-service trainings for potential and employed teachers respectively, which at present hamper the production of adequate numbers of competent secondary school teachers in Sub-Saharan Africa.
Teacher recruitment, retaining, and retraining are the most crucial factors in secondary education identified by DeJaeghere and colleagues (2006). The World Bank (2006), OECD (2002), Lewin and Cailloids (2001), and other international organizations and researchers have emphasized the problem, causes, and implications of teacher recruitment, retaining, and retraining in secondary education in developing nations. As revealed in the study’s findings (1) high teachers’ attrition rate is mainly caused by unfavorable teaching requirements and conditions, lack of support and supervision from head teachers, and low salary, and (2) impediments in teacher preparation processes are lack of funding, support, and assistance from education officers and the government, thereby limiting the supply of qualified teachers for secondary education.
DeJaeghere and colleagues (2006) recommended a number of policy options to reduce teachers’ attrition rate and hence increase the pool of potential teachers for secondary education in the six countries of Sub-Saharan Africa: (1) increasing supply through training (shortened pre-service preparation programs, increased supervision, training through distance education, teaching multiple subjects) and; (2) reducing attrition through teacher mentoring program, increased teacher-teacher interaction, bonus pay, and increased teacher supervision. These policy alternatives are expected to attract qualified secondary school teachers and motivate those who are currently employed to stay in their vocations.
All the six Sub-Saharan African countries, namely, (1) Ghana, (2) Ethiopia, (3) Tanzania, (4) Guinea, (5) Madagascar, and (6) Uganda experience short supply of qualified secondary school teachers. Evidently, these countries have failed to provide ...Show more