IDEAS home Printed from https://ideas.repec.org/a/bcp/journl/v8y2024i3sp849-866.html
   My bibliography  Save this article

Implication of Professional Development on Teacher Retention in Public Secondary Schools of Nyabihu District

Author

Listed:
  • Evariste Bigirimana

    (University of Rwanda/ College of Education)

  • Dr. Irénée Ndayambaj

    (University of Rwanda/ College of Education)

  • Dr. Jean Francois Maniraho

    (University of Rwanda/ College of Education)

Abstract

Professional development has been considered and functioned as a booster of any employees’ capacity and career growth, teaching included. This assertion is true in the sense that professional development leads to promotion and career change. Professional development improves employee dedication and capability by providing access to education and training opportunities in the workplace. The Rwandan government has been undergoing a stressful massive recruitment of teachers of secondary schools in order to respond to the needs expressed in NST1 of having improved quality education and building economic based education. The recent recruitment of the teaching staff included the non-certified teachers who eventually were introduced to teaching for a short period. However, it was observed that the latter introduction plays a minor role in retaining teachers in their profession as they keep moving from their job due to the major reason of lacking enough confidence in handling teaching practices. Nyabihu District has been identified among the districts that recognized high teacher turnover for several years back. Many solutions have been thought through REB and MINEDUC and continuous professional development processes have been adopted to update teachers’ capacity in teaching profession in order to stabilize the teacher retention. The main objective of this study was to explore the implication of professional development on teacher retention in Nyabihu District, Rwanda. The highlighted specific objectives were (i) to assess the contribution of induction and mentoring on teacher retention in public secondary schools of Nyabihu District (ii) to analyze the effect of the career ladder pathway on teacher retention in public secondary schools of Nyabihu District (iii) to determine the role of working condition on teacher retention in public secondary schools of Nyabihu District (iv) to identify the contribution of Teacher preparedness on teacher retention in public schools of Nyabihu District. This study used mixed method research design as a method of investigation that associates or integrates both qualitative and quantitative forms. The current study population is made of 662 teachers, 45 head teachers of government secondary schools and 45 Directors of education (DOS), thus the target population is 752. In this research purposive sampling was used to select schools and respective teachers, Directors of studies, Head teachers, in those schools due to their concern in the implementation of professional development in their schools. Questionnaires and interviews were utilized by the researcher to gather data. Tables and graphs were used to display the data after they had been examined using descriptive statistics (frequencies and percentages). Generally, the findings of the study indicated that new teachers are not inducted which shows that this dimension is poorly planned during teachers’ recruitment (34 % of respondents strongly disagreed and 31.5% disagreed) against less than 25% of the respondents who have positively supported each of the items about induction and mentoring of teachers. The findings again indicated that the tendency of the majority of the respondents directed towards the disagreement side of the statements under career pathway development (13.3% strongly disagreed and 40% disagreed) against less than 10% who approved that career pathway processes exist in the schools as one way for professional development. Moreover, the findings indicated that the existing working circumstance neither support teachers nor promote their feeling and mind to do well their profession. Finally, the findings indicated that respondents were against the point that the preparation and planning are important aspects of good teaching and pull teachers to stay in the profession. Therefore, the research recommended that the government institutions in charge of implementation of education policies in regard of teacher professional development wake up for the raised issues such that the teacher retention in teaching profession can be maintained in Nyabihu District and in Rwanda in general. The recommendations also went to innovation of many other mentoring and coaching initiatives that aim at retaining teachers at work together with teachers own initiative to increase their level of education for them to become more professionals.

Suggested Citation

  • Evariste Bigirimana & Dr. Irénée Ndayambaj & Dr. Jean Francois Maniraho, 2024. "Implication of Professional Development on Teacher Retention in Public Secondary Schools of Nyabihu District," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(3s), pages 849-866, March.
  • Handle: RePEc:bcp:journl:v:8:y:2024:i:3s:p:849-866
    as

    Download full text from publisher

    File URL: https://www.rsisinternational.org/journals/ijriss/Digital-Library/volume-8-issue-3s/849-866.pdf
    Download Restriction: no

    File URL: https://rsisinternational.org/journals/ijriss/articles/enhancing-academic-success-an-exploration-of-study-skills-and-student-well-being/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Raj Chetty & John N. Friedman & Jonah E. Rockoff, 2014. "Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates," American Economic Review, American Economic Association, vol. 104(9), pages 2593-2632, September.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Norman Gemmell & Patrick Nolan & Grant Scobie, 2017. "Public sector productivity: Quality adjusting sector-level data on New Zealand schools," Working Papers 2017/02, New Zealand Productivity Commission.
    2. C. Kirabo Jackson & Shanette C. Porter & John Q. Easton & Alyssa Blanchard & Sebastián Kiguel, 2020. "School Effects on Socioemotional Development, School-Based Arrests, and Educational Attainment," American Economic Review: Insights, American Economic Association, vol. 2(4), pages 491-508, December.
    3. Christopher Conlon & Julie Holland Mortimer, 2021. "Empirical properties of diversion ratios," RAND Journal of Economics, RAND Corporation, vol. 52(4), pages 693-726, December.
    4. Kasper Brandt, 2018. "Private beats public: A flexible value-added model with Tanzanian school switchers," WIDER Working Paper Series 81, World Institute for Development Economic Research (UNU-WIDER).
    5. Michael Geruso & Timothy J. Layton & Jacob Wallace, 2023. "What Difference Does a Health Plan Make? Evidence from Random Plan Assignment in Medicaid," American Economic Journal: Applied Economics, American Economic Association, vol. 15(3), pages 341-379, July.
    6. Grau, Nicolas & Hojman, Daniel & Mizala, Alejandra, 2018. "School closure and educational attainment: Evidence from a market-based system," Economics of Education Review, Elsevier, vol. 65(C), pages 1-17.
    7. Alex Bell & Raj Chetty & Xavier Jaravel & Neviana Petkova & John Van Reenen, 2019. "Who Becomes an Inventor in America? The Importance of Exposure to Innovation," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 134(2), pages 647-713.
    8. Feld, Jan & Salamanca, Nicolás & Zölitz, Ulf, 2019. "Students are almost as effective as professors in university teaching," Economics of Education Review, Elsevier, vol. 73(C).
    9. Markus Nagler & Marc Piopiunik & Martin R. West, 2020. "Weak Markets, Strong Teachers: Recession at Career Start and Teacher Effectiveness," Journal of Labor Economics, University of Chicago Press, vol. 38(2), pages 453-500.
    10. Karol Jan Borowiecki, 2022. "Good Reverberations? Teacher Influence in Music Composition since 1450," Journal of Political Economy, University of Chicago Press, vol. 130(4), pages 991-1090.
    11. Stacy, Brian, 2014. "Ranking Teachers when Teacher Value-Added is Heterogeneous Across Students," EconStor Preprints 104743, ZBW - Leibniz Information Centre for Economics.
    12. Pieter De Vlieger & Brian Jacob & Kevin Stange, 2018. "Measuring Instructor Effectiveness in Higher Education," NBER Chapters, in: Productivity in Higher Education, pages 209-258, National Bureau of Economic Research, Inc.
    13. Bassi, Vittorio & Nyshadham, Anant & Tamayo, Jorge & Adhvaryu, Achyuta, 2020. "No Line Left Behind: Assortative Matching Inside the Firm," CEPR Discussion Papers 14554, C.E.P.R. Discussion Papers.
    14. Michael Bates & Michael Dinerstein & Andrew C. Johnston & Isaac Sorkin, 2022. "Teacher Labor Market Equilibrium and Student Achievement," CESifo Working Paper Series 9551, CESifo.
    15. Papay, John P. & Kraft, Matthew A., 2015. "Productivity returns to experience in the teacher labor market: Methodological challenges and new evidence on long-term career improvement," Journal of Public Economics, Elsevier, vol. 130(C), pages 105-119.
    16. Seth Gershenson, 2016. "Performance Standards and Employee Effort: Evidence From Teacher Absences," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 35(3), pages 615-638, June.
    17. Goel, Deepti & Barooah, Bidisha, 2018. "Drivers of Student Performance: Evidence from Higher Secondary Public Schools in Delhi," GLO Discussion Paper Series 231, Global Labor Organization (GLO).
    18. Michael Geruso & Timothy Layton, 2020. "Upcoding: Evidence from Medicare on Squishy Risk Adjustment," Journal of Political Economy, University of Chicago Press, vol. 128(3), pages 984-1026.
    19. Diether W Beuermann & C Kirabo Jackson & Laia Navarro-Sola & Francisco Pardo, 2023. "What is a Good School, and Can Parents Tell? Evidence on the Multidimensionality of School Output," The Review of Economic Studies, Review of Economic Studies Ltd, vol. 90(1), pages 65-101.
    20. Samuel Bazzi & Lisa Cameron & Simone Schaner & Firman Witoelar, 2021. "Information, Intermediaries, and International Migration," Melbourne Institute Working Paper Series wp2021n30, Melbourne Institute of Applied Economic and Social Research, The University of Melbourne.

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:bcp:journl:v:8:y:2024:i:3s:p:849-866. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Dr. Pawan Verma (email available below). General contact details of provider: https://rsisinternational.org/journals/ijriss/ .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.