Exploring Teachers’ Retention and Attrition in Middle and Secondary Schools in Eritrea: Perspectives of Currently Serving Teachers

Petros Woldu Fessehatsion, Pai Peng

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Abstract


This paper seeks to contribute a fresh perspective meant to enrich the current limited discourse on teacher retention and attrition in Sub Saharan Africa particularly in Eritrea. Factors leading to teachers’ retention and attrition in middle and secondary schools in Eritrea are discussed. Results of an in-depth semi-structured interview with thirteen teachers in five purposefully selected schools show that low remuneration, poor school leadership, school-home distance, and placement without preference & interest are factors for teacher attrition. Conversely, meagre alternative employment opportunities, love of the profession, and love of the school children play a crucial role in teachers’ persistence in their profession. Although the study was carried out among few teachers and few schools, the findings present valuable discoveries useful for policymakers, school leaders, and stakeholders in the struggle for retaining quality teachers in the schools.  

Keywords


Teachers voice, Teacher retention, Teacher attrition, Sub-Saharan Africa, Eritrea

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References


Fessehatsion, P. W. & Peng, P. (2021). Exploring teachers’ retention and attrition in middle and secondary schools in Eritrea: Perspectives of currently serving teachers. International Journal of Research in Education and Science (IJRES), 7(1), 227-244. https://doi.org/10.46328/ijres.1532




DOI: https://doi.org/10.46328/ijres.1532

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Copyright (c) 2021 International Journal of Research in Education and Science

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International Journal of Research in Education and Science (IJRES)
 
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Editor: Wilfried Admiraal, The Netherlands

Place of Publication: Turkey & Name of Publisher: Ismail Sahin

ISSN: 2148-9955 (Online)