnover Intentions ◽  
Secondary School Teachers ◽  
Pearson Correlation ◽  
Correction Coefficient ◽  
School Teachers ◽  
Public Secondary School ◽  
Qualitative Approaches

The importance of motivation in retaining core employees and reducing turnover intention in any organization cannot be underestimated. Therefore, retaining the best teachers in secondary schools continue to be a major challenge for educational managers in Kenya as teachers keep changing careers or are not fully committed to their duties because psychologically majority have their hearts elsewhere. This study aimed at examining the influence of promotional prospects on turnover intentions of public secondary school teachers in Meru County. The study used a descriptive survey design with both quantitative and qualitative approaches in data collection and analysis. A total of 520 respondents were involved in the study. Teacher promotional prospects, was examined to determine its relationship with the dependent variable, turnover intentions. Data obtained from questionnaires were analyzed quantitatively using SPSS version 21. Hypothesis was tested using Pearson product moment correction coefficient and chi-square goodness of fit at 95%, p<0.05. The results from product moment correction showed that the independent variable; promotional prospects (r=-0.524, p<0.001), has a negative and an inverse relationship with the dependent variable, turnover intention. The Chisquare analysis corroborated the Pearson correlation results by showing a significant relationship between promotion prospects and turnover intentions of secondary school teachers in Meru County. The results concluded that teachers’ motivation in secondary schools in Meru County is low with teachers having poor morale and low levels of commitment to their job due to lack of promotion and stagnation in one grade hence high turnover intentions set in. The study recommends that the Teachers Service Commission of Kenya, consider issues of promotion of teachers in motivating and reducing turnover intentions hence retention in teaching service.

scholarly journals School Climate and Work from Home Challenges of Teachers during the COVID 19 Pandemic in Secondary Schools in the Division of Zambales, Philippines

2021 ◽  
pp. 103-111
Author(s):  
Alvin M. Mandapat ◽  
Elizabeth N. Farin
Keyword(s):  
School Climate ◽  
Secondary School ◽  
Secondary Schools ◽  
Peer Relations ◽  
Secondary School Teachers ◽  
Statistical Treatment ◽  
School Teachers ◽  
Public Secondary School ◽  
Work From Home ◽  
Main Instrument

This research aimed to determine the school climate and work from home challenges among Secondary School teachers in selected secondary schools in Schools Division Zambales. The study made use of descriptive research design with the aid of questionnaires as the main instrument in gathering the data. The respondents were the two hundred eighty public secondary school teachers in selected secondary schools in Schools Division of Zambales. Descriptive and inferential statistics were used for analysis and statistical treatment of data. The findings of the study indicate that under pandemic, the school climate such as school and community engagement, teacher connections, structure of learning, physical environment, student peer relations and parental involvement and work from home were found challenging.  On the other hand, the work from home arrangements which  include  job related items and work responsibilities, professional development and promotional opportunities, recognition and work achievement, organizational policy and administration and technical supervision, working relations and compensation benefits, and physical working conditions and health issues were also found challenging.  Significant differences were found on the challenges on school climate and work from home arrangements.

scholarly journals Assessment of Teachers’ Nonmonetary Motivational Factors on Job Satisfaction among Public Secondary Schools in Arusha District, Tanzania

2020 ◽  
Vol 1 (2) ◽  
pp. 1-10
Author(s):  
Goodluck Nzowa
Keyword(s):  
Job Satisfaction ◽  
Secondary School ◽  
Secondary Schools ◽  
Working Conditions ◽  
Professional Growth ◽  
Secondary School Teachers ◽  
Motivational Factors ◽  
School Teachers ◽  
Public Secondary School ◽  
The Government

This study assessed the effect of teachers’ nonmonetary motivational factors on job satisfaction among public secondary schools in Arusha District. Data was collected from a sample of 175 teachers who were randomly selected from 6 public secondary schools. Analysis of data was performed through the SPSS by means of descriptive statistics and hypothesis testing. The findings showed that recognition, promotion, career and professional growth as well as working conditions influenced motivation among public secondary school teachers in Arusha District. On the basis of the findings, it was concluded that non-monetary factors such as recognition, promotion, career and professional growth as well as working conditions play a significant contribution towards motivation and job satisfaction among public secondary school teachers in Arusha District. The study recommends that the government and school management should collaborate to ensure teachers’ motivation for quality education provision.

scholarly journals Professional Development Opportunities as a determinant of Turnover Intention: A case of teachers in Public Secondary Schools in Meru County, Kenya

2020 ◽  
Vol 11 ◽  
pp. 36-45
Author(s):  
Peter Ekabu
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Secondary Schools ◽  
Turnover Intention ◽  
Goodness Of Fit ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Chi Square ◽  
Pearson Product Moment Correlation ◽  
Turn Over

The study sought to establish whether the availability or non-availability of professional development opportunities determine the turnover intention of teachers in public secondary schools in Meru County, Kenya. Descriptive survey design, where both qualitative and quantitative paradigms were employed. The study population comprised of 2582 secondary school teachers and principals in 367 public secondary schools. Stratified proportionate sampling and simple random sampling methods were used to pick 518 participants who included 503 secondary school teachers and 15 secondary school principals. Questionnaires were used to collect quantitative data from teachers while interview schedules were used to collect qualitative data from the sampled principals. The hypothesis was tested using the Pearson Product-Moment Correlation and chi-square goodness of fit. Computer software SPSS Version 21 aided in data analysis. An analysis of the Pearson product-moment correlation showed a negative correlation between professional development opportunities and the turn-over intention of teachers in secondary schools in Meru County. Equally, Chi-square results corroborated indicating a strong and significant association of professional development opportunities and turn-over intention of teachers in secondary schools in Meru County. The study concluded that a lack of professional development opportunities leads to low morale, low motivation, and high turnover intention of teachers in public secondary schools in Meru County. The study recommended that the education stakeholders including the schools’ Boards of Management, the Ministry of Education, and the Teachers Service Commission among others motivate teachers by regularly offering them professional development. This would enhance their pedagogical skills thus reducing turnover intention among teachers.

scholarly journals Spotlight on Leadership Path-Goal Theory Silos in Practice to Improve and Sustain Job-Oriented Development: Evidence from Education Sector

2021 ◽  
Vol 13 (21) ◽  
pp. 12324
Author(s):  
Atif Saleem ◽  
Ling Wu ◽  
Sarfraz Aslam ◽  
Tianxue Zhang
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Leadership ◽  
Secondary School Teachers ◽  
Leadership Behavior ◽  
Pearson Correlation ◽  
School Context ◽  
Equation Modeling ◽  
Goal Theory ◽  
School Teachers

Sustainable development is a process occurring on several levels, which placed the expectations on educational institutions, especially secondary schools, change radically. Schools, therefore, are gradually likely to emphasize enhanced and sustainable teaching practices under the agenda of the United Nations 2030, sustainable future. Hence, the job-oriented development of teachers is a critical factor of the school leadership mechanism. Considering this, the present empirical research was designed to study the mechanism of path-goal theory (PGT) to sustain teachers’ job-oriented development in private secondary schools in Pakistan. The viewpoint of teachers, whose job performance is ultimately affected by the school leadership behavior and who perform the job at the front line in schools, was taken on board for the investigation. A total of 2469 secondary school teachers from 785 private secondary schools participated in the present study. Confirmatory factor analysis, t-test, Pearson correlation, and path analysis structural equation modeling analytics were mainly involved in the data analysis. Overall, the findings substantiated the constructive PGT mechanism, especially indicating that directive leadership is the most influential and effective leadership behavior in complex tasks, including when teachers are inexperienced. Moreover, the helpful role of supportive leadership and achievement-oriented leadership behaviors backs up the directive behavior. Although participative leadership behavior was problematic in the studied schools, it should be constructively adopted, as it was found to be a statistically significant predictor. Therefore, training programs for school leaders with good experience in participatory leadership functions can be productive for long-term teachers’ motivation. The literature shows that several secondary school teachers still perform poorly because of inadequate leadership, and the viewpoint of teachers on PGT was ignored in earlier studies. Hence, there was a dire need to conduct this research to address these concerns, especially in the non-Western, Asian context. In addition to pioneering academic research on leadership PGT in the secondary school context, the PGT elements were investigated, including teachers’ extrinsic and intrinsic motivation for the first time, adding new understanding about the theory.

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