Impact of Education Governance on Teacher Attrition and School Effectiveness in Zambian Public Secondary Schools

The purpose of this study was to ascertain how secondary school efficacy in Zambia’s public secondary schools was impacted by education governance in connection to teacher attrition. The study employed a mixed method with a qualitative bias, utilizing a case study design to gather data from thirty school managers and three District Education Board Secretaries from Chongwe, Lusaka, and Kafue districts, allowing for a deeper understanding of actual situations. Thirty school managers from high attrition schools participated in a study to understand its impact on school effectiveness. Focus groups, questionnaires, and semi-structured interviews were instruments for data collection whose analysis included thematic and Statistical Package for Social Sciences (SPSS) Version 21. The single and cumulative variables were described using descriptive statistics, such as frequencies and cross-tabulations, and the results were shown and discussed using tables and graphs. The results showed a positive correlation (r=0.812) between low student achievement and teacher attrition and low staffing levels. All participants reached a consensus that teacher attrition results in low student achievement, staffing shortages, and dispersed instructional and professional staff. The majority of school managers (73%) agreed with the study’s findings regarding the effects on student achievement, which indicated that teacher attrition is the primary reason for low student achievement. The impact that a teacher’s departure from a school has on the relationship between teachers and students was also discovered. The inconsistent teaching strategies used every time a new teacher takes over have a detrimental effect on student performance which invariably means that teacher shortage causes the remaining teachers to be overworked, which negatively affects the teacher-to-pupil ratio. This implies that teachers are not providing the necessary one-on-one time with their students, which affects academic performance. Additionally, it was discovered that there was a direct link between teacher availability and learning; as a result, student performance in environments without teachers continued to be low. Considering the study’s findings, school administrators should coordinate their institutions’ organizational climate. This can be done by making changes in each of their unique schools to create a culture that reduces teacher attrition. School administrators can ensure that Continuing Professional Development (CPD) strategies are effective in retaining teachers by ensuring that all programmes and activities are tailored to meet the needs of teachers for ongoing professional development. Enough assistance should be given by school administrators to help with school management. By highlighting the significance of reducing teacher attrition, the Ministry of Education ought to provide school administrators with specialized training.