Training a Determinant of Teacher Retention in Zambia

Zulu Natalia, Masaiti Gift and Mundende Kasonde
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Zulu Natalia: University of Zambia: Institute of Distance Education
Masaiti Gift: University of Zambia: Institute of Distance Education
Mundende Kasonde: University of Zambia: Institute of Distance Education

International Journal of Research and Scientific Innovation, 2024, vol. 10, issue 12, 700-715

Abstract: The high turnover rates of experienced and qualified teachers in government schools on the Copperbelt Province of Zambia necessitates this novel paper into determining the impact of training on teacher retention. This article was guided by Herzberg’s Two Factor Theory and Job Embeddedness Theory. And to simplify the relationship between the key variables the Employee Retention Connections (ERC) model was used. This paper was underpinned by pragmatic research philosophy and utilized a Mixed Method design, precisely an embedded correlational model which was primarily quantitative. The article was done on the Copperbelt Province of Zambia with the population of 17, 885. A study sample of 600 participants which was calculated using Yamane formula at 95% confidence level with the level of precision of ±4% was used. basic set of beliefs that guide the actions and deï¬ ne the worldview of the researcher (Lincoln et al. 2011).Introduced by Thomas Kuhn (1970), the term paradigm was used to discuss the shared generalizations, beliefs, and values of a community of specialists regarding the nature of reality and knowledge. Sampling was done using multistage sampling and snowball sampling techniques. To collect quantitative and qualitative data, self-administered questionnaires and semi-structured interview guides were used respectively. Quantitative data were then analyzed using inferential statistics precisely linear regression analysis. On the other hand, qualitative data were analyzed using both a qualitative interpretative approach and Moustakas`s Modified Stevick-Colaizzi-Keen (SCK) method. The findings suggest that school managers and newly recruited teachers should be given foundational training before ushered in an office, and in-service training should be an ongoing exercise. The researcher further recommends that in-service training should be an on-going exercise especially in rural schools; and foundational training should be mandatory for all education administrators, as well as newly recruited teachers, before ushered in the office.

Date: 2024
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