Exploring Teachers’ Retention and Attrition in Middle and Secondary Schools in Eritrea: Perspectives of Currently Serving Teachers
DOI:
https://doi.org/10.46328/ijres.1532Keywords:
Teachers voice, Teacher retention, Teacher attrition, Sub-Saharan Africa, EritreaAbstract
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.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
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