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Recruiting, Retaining, and Retraining Secondary School Teachers and Principals in Sub-Saharan Africa

Author

Listed:
  • Aidan Mulkeen
  • David W. Chapman
  • Joan G. DeJaeghere
  • Elizabeth Leu

Abstract

This working paper is based on country case studies of Ethiopia, Ghana, Guinea, Madagascar, Tanzania, and Uganda, and an extensive literature review. In many parts of Africa, the demand for secondary teachers substantially exceeds the supply, due to factors such as secondary teacher attrition, bottlenecks in the teacher preparation system, and perceived unattractive conditions of service. Few countries have strong policies, strategies, and programs for recruiting able secondary school graduates to secondary teaching. The paper suggests several critical and promising areas for improvement in the quality of secondary teachers through new approaches to recruitment; pre-service and in-service teacher development; and improvements in the deployment, utilization, compensation, and conditions of service for teachers.

Suggested Citation

  • Aidan Mulkeen & David W. Chapman & Joan G. DeJaeghere & Elizabeth Leu, 2007. "Recruiting, Retaining, and Retraining Secondary School Teachers and Principals in Sub-Saharan Africa," World Bank Publications - Books, The World Bank Group, number 6648.
    • Handle: RePEc:wbk:wbpubs:6648
    as

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    File URL: https://openknowledge.worldbank.org/bitstream/handle/10986/6648/391670AFR0Recr101OFFICIAL0USE0ONLY1.pdf?sequence=1
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    References listed on IDEAS

    as
    1. Leach, Fiona & Machakanja, Pamela & Mandoga, Jennifer, 2000. "Preliminary Investigation of the Abuse of Girls in Zimbabwean Junior Secondary Schools," Education Research Papers 12839, Department for International Development (DFID) (UK).
    Full references (including those not matched with items on IDEAS)

    Citations

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    Cited by:

    1. Ben Kelcey & Zuchao Shen & Jessaca Spybrook, 2016. "Intraclass Correlation Coefficients for Designing Cluster-Randomized Trials in Sub-Saharan Africa Education," Evaluation Review, , vol. 40(6), pages 500-525, December.
    2. Jan Bietenbeck & Marc Piopiunik & Simon Wiederhold, 2018. "Africa’s Skill Tragedy: Does Teachers’ Lack of Knowledge Lead to Low Student Performance?," Journal of Human Resources, University of Wisconsin Press, vol. 53(3), pages 553-578.
    3. Gregory Elacqua & Diana Hincapie & Isabel Hincapie & Veronica Montalva, 2022. "Can Financial Incentives Help Disadvantaged Schools to Attract and Retain High‐Performing Teachers? Evidence from Chile," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 41(2), pages 603-631, March.
    4. Elijah Kipkech Kipchumba & Catherine Porter & Danila Serra & Munshi Sulaiman, 2021. "Infuencing youths' aspirations and gender attitudes through role models: Evidence from Somali schools," Working Papers 20210224-002, Texas A&M University, Department of Economics.
    5. Liao, Wei, 2019. "“Weekday rural teachers, weekend urban spouses and parents”: A Chinese case of how alternative hiring policy influences teachers’ career decisions," International Journal of Educational Development, Elsevier, vol. 67(C), pages 53-63.
    6. Kipchumba, Elijah & Porter, Catherine & Serra, Danila & Sulaiman, Munshi, 2024. "The Impact of Role Models on Youths' Aspirations, Gender Attitudes and Education in Somalia," IZA Discussion Papers 17261, Institute of Labor Economics (IZA).
    7. Thomas, Matthew A.M. & Thomas, Carolyn M. & Lefebvre, Elisabeth E., 2014. "Dissecting the teacher monolith: Experiences of beginning basic school teachers in Zambia," International Journal of Educational Development, Elsevier, vol. 38(C), pages 37-46.

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