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TURNOVER AND SCHOOL EFFECTIVENESS IN PRIVATE SECONDARY SCHOOLS IN EDUCATION
Abstract
This study
investigated the staff turnover and school effectiveness in selected private
secondary schools in Education District II of Lagos State. The study adopted
descriptive survey research design and made use of a sample of 60 academic and
non-academic staff randomly selected from schools in Education District of
Lagos State. To realize the goals of the study, a questionnaire of (28) items
to collect preliminary information was designed, the face and content validity
was ascertained by the supervisor. The data collected were analyzedusing Mean,
Standard Deviation and percentage for the research questions and Chi-Square
statistical technique for the four hypotheses. The four hypotheses were tested
at 0.05 level of significance using (SPSS) testing programme. The study
revealed the following results: Job comparative and satisfaction significantly
influenced staff turnover and effectiveness in private secondary schools and
Job migration significantly influenced staff turnover and effectiveness in
private secondary schools. Also, organizational conditions significantly
influence staff turnover and
effectiveness in private secondary schools and financial constraints
significantly influenced staff turnover and effectiveness in private secondary
schools. In the light of the study`s results, the researcher presented a number
of recommendations and proposals, the most important of which are: That
proprietors/proprietresses of private schools should ensure payment of good
remuneration for their teachers. The administrators should provide adequate
facilities, sufficient instructional resources, small class size per teacher
and less- work -loads to ensure good organizational working condition.
Government should develop policies to encourage the growth of private schools
with considerable taxation.
CHAPTER ONE
INTRODUCTION
Background
to the Study
Turnover is
a phenomenon that can be considered from different perspectives, depending on
the subject in question. Among teachers, turnover refers to the rate of
departure among staff engaged in schools for a given time frame or period. To
obtain the total dimension of the problem, consideration was given to the
identification of the stock of teachers through government departments,
principals of schools and teachers themselves. This was compared with the
actual cases of withdrawals in percentage terms, having taken care of re-entry
to derive net turnover rates.
Staff or
labour turnover is the voluntary or involuntary termination of an individual’s
employment with a given schools or organization. Staff turnover is the rotation
of workers around the labour market, between Schools, Jobs and Occupations and
between the states of employment and unemployment (Abassi&Hollman, 2000).
Each time a position is voluntary or involuntary created, a new employee might
be replaced, this replacement cycle is known as turnover (Woods, 1995). Staff
turnover is a much studied phenomenon (Lam, Foong& Moo, 1995); (Shaw, John,
Jerkins & Nina 1998); (Booth &Hamer, 2007).
The issue of
staff turnover poses a very serious problem with critical effect on both the
Individual and Government, no matter the angle from which the problem is
considered. Thus, to the individual teacher, turnover involves some definite
loss of earnings which would have accrued if the individual were otherwise
engaged.
This is
particularly of consequence in the Nigerian context since such loss of earnings
carries along with it a chain of adverse externalities, such as inability to
live up to the expectations of the extended family. Closely related to this is
lack of adequate health care as a result of lack of employment since former
employers cannot be liable for this in a situation where government provision
is grossly inadequate.
From the
government perspective, staff turnover is even a problem of greater dimension.
Notwithstanding whether the teacher involved enjoyed government sponsorship for
his training or not, departure results in a net financial loss to government.
This is the case for public funds would have been wasted for the provision of
materials, equipment, facilities such as buildings for the education and
training of the individual, who on the completion of his schooling, resigns for
some other jobs for one reason or the other. Although one cannot gloss over the
ultimate contribution of such individual to the overall development of a
nation's economy, the fact is evident that a service for which the individual
was trained is robbed to pay another without any bargain whatsoever.
Staff
turnover or brain drain as it is being referred to in tertiary institutions is
one of the major challenges facing education in Nigeria today especially
private secondary schools.Staff turnover intentions seem to be very prevalent
in private secondary schools, and this might be due to some physical or social
influences. The physical of salary among others social influences on the other
hand are the shared cognition by friends or organizational members that
influence people’s decision on job movement (Albeson, 1993). The social
influence makes hopping from one job to another an acceptable behaviour
(Naresh, Pawan& Chong 2003). Thus if an individual has not changed his/her
job for a long time, he/she feels an increasing pressure to do so because of
social influence. In some countries in Asia, it has been observed that staff
turnover intentions is giving sleepless nights to human resources managers and
employees have developed bad attitude due to labour shortage.(Naresh,
Pawan& Chong, 2003).
It is now
well established that teacher effectiveness is central to good pupil progress
in school. Recent studies have shown quantitatively very significant effect
sizes for being taught by effective as opposed to ineffective teachers. The
flip side of attracting teachers to disadvantaged schools is modelling the
separation rate of teachers from those same schools. As quitting and accepting
jobs are essentially different sides of the same decision, bar transaction
costs, studying teacher quits will help understand the matching of teachers to
schools. In this work I will analyses teacher turnover across schools, compute
the distribution of job tenure in each school, both the fraction of teachers
who have been at the school for ten years or more, and the fraction only just
hired. Specifically addressing the view that teacher turnover is a particular
problem for disadvantaged urban schools.
Substantial
improvements in educational standards are only likely to come from improvements
in general teacher effectiveness, and reductions in educational inequality from
different allocations of teachers to schools. Such a policy is hampered by a
lack of understanding of the teacher labour market, in turn made difficult by
lack of data. It is argued that greater turnover coupled with the lower
effectiveness of novice teachers might explain part of the substantial test
score difference between schools in deprived and more affluent neighbourhoods.
There is
also evidence that turnover per se can be harmful to student progress (Ronfeldt
et al, 2011).The remaining association is largely accounted for by teacher
characteristics, with the poorer schools hiring much younger teachers on
average.
Over the
past two decades there has been substantial empirical research focused on
determining which kinds of teachers are more prone to leave teaching and
why(e.g., Bobbitt et al., 1994; Chapman & Green, 1986; Chapman & Hutcheson,
1982;Grissmer & Kirby, 1987, 1992, 1997; Hafner& Owings, 1991;
Haggstrom et al., 1988;Heyns, 1988; Marso&Pigge, 1991; Miech& Elder,
1996; Murnane, 1981, 1987; Murnaneet al., 1991; Murnane, Singer, & Willett,
1988; Rumberger 1987; Schlecty& Vance, 1981, 1983; Weiss & Boyd, 1990).
This research shows teacher turnover is strongly correlated with the individual
characteristics of teachers. Among the most important findings has been that
teacher turnover is strongly affected by academic field. Although the data have
been inconsistent at times, special education, mathematics, and science are
typically found to be the fields of highest turnover (Boe, Bobbitt, & Cook,
1997; Grissmer& Kirby, 1992; Murnane et al., 1991; Rumberger, 1987).
Another
important finding has been that teachers’ decisions whether to stay or leave
the teaching profession are highly influenced by their age. The relationship
between teachers’ age (or experience, in some analyses) and their turnover has
been found to follow a U-shaped curve. Although there is some disagreement as
to why this is the case, researchers have consistently found that younger
teachers have very high rates of departure. Subsequently, as those remaining
“settle in,” turnover rates decline through the mid-career period and, finally,
rise again in the retirement years (e.g., Bobbitt et al., 1994; Boe et al.,
1998; Grissmer& Kirby, 1987, 1992, 1997; Hafner& Owings, 1991; Murnane,
Singer, & Willett, 1988). Moreover, because the distribution of age in the
teaching force is skewed upward—older teachers significantly out number younger
teachers—many analysts have concluded that retirement due to a rapidly
“graying” teaching workforce is the most significant factor behind teacher
turnover, teacher shortages, and school staffing problems (e.g., Grissmer&
Kirby, 1997).
Statement of
the Problem
Over the
years, researchers had notice with keen interest that the staff turnovers in
private schools determine the school effectiveness. These in turn results to
frequent change and migration of teachers from one private school to another
within a term.
There is a
disagreement about whether or not the turnover rate in teaching is high in
relation to other professions (see for example, Ingersoll, 2001; Ingersoll,
2003; Henke, Zahn, & Carroll, 2001; Harris & Adams, 2007). Regardless
of whether or not turnover is high in relation to other professions, there are
a number of reasons to support the argument that the nature of turnover in most
schools is detrimental to school quality. For one, there is clear evidence that
teachers with strong academic backgrounds are most inclined to leave the
profession (Manski, 1987; Murnane, Singer, Willett, 1991; Monk, 1994;
Podgursky, 2004; Henke, 2001; Lankford, Loeb, and Wyckoff, 2002). Guarino,
Santibanez, and Daley (2006) reviewed the empirical literature on teacher retention
and concluded: “The preponderance of evidence suggests that teachers with
higher measured ability have a higher probability of leaving...” (p. 186).
A second
reason is that attrition is highest among teachers that are new to the
profession. Past research found teachers make important gains in effectiveness
in their first three years and smaller gains over the next few years
(McCaffrey, Koretz, Lockwood, and Hamilton, 2003;Hanushek, Kain, &Rivkin,
2005). Given that almost 50% of teachers leave the profession within their
first five years (Ingersoll & Smith, 2003), many teachers are leaving the
classroom before they have developed into optimally effective practitioners.
Moreover, exiting new teachers are often replaced by similarly inexperienced teachers
and consequently students in schools with high turnover may rarely be exposed
to experienced teachers.
Third,
turnover affects many of the organizational conditions important to effective
schooling, such as instructional cohesion and staff trust. Effective schools
hold shared beliefs in similar instructional goals and practices (Fuller
&Izu, 1986; Bryk& Driscoll, 1988). Schools with high turnover are
challenged to develop a shared commitment towards the same goals, pedagogy, and
curriculum. The constant churning of teaching staff makes it difficult to
collaborate, develop standard norms of practice, and maintain progress towards
common goals. This can lead to fragmented instructional programs and
professional development plans that must be adapted each year to meet the needs
of a teaching staff in constant flux (Guin, 2004). High turnover also makes it
difficult for teachers to build relational trust, which is critical towards
productive collaboration in schools (Bryk& Schneider, 2002; Guin, 2004). In
addition to the costs of turnover to school quality, there are also important
pecuniary costs associated with teacher attrition and mobility. These costs
include money spent to exit the teacher from the school, recruit and hire a new
teacher and/or fill the vacancy with a substitute until a new teacher can be
hired, and train the new teacher. In some districts, costs include signing
bonuses and school material stipends granted to new teachers.
Purpose of
the Study
The purpose
of this study is;
1. To determine how staff turnover
regardless of whether or not is high in relation to other professions, there
are a number of reasons to support the argument that the nature of turnover in
most schools is detrimental to school effectiveness.
2. To find out why many staff are leaving
the classroom before they have developed into optimally effective
practitioners. Moreover, exiting new teachers are often replaced by similarly
inexperienced teachers and consequently students in schools with high turnover
may rarely be exposed to experienced teachers.
3. To ascertain that staff turnover affects
many of the organizational conditions important to effective schooling, such as
instructional cohesion and staff trust.
4. To discover the costs of turnover to school
quality, there are also important pecuniary costs associated with teacher
attrition and mobility.
Research
Questions
For the
purpose of this investigative study on staff turnover and school effectiveness,
the following research questions have been formulated and would be
investigated:
1. Will job comparative and satisfaction be
a determinant to staff turnover and effectiveness in private secondary schools?
2. Will job migration reduce staff turnover
and effectiveness optimally in private secondary schools?
3. Will organizational conditions affect
staff turnover and effectiveness in private secondary schools?
4. Will financial constrains affect staff
turnover and effectiveness in private secondary schools?
Research
Hypotheses
The
following hypotheses in this study will be tested;
1. Job comparative and satisfaction will not
significantly be a determinant to staff turnover and effectiveness in private
secondary schools.
2. Job migration will not significant reduce
staff turnover and effectiveness optimally in private secondary schools.
3. Organizational conditions will not
significantly affect staff turnover and effectiveness in private secondary
schools.
4. Financial constrains will not
significantly affect staff turnover and effectiveness in private secondary
schools.
Significance
of the Study
The purpose
of this study is to Investigate Staff Turnover and School Effectiveness in
Private Secondary School in Educational District II of Lagos State. This study
will be of great benefit to:
1. School administrators who are willing to
establish private schools in Lagos state to know the importance of school
effectiveness through staff turnout.
2. The staff that student optimum academics
performance should be their priority when considering leaving one job to the
other.
3. The recommendations that will be put
forward at the end of the study may be a point of reference to teachers,
proprietors and school administrators.
Delimitations
This study
was delimited to staff of selected private secondary schools in Lagos State
Educational Districts II. Twelve (12) private
schools were randomly selected from these region and five (5)
respondents for each, to make sixty (60) respondents.
Limitations
The study
will be limited to five (5) staff from each school due to some constrains of
time and other investigation difficulties such as distance, finance and
mobility. The result that will emanate from this study will be limited to Lagos
State private secondary schools due to the sample population involved.
Definition
of common terms
Turnover:
Turnover is defined as both attrition from the profession and mobility between schools.
Effectiveness:
Adequate to accomplish a purpose; producing the intended or expected result.
Organization:
A group of persons organized for some underwork.
Financial:
Pertaining to monetary receipts and expenditures; pertaining or relating to
money matters.
Job
Satisfaction: The extent to which a person's hopes, desires, and expectations
about the employment he is engaged in are fulfilled.
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