Challenges of the New Retirement Age for Teachers in Selected Government Primary Schools of Sioma District, Western Zambia

The focus of this study was to investigate challenges of the New Retirement Age for teachers in selected government primary schools of Sioma District of Western Zambia. The study evoked qualitative approach using descriptive research design. A sample of 32 participants comprising twenty-four class teachers and eight school managers was purposefully and conveniently drawn from four government primary schools in Sioma District. Data were collected through questionnaires as well as interview guides. Analysis of data was done thematically where merging and emerging themes were presented in a descriptive form as findings of the study. The study found that majority of teachers interviewed in Sioma District were not in favour of the New Retirement Age. Most of the participants expressed willingness to retire at the age of fifty-five so that they could get their benefits and start a new life while they were still energetic. In addition, the study found that there was a lot of stigma against older teachers which had affected work relationships in most schools as younger teachers accused the older ones of being fatigued and unwilling to accept change or innovation, especially technological changes in education. The younger teachers also complained about less promotions opportunities in the Ministry as the older teachers were still holding on to most senior positions. It was further reported by majority of participants talked to that accommodation in rural schools had become a great challenge for teachers because some of the houses were still occupied by older teachers who could have retired two or three years ago Therefore, the study recommended that the Zambian government should revise the current retirement age to provide for two options only; 55 years normal and 60 years late retirement and that the Ministry of General Education should introduce performance based salaries.