Assessment of practices of heads of schools that influence new teachers to remain in their career: a case of Nyamagana district- Mwanza

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dc.contributor.authorBwire, Silas N
dc.date.accessioned2019-09-02T08:27:51Z
dc.date.available2019-09-02T08:27:51Z
dc.date.issued2013
dc.descriptionDissertation (MA Education)en_US
dc.description.abstractThis study examined an assessment of practices of heads in community secondary schools that influence new teachers to remain in their career in Nyamagana District, Mwanza Region. The study was guided by two theories, the Hertzberg‟s motivationhygiene theory of job satisfaction and the expectancy theory. Qualitative approach was used in this study. Its design was cross-sectional survey. Purposive sampling technique was used to select study samples whereby three schools, three heads of schools and twelve new teachers were selected. Data collection methods included interview guide questions to heads of community secondary schools and Focus Group discussion (FGDs) to new teachers. The collected data were analyzed through thematic analysis. The findings of the study revealed that new teachers had slight mutual interaction with heads of schools during their first year of teaching while very few of the respondents were in the view that they had at least good interaction with the experienced faculty members. Again the study showed that new teachers were not involved in decision making specifically in matters related with the development of the schools. Furthermore, new teachers also claimed not to have incentives including motivation and financial support that could enhance them to remain in their career other than salaries. In addition, the study noted that employees (new teachers) were likely to leave from one career to another if their expectations could not meet. Therefore, this study concludes that practices of heads of community secondary schools influence either positively or negatively for new teachers to stay in their career beyond their first year.en_US
dc.identifier.citationBwire, S.N. (2013). Assessment of practices of heads of schools that influence new teachers to remain in their career: a case of Nyamagana district- Mwanza. Dodoma: The University of Dodomaen_US
dc.identifier.urihttp://hdl.handle.net/20.500.12661/1378
dc.publisherThe University of Dodomaen_US
dc.subjectCommunity secondary schoolsen_US
dc.subjectPublic secondary schoolsen_US
dc.subjectGovernment secondary schoolsen_US
dc.subjectNyamagana districten_US
dc.subjectMwanzaen_US
dc.subjectTanzaniaen_US
dc.subjectTeachers retentionen_US
dc.subjectTeachers immobilityen_US
dc.subjectSchool headsen_US
dc.subjectHeadmastersen_US
dc.subjectHeadmistressesen_US
dc.subjectInfluencesen_US
dc.subjectMotivateen_US
dc.subjectPromoteen_US
dc.subjectFacilitateen_US
dc.subjectPracticesen_US
dc.subjectFactorsen_US
dc.subjectAssessmenten_US
dc.subjectDeterminationen_US
dc.subjectExaminationen_US
dc.subjectSecondary leadersen_US
dc.subjectJob satisfactionen_US
dc.titleAssessment of practices of heads of schools that influence new teachers to remain in their career: a case of Nyamagana district- Mwanzaen_US
dc.typeDissertationen_US
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