Retention of lecturers at the university of Zambia, 1990 to 2016.

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Mulenga, Rosemary Muma
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The University of Zambia.
This study sought to investigate the Retention of Lecturers at the University of Zambia (UNZA) during the period 1990 to 2016. In order to do so, the following specific objectives were framed: (a) to identify factors that caused lecturers to leave UNZA (b) to determine consequences of lecturers’ turnover at UNZA, and (c) to establish strategies that UNZA used in the retention of lecturers. Considering that motivation is critical to academic staff, the study was guided by Maslow’s and Herzberg’s theories of motivation. The study employed mixed research methods, involving quantitative and qualitative methods. The research philosophy was portrayed in the research onion and it showed epistemology, ontology and axiology. There were 113 respondents who were purposively sampled using probability and non-probability sampling procedures. Administrators and lecturers were sampled in order to provide quantitative data through questionnaires. Qualitative data was generated through the use of structured and semi-structured interviews. Quantitative data was analysed using the Statistical Package for Social Sciences (SPSS) version 20. Themes generated from the objectives were used to analyse data. Key findings of the study revealed that conditions of service at UNZA during the period 1990 to 2016 were not favourable for staff retention. Some institutional programmes were disrupted. Lecturers were demoralised. Top administrators revealed that lack of finances for a range of activities and amenities contributed to lecturers leaving the university. The study recommends that UNZA needs to improve on fundraising ventures to minimise dependence on the government for its salaries. This could reduce staff dissatisfaction caused by delays in remuneration or benefits. Staff development programmes should also be well designed in order to meet the professional needs of lecturers. Promotion procedures should be aimed at motivating lecturers to work hard and produce outcomes.
Thesis of Doctor of Philosophy in Educational Management and Administration.