Secondary school teacher retention in Zambia’s Copperbelt province: Empirical examination of leadership style, training and rewards

Abstract

The article advances how leadership style (at school level), training and rewards impact teacher retention in Zambia. This was done by defining the effect of leadership style, training and rewards on teacher retention and determining a teacher retention model. Herzberg two factor theory and job embeddedness theory informed this paper and a mixed design approach specifically an embedded correlational model was utilized. The research sample comprised 600 participants and 10 informants. Sampling was done using multistage sampling and snowball sampling techniques. To collect quantitative and qualitative data, self-administered questionnaires and semi-structured interview guides were used respectively. Quantitative data was analysed using multiple regression analysis whilst qualitative data were analysed using both a qualitative interpretative approach and Moustakas’s Modified Stevick-Colaizzi-Keen (SCK) method. Findings suggested that among the three independent variables, only leadership style had a positive significant relationship with teacher retention. The findings further suggested that school administrators should avoid the use of coercive power, value both production and human resource, and be given foundational training before being ushered in an office. Findings further revealed that teachers’ salary should be increased, and their salary scale should be commensurate with their qualifications. And at 95% confidence interval, the three H0 hypotheses were all rejected. These findings put together gave birth to the Leadership, Training and Rewards (LTR) model of Teacher Retention. Based on the findings the researchers recommend that school managers should avoid the use of coercive power and teachers with higher qualifications than the first degree should have a salary scale commensurate with their qualification.