Challenges of Female Teachers Retention in selected Rural Primary Schools of Chongwe District: A Perspective of School Management
Mwangana, Geoffrey, Likando
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Inadequacy of female teachers in rural/ remote primary schools of Chongwe District has been a genuine outcry for a long time in many primary schools as a well evidenced social phenomena daunting the Ministry of General Education (MOGE) and other stake holders. The purpose of this study was to explore challenges of female teacher retention in rural/remote primary schools of Chongwe District. Therefore, the study aimed at collecting views from educational administrators and teachers, and other stakeholders on the challenges of female teacher retention in rural/remote primary schools in order to find solutions to the challenges. The research was conducted on three (3) primary schools in Lwimba Zone of Chongwe District. Twenty- seven (27) respondents were engaged in the study. Gender balance was critical in the selection of respondents to carter for a variety of experiences and interests. In this way an equal number of male and female participants were purposefully selected. Findings in the study indicated that there were several factors which either pulled or pushed away female teachers from the rural/remote primary schools in Chongwe District. The push factors demotivated female teachers to serve in rural/remote primary schools while the pull factors motivated female teachers to remain and serve in rural/remote primary schools. In support of the findings above, it was found out that female teachers who were above youthful age were more likely to work in rural/remote primary schools. This was because such female teachers were in many cases settled and mature than those who were below the age forty. Another ancillary finding was that there were a substantial number of young female teachers in the researched on schools. But the educational administrators at these schools pointed out very quickly that the situation was temporal. Since many of the young female teachers had already indicated signs of departure to urban schools where they were believed to have men who wanted to marry them. Major recommendations were that school administration must have a clear policy meant to retain female teachers at their schools. There was also need to encourage equal share of responsibilities at schools, between male and female teachers. This equally calls for promotions to higher posts.
University of Zambia
Master of Education in Educational Management