A Study on Policy Related to Teacher Retention in the Rural Primary Schools of Chhukha, Bhutan
South Asian Journal of Social Studies and Economics, Volume 16, Issue 1,
Page 1-10
DOI:
10.9734/sajsse/2022/v16i1599
Abstract
Teachers’ attrition rate keeps rising every year and has been observed that mostly teachers from rural and remote parts of the country choose to resign voluntarily or go on long term leave. Teacher’s attrition rate in 2018 is 4.4% and it has risen up to 5.2% in 2019 which is a serious concern to be looked at. Recruitment and retention of teachers in the remote and rural schools remains a significant challenge in low-income countries, including Bhutan, hampering the educational delivery services to the rural population and slows the progress of achieving Sustainable Development Goals.
For delivering quality educational services to the people and improving their outcomes, motivated teachers must be available at the right time and place. The purpose of this study is to determine the factors affecting teacher retention in the rural areas of Chhukha District based on policy and practice. A total of five domains were assessed regarding financial matters, career matters, personal and family matters, working and living conditions, and policy matters. In the past decade, there have been worrying signs that the intellectual quality of teachers is declining. Teachers who are already in schools and are highly qualified may be able to offset this trend if they are retained.
In order to better understand the key factors influencing rural schools' appeal and retention of teachers, this study was conducted. A satisfaction survey was also conducted to determine if their current place of employment offered them the policies, facilities, services, and support that they were seeking. In order to attract or retain teachers in remote and rural schools, the study findings, recommendations, and appropriate strategies were provided to relevant stakeholders for intervention. Therefore, more motivated teachers are available in remote Bhutanese regions. Consequently, teaching services will be of a higher quality. Gross National Happiness can ultimately be achieved by achieving this goal.
- Attrition
- recruitment
- retention
- low-income
- policies
- Gross National Happiness
How to Cite
References
Hammer PC, Hughes G, McClure C, Reeves C, Salgado D. Rural teacher recruitment and retention practices: A review of the research literature, National Survey of Rural Superintendents, and Case Studies of Programs in Virginia. Appalachia Educational Laboratory at Edvantia (NJ1); 2005.
Education Mo. Annual Education Statistics, 2021. Thimphu: Policy and Planning Division, Ministry of Education, Royal Government of Bhutan; 2021.
Commission RC. Annual Report: State of the Royal Civil Service. Thimphu: Royal Civil Service Commission; 2021.
Bell L, Day C. Managing the professional development of teachers, Developing teachers and teaching. Open University Press, Celtic Court, Buckingham; 1991.
Bennell P, Akyeampong K. Teacher motivation in sub-Saharan Africa and South Asia (DFID Educational Papers, No.71). London, UK: Department for International Development; 2007.
Cooper J, Alvarado A. Preparation, recruitment, and retention of teachers. Education Policy Series, 5. Brussels, Belgium: International Academy of Education, and Paris, France: International Institute for Educational Planning, UNESCO; 2006.
Retrieved 27th March 2018.
Available:http://www.unesco.org/iiep/PDF/Edpol5.pdf
Hewton E. School focused staff development. Lewes, Falmer; 1988.
Fenstermacher G, Berliner DC. Determining the value of staff development’. The Elementary School Journal. 1985;85,3.
Joyce B. The ecology of professional development. In Hoyle, E., & Megarry, E (eds), professional development of teachers, London, Kogan page; 1980.
Lowther M, Chapman D. Teacher's perceptions of career mobility. Paper presented at the meeting of the American Association for Colleges of Teacher Education, Detroit; 1981, February.
Thornton M, Bricheno P, Reid I. Students’ reasons for wanting to teach in primary school. Research in Education. 2002;67:33–43.
Carrington B, Tomlin R. Towards a more inclusive profession: Teacher recruitment and ethnicity. European Journal of Teacher Education. 2000;23: 139–157.
Rawlinson S, Essex-Cater L, Bolden D, Constable H. Have geographers lost their way? Issues relating to the recruitment of geographers into school teaching. Journal of Geography in Higher Education. 2003; 27:39–56.
Whitehead J, Preece L, Maughan S. Teacher supply: Is there a disjuncture between policy and practice? The case of mature students. Research in Education. 1999;62:22–31.
Lemke JC. Teacher induction in rural and small school districts. In D. Montgomery (Ed.), Rural partnerships: Working together. Proceedings of the Annual National Conference of the American Council on Rural Special Education (ACRES). Conference held in Austin, Texas, March 23-26, 1994. (ERIC Document Reproduction Service No. ED 369 589); 1994.
Stone D. Recruiting and retaining teachers in rural schools. Far West Laboratory Knowledge Brief. Number Four. San Francisco: Far West Laboratory for Educational Research and Development. (ERIC Document Reproduction Service No. ED 328 383); 1990.
Murphy PJ, Angelski K. Rural teacher mobility: A report from British Columbia. Rural Educator. 1996/1997;18(2):5-11.
Guarino CM, Santibanez L, Daley GA. Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research. 2006; 76(2):173-208.
Ingersoll RM. Teacher turnover, teacher shortages, and the organization of schools (No. R-01-1). Seattle: University of Washington, Center for the Study of Teaching and Policy; 2001a.
Ingersoll R. Teacher turnover and teacher shortages: An organizational analysis. American Education Research Journal. 2001b;38:499–534.
-
Abstract View: 267 times
PDF Download: 95 times
