Management of Teacher Attrition in Public Secondary Schools of Chongwe, Lusaka and Kafue Districts of Lusaka Province in Zambia

Abstract

The article establishes how school managers address the challenge of teacher attrition. This was done by assessing its effects on the functionality of and closely examining measures put in place to sustain teacher retention in public secondary schools in Zambia. This study employed action research strategies of inquiry utilising both qualitative and quantitative methods of data collection to a total of 33 participants. Data was mainly analysed using thematic analysis, a process involving coding and categorising major themes emerging from the study findings and in relation to the objectives of the study. Findings of the study seem to suggest that teacher attrition led to poor staffing levels and poor student achievement. Moreover, school managers lacked sufficient support and ability to address the challenges arising from teacher attrition. Further, school managers should use the participative management approach and continuous professional development through proper valuation of teachers’ continuous professional development needs as strategies to enhance teacher motivation and retention. Another significant finding in this study was that the participants had limited understanding on the role school managers’ played in staff retention. Based on the findings, the researcher concluded that school managers that lack basic understanding of what they are expected to do cannot be perceived as effective in addressing teacher attrition. The empirical investigation also underscored a series of practical challenges faced by school managers in Chongwe, Kafue and Lusaka districts.