Can School Principals Manage Recruitment and Retention of Maths and Science Teachers in Rural Secondary Schools? A Case Study in the Vhembe District, South Africa
Keywords:
Rural; Scarce Skills Subjects; Mathematics; Science; Recruitment; Management; South Africa
Abstract
Mathematics and science subjects are critical subjects in high schools across South Africa. This study explored how principals managed the recruitment of scarce skills subjects’ teachers, based on demand and supply in Vhembe District. Myriad studies assert that Mathematics and science teachers are in short supply across South African rural schools, which creates a concern for the education system. This problem is prominent in rural Vhembe District, Limpopo. This study examined how rural secondary schools in the Mutale area recruited and retained permanent mathematics and science teachers. An interpretive paradigm was employed to understand the phenomenon under study. This study used a face-to-face qualitative methodology, where targeted principals, teachers, heads of departments, and circuit and district managers were interviewed. Participants were selected via purposive and simple random sampling for the one-on-one structured interviews. All the interviews were audio-recorded with the permission of the 10 participants and were thematically analysed. Various crucial factors have an impact on principals' ability to control the supply and demand of subjects with important, rare skills. Environmental and societal variables participate in the recruitment and retention of rural schools’ struggle to hire and retain maths and science teachers. Findings further revealed that these teachers need incentives to be employed and retained in rural schools. The study, therefore, recommends that teacher training programmes be supported with adequate bursaries or funding for pre-service teachers, while Maths and science teachers should be well remunerated to attract and retain them in rural schools.
References
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Grissom, J. A., & Bartanen, B. (2019). Strategic retention: Principal effectiveness and teacher turnover in multiple-measure teacher evaluation systems. American Educational Research Journal, 56(2), 514-555.
Han, S. W., Borgonovi, F., & Guerriero, S. (2018). What motivates high school students to want to be teachers? The role of salary, working conditions, and societal evaluations about occupations in a comparative perspective. American Educational Research Journal, 55(1), 3-39.
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Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (2004). Why public schools lose teachers. Journal of human resources, 39(2), 326-354.
Hofmeyer, A., Sheingold, B., & Klopper, H. (2015). Leadership In Learning and Teaching in Higher Education: Perspective of Academics in Non-Formal Leadership Roles. Contemporary Issues in Education Research, 8 (3).
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Ingersoll, R. & Perda, D. (2010). Is the supply of mathematics and science teachers sufficient? American Educational Research Journal, 47(3), 563-594.
Ingersoll, R. (2006). Understanding supply and demand among Mathematics and Science teachers. Arlington, Pennsylvania: NSTA press.
Ingersoll, R. M & May, H (2012). The magnitude Destinations, and determinations of mathematics and science teacher Turnover. Educational Evaluation and Policy Analysis. 34:435
Ingersoll, R.& Perda, D. (2009). How high is teacher turnover and is it a problem? Manuscript in preparation for presentation.
Ingersoll, R., Merrill, L., & May, H. (2014). What Are the Effects of Teacher Education and Preparation on Beginning Teacher Attrition? CPRE Research Reports. Retrieved from https://repository.upenn.edu/cpre_researchreports/78
Japo, O.M., Amasuomo & Chukwuma N. Ozorumba (2017). Preparing students for senior secondary school certificate examinations in Bayelsa state, British Journal of Education, 5(1): 60-75.
Jupp, V., & Sapsford, R. (2006). Data Collection and Analysis. London: SAGE Publications.
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Kind, V. (2018). Transforming teaching quality through active learning in Ethiopia. Economic & Social Research Council (ESRC).
Kiruja, E. K., & Mukuru, E. (2018). Effect of Motivation on employee performance in public middle-level Technical Training Institutions in Kenya. IJAME.
Liebsch, P. (1998). Quantity with Quality? Teaching Quantitative and Qualitative Methods in an LIS master’s Program. Spring, 46(4), pp. 668-680.
Lincoln, A. & Guba, Y. (1995). Leading authentically at the crossroads of culture and context. Journal of Educational Change, 8(3), 257-273.
Mbonambi, T.R.; Gamede, B.T. & Ajani, O.A. (2023). Investigating the challenges of teaching and learning business studies in South African rural high schools: in pursuit of enhanced classroom practices, Multicultural Education Journal, 9(2), 31-44. https://mc-caddogap.com/wp-content/uploads/galleyproof-5-mc-9-2.pdf.
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McDonald, M., & Grossman, P. (2008). Back to the Future: Directions for Research in Teaching and Teacher Education. Journal of Education, 45 (1), 184-205.
McMillan, J. H., & Schumacher, S. (2014). Research in Education: Evidence-based inquiry: Pearson Higher Education.27(1), 129-146.
Mereku, D.K. (2000). Demand and Supply of Basic School Teachers in Ghana. Proceedings of the National Teachers’ Education Forum, August 2-5, Available at http://www.wikieducator.org/images/4/4f/DEMAND SUPPLYpresent.pdf
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Published
2023-09-04
How to Cite
Muremela, M. G., Kutame, A. P., Kapueja, I. S., & Ajani, O. A. (2023). Can School Principals Manage Recruitment and Retention of Maths and Science Teachers in Rural Secondary Schools? A Case Study in the Vhembe District, South Africa. International Journal of Social Science Research and Review, 6(9), 42-60. https://doi.org/10.47814/ijssrr.v6i9.1592
Section
Main Articles
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