Teacher Attrition: The Former Teachers’ Perspectives in the Bhutanese Context

Wangchuk, Chencho; Dorji, Jigme

doi:10.9734/ajess/2020/v11i430299

Cited by 4 publications

(4 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There is a paucity of research on leadership styles in Bhutanese context, there is almost no literature which determines the relationship of leadership styles to teachers' motivation and job satisfaction. Wangchuk and Dorji (2020) reported that some of the teachers quit their profession because of the principal's autocratic leadership styles, but does not provide any statistical evidence demonstrating the relationship between the variables. Research conducted by Drakpa (2018) with the principals and teachers of Zhemgang, found out that principals' transformational leadership style was not significantly correlated with teachers' motivation.…”

Section: Gap In Bhutanese Literaturementioning

confidence: 94%

“…After a decrease in 2020, probably due to COVID-19 movement restrictions, the statistics again rose with 353 teachers leaving the profession in 2021, of which 224 voluntarily resigned. Wangchuk and Dorji (2020) studied teacher attrition by interviewing 15 teachers who had quit the profession. They reported that among other reasons "the kind of leaders and their leadership styles seemed to have caused frustration, extreme disappointment, and unhappiness leaving them with no other options, except for leaving teaching for other jobs" (p. 37).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Leadership Practices, Teacher Motivation, Burnout, and Teacher Satisfaction in Tsirang Dzongkhag

Norbu,

Ghalay

2023

EIP

View full text Add to dashboard Cite

This correlational study examined the relationship of principals’ leadership styles to teacher motivation, burnout, and satisfaction. Data were collected from 118 teachers from Tsirang Dzongkhag using Multifactor Leadership Questionnaire, Maslach’s Burnout Inventory, teacher job satisfaction and motivation to leave the teaching profession questionnaire. Key findings revealed that most of the principals’ in Tsirang demonstrate transformational and transactional leadership practices although there are a handful of principals who apply laissez-faire style leadership. The characteristics of transformational and transactional leadership practices were positively and significantly correlated with the outcome variables, such as extra effort and effectiveness, but negatively associated with emotional exhaustion and motivation to leave the teaching profession. However almost one-half of the teachers reported being emotionally exhausted and had the motivation to leave the teaching profession. Laissez-Faire style principal leadership was associated with emotional exhaustion and motivation to leave the profession. Differences in the scores were obtained, when analysis was disaggregated by demographic characteristics of the teacher participants. The Ministry of Education and Skills Development (MoESD) should investigate other causes and factors of teacher attrition and emotional exhaustion among teachers. In addition, MoESD should also conduct effective professional development programmes for school leaders with opportunities to reflect on their leadership practices. Scope for further research on similar topics is discussed.

show abstract

Section: Gap In Bhutanese Literaturementioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Leadership Practices, Teacher Motivation, Burnout, and Teacher Satisfaction in Tsirang Dzongkhag

Norbu,

Ghalay

2023

EIP

View full text Add to dashboard Cite

show abstract

“…Retaining teachers at their stations and lowering staff turnover are the two main objectives of teacher retention. Almost everywhere in the world, one of the drawbacks encountered in the teaching profession is teacher retention [1].…”

Section: Studies On Teacher Recruitment and Retentionsmentioning

confidence: 99%

“…It has been widely acknowledged that qualified, knowledgeable, and experienced teachers greatly contribute to student learning [1]. This is especially true for schools that require significant improvement.…”

Section: Introductionmentioning

confidence: 99%

Teachers Retention and Recruitment in Rural Areas in Tanzania: A Narrative Review Based on the Chinese Experience

Mwananyama,

Song

2023

AJESS

View full text Add to dashboard Cite

A narrative review of the literature on the practices of teacher recruitment and retention in rural China, with an emphasis on identifying the tactics employed to do so, served as the basis for this qualitative study. It then showed Tanzania how similar strategies may be applied to guarantee the successful recruitment and retention of Math and Science teachers in rural areas. The study found that while China's position is not as dire as Tanzania's, especially for teachers of science and math, both countries struggle with teacher recruitment and retention in rural areas. This results from the several strategies China has implemented to ensure successful teacher recruitment and retention in both rural and urban areas. Nonetheless, the study has demonstrated that Tanzania, like other Sub-Saharan African nations, lacks a strong framework for teacher policies that connects teacher recruitment and retention. Additionally, Science and Math teachers in Tanzania are not motivated, which leads to a teacher shortage in rural and remote areas. The study, thus, recommends that Tanzania should learn from China through the following; - Firstly, development of policies related to rewards and incentives and, an increase in salary and promotions for science and mathematics teachers recruited in rural areas. Secondly, creating huge investments in urbanizing rural areas to attract and retain afresh employed science and mathematics teachers. Thirdly, the development of teacher exchange and rotation policy. Fourthly, encouraging more gifted form six graduates in science and mathematics to work as teachers in remote regions and providing them with free access to both online and offline higher education. In this regard Tanzania will be able to comprehend the 2030 World Education for Sustainable Development, the SDGs of the UN, the African Union objectives of 2063, and Tanzania Vision 2025. Ultimately, the study concludes that, despite Tanzania's potential to learn from China, several challenges and considerations must be taken into account. These include the need for robust data collection and monitoring systems to assess the impact of adaptive interventions, as well as the importance of engaging local communities and stakeholders in the design and implementation of relevant strategies. Additionally, is essential to recognize the cultural and contextual differences between China and Tanzania, and to adapt strategies in a way that aligns with the unique needs and realities of the Tanzanian education system. This may include considering factors such as community engagement, and local governance structures in the development of adaptive interventions. To carry out frequent orientations for recently employed science and math teachers in rural schools. To establish science and technology centers, agricultural research facilities and environmental conservation projects in rural areas that encourage teachers to engage and advance knowledge in their profession. Resources that are currently spent to train more arts teachers could instead be allocated to training more math and science teachers. Creation of an online learning environment for math and science teachers that links teachers in rural and urban schools for knowledge sharing.

show abstract

Understanding the impact of climate change on Bhutanese school communities: Challenges and responses

Thapa,

Gough,

Cooper

2024

INTERDISCIP J ENV SCI ED

View full text Add to dashboard Cite

Climate change is intensifying the risks faced by children’s lives, as well as impacting their learning and education. How school communities in Bhutan are dealing with issues related to climate change is largely uncharted. This study examined how Bhutanese schools have been affected by the changing climate and how they were responding to it. The data sources included interviews with school principals, teachers, and district education officers, as well as observations, and document analysis. The global comprehensive school safety framework, along with a whole school approach to climate action framed the results of this study. Findings included that schools experienced multiple climate impacts and shocks affecting their children’s health, education, and the school system itself. Adaptation and mitigation measures including climate change education have yet to gain traction at the sector and school’s level. Schools, however, have attempted some actions such as through disaster management, and participatory environmental conservation and green school initiatives. Social capital was critical in filling the resource gap for initiating environmental and climate change actions, carried out through collective school, community, and student-based activities. Human capacities, policy and institutional structures, technical capacities, and capital (cultural and economic) constraints as well as slow mainstreaming into local development processes impeded efforts to build climate-resilient schools, including practices to contribute to greenhouse gases reduction. This study not only shed light on how climate change was affecting schools and children but also provided strong evidence for policymakers and relevant agencies to scale up interventions to enhance adaptation and mitigation practices.

show abstract

Teacher Attrition: The Former Teachers’ Perspectives in the Bhutanese Context

Cited by 4 publications

References 24 publications

Leadership Practices, Teacher Motivation, Burnout, and Teacher Satisfaction in Tsirang Dzongkhag

Leadership Practices, Teacher Motivation, Burnout, and Teacher Satisfaction in Tsirang Dzongkhag

Teachers Retention and Recruitment in Rural Areas in Tanzania: A Narrative Review Based on the Chinese Experience

Understanding the impact of climate change on Bhutanese school communities: Challenges and responses

Contact Info

Product

Resources

About