School Attrition Research Articles

Factors Contributing to Teacher Attrition in Senior High Schools in the Tano South and North Municipalities, Ghana

Factors Contributing to Teacher Attrition in Senior High Schools in the Tano South and North Municipalities, Ghana

Prediction Model of School Drop Out Factors Using Classification Techniques in Selangor

Malaysia has been struggling to sustain the number of students graduating from school, with an increasing number leaving early, which poses significant concerns for the future generation. Several factors contribute to this issue, such as economic constraints, geographical challenges, transportation problems, and sociocultural norms. This paper uses a data mining approach to identify the attributes that lead to school dropouts and to determine the predictive model with the highest accuracy for forecasting dropout rates. The application of data mining approaches has proven effective in predicting students at risk of dropping out in general education. Nevertheless, there is a shortage of data mining-related studies on student attrition in public schools in Malaysia. The study utilized student and school datasets with consent from the respective departments in the Ministry of Education. This data includes information from 2,482 students across various primary schools in Selangor with initially 22 attributes collected from the dataset. After the attributes undergone feature selection process by using InfoGainAttributeEval, there are 12 features left including class attribute Status_DO. The collected data encompasses student demographics, academic performance and socioeconomic background. The experiments for this study used Decision Trees (J48), Naïve Bayes and Random Forest. By using classification techniques that were made available in WEKA, all attributes from the dataset were tested. The results of the analysis shown that Random Forest with the highest accuracy of 79.5729% in term of predicting student drop out hence indicate the reliability of this research as a decision support tool.

Impact of Education Governance on Teacher Attrition and School Effectiveness in Zambian Public Secondary Schools

Impact of Education Governance on Teacher Attrition and School Effectiveness in Zambian Public Secondary Schools

TEACHER ATTRITION AND STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC AND PRIVATE SECONDARY SCHOOLS IN ONDO WEST LOCAL GOVERNMENT AREA OF ONDO STATE

The study investigated teachers’ attrition and students’ academic performance in public and private secondary schools in Ondo West Local Government Area of Ondo State, Nigeria. Descriptive research design of survey type was adopted. The stratified random sampling technique was used. 10 public and 10 private secondary schools were selected through purposive and stratified sampling technique. Two research questions and two hypotheses guided the study. Data were collected through the use of a validated “Teacher Attrition Descriptive Questionnaire” (TADQ) with a reliability of r = 0.92, and a proforma of students’ academic performance. Data were analysed using descriptive and inferential statistics. Findings revealed that there was high extent of teacher attrition in public and private secondary schools in Ondo West Local Government Area of Ondo State. Also, it was found that the level of students’ academic performance was moderate in both types of school. Again, findings revealed that there was a negative significant relationship between teacher attrition and students’ academic performance in public and private secondary schools in Ondo West Local Government and there was no significant difference in the extent of teacher attrition between public and private secondary schools in study area. Based on the findings, the recommendation were: Better services and good welfare packages should be made available for teachers so as to reduce teacher attrition rate and paying attention to teachers by giving them equal regards like other professions would increase their retention.

Fostering nursing students' retention: The evaluation of an enhanced student success program

Nursing school attrition is a serious issue worldwide. The purpose of this quality improvement project was to evaluate the effectiveness of an enhanced Student Success Program (SSP) in retaining undergraduate students at risk of failing a nursing program. The traditional SSP was implemented for students of fall 2016 and was further enhanced by incorporating Student Academic Achievement Coordinator (SAAC) support in spring 2017. Data were obtained from 67 at-risk students’ records from fall terms 2016 (n=33) and 2018 (n=34). The combined failure rates were decreased between fall 2016 (36.4%) and fall 2018 (8.8%), p<.05. The introduction of the SAAC support also led to an observable decrease in overall dismissals between fall 2016 (12.1%) and fall 2018 (2.9%). Overall, this project's findings suggest that the enhanced SSP may play a critical role in decreasing combined failure rates in nursing education. Further research is needed to evaluate the impact of SAAC support on nursing students' success and retention.

Teacher Motivation and Attrition in Public Schools in The Gambia: A Case Study of Upper River Region (URR)

The quality of education offered to children in The Gambia's public schools can greatly be impacted by factors like teacher attrition and motivation. Despite efforts to strengthen the nation's educational system, experienced and skilled teachers frequently quit their jobs. In order to better understand teacher attrition in the Upper River of the country, this study looked at Public Basic and Secondary Schools in the region and evaluated factors affecting teacher motivation and attrition. The study employed the survey research technique with a sample of current and previous teachers. In-depth interviews and questionnaires were used to gather primary data. Descriptive statistical methods, such as basic percentages, frequency distributions, and graphical representations, were used to analyse the acquired data. The researchers relied on the Ministry of Basic and Secondary Education and other internet sources to access secondary data. Trend analysis of teacher attrition from 2015 to 2019 was conducted in the region, which indicates a decline in teacher attrition. This may be the result of the ministry's strategy of recruiting teachers based on the regions they come from so that they do not have to travel long distances to attend school.&#x0D; The study showed that inequality in training opportunities, leadership style, salaries and other monetary benefits, merit-based performance, supportive work environment, etc. are key factors responsible for teacher attrition in Public Basic and Secondary Schools in the region. Most respondents are dissatisfied with the work environment, merit-based performance appraisals, pension and retirement plans and benefits, opportunities for promotion, and management style. However, job security stood out as a motivational package that the respondents regard as satisfactory. Whiles determining the effects of teacher attrition in the region, the study findings reveal that student migration, admissions difficulties, poor performance, wide time–lag in work schedule, and the increase in the workload of teachers and administrators pose serious challenges to the schools. The findings suggest that low salaries, lack of opportunities for professional development and advancement, inadequate resources and support, and poor working conditions are major factors contributing to teacher attrition and demotivation in the region. The study's findings further indicate that the incentive programmes offered to teachers in URR are not sufficient.

Stress, Grit, Satisfaction With Life, and Remediation of Prelicensure Nursing Students.

Stress and poor academic performance often lead to high levels of nursing school attrition. To explore nursing students' perceived stress, grit, and satisfaction with life, and assess the effectiveness of a remediation program for students at risk for poor academic performance. Perceived stress, grit, and satisfaction with life were measured, and the effect of remediation given to at-risk students was studied. Examination and psychometric scores were compared between remediation and nonremediation groups. The remediation group had higher levels of perceived stress and a lower satisfaction with life compared with the rest of the cohort. Remediation significantly improved examination scores of at-risk students although scores remained lower than those among nonremediation students. Perceived stress and grit scores were high in nursing students, and satisfaction varied among age groups. Remediation based on metacognitive theory significantly improved at-risk students' examination scores.

Determinants of Teacher Attrition in Public Secondary Schools in Bayelsa and Delta States, Nigeria

This study examined rates of teacher attrition and the multiple factors influencing teacher attrition in public secondary schools in Bayelsa and Delta States, Nigeria, between 2015 and 2019 with a view to providing empirically-based, lasting solutions to the challenges of teacher attrition in Bayelsa and Delta states, Nigeria. Relying on state teachers' evidence and data, two research questions were posed to guide the study. The population of the study consists of 1563 public secondary school teachers. Using Cochran's formula for sample size determination, 723 teachers were sampled randomly for the study. The structured instrument for the investigation was validated, and its reliability was determined using Croncbach's Alpha statistical tool. A reliability value of 0.73 was found. Data analysis shows that salary and remuneration are remarkably associated with teachers' exit. Non-monetary motivation is not a sustainable substitute for an improved competitive salary. The study recommends attractive and competitive remuneration and improved teacher conditions of service, among others.

Comprehensive sexuality education linked to sexual and reproductive health services reduces early and unintended pregnancies among in-school adolescent girls in Zambia

BackgroundAdvancing the health of adolescents, particularly their sexual and reproductive health, including HIV prevention and care, is a development imperative. A critical part for improving their wellbeing and economic development is the social status accorded to adolescent girls and young women (AGYW). However, AGYW in many countries including Zambia, encounter health challenges that stem from gender inequalities, lack of empowerment, inaccurate knowledge on sexuality, and poor access to sexual and reproductive health (SRH) services and information. Addressing the knowledge gaps through comprehensive sexuality education (CSE) and improving access to SRH services and appropriate information, should reduce school attrition from early and unintended pregnancies (EUP) and enhance realization of their full potential.MethodsThe aim was to reduce EUP and improve SRH outcomes among AGYW in Zambia through provision of CSE linked to receptive SRH services. A 3-Arm randomized control study collected cross-sectional data at baseline, midline and Endline. Schools where CSE was being routinely provided were randomized into a non-intervention arm (arm1), an intervention arm in which information on available SRH services was provided in schools by health workers to complement CSE, (arm 2), and arm 3 in which pupils receiving CSE were also encouraged or supported to access pre-sensitized, receptive SRH services.ResultsFollowing 3 years of intervention exposure (CSE-Health Facility linkages), findings showed a significant decline of in-school pregnancies amongst AGYW in both intervention arms, with arm two exhibiting a more significant decline, having recorded only 0.74% pregnancies at endline (p < 0.001), as well as arm 3, which recorded 1.34% pregnancies (p < 0.001). No significant decline was recorded in the CSE only control arm. Trends in decline of pregnancies started to show by midline, and persisted at endline (2020), and when difference in differences test was applied, the incident rate ratios (IRR) between the none and exposed arms were equally significant (p < 0.001).ConclusionLinking provision of CSE with accessible SRH services that are receptive to needs of adolescents and young people reduces EUP, which provides the opportunity for higher retention in school for adolescent girls.

Post-COVID-19 male teachers’ attrition in private schools: Whose fault?

In recent times, private schools in Nigeria have witnessed a mass exodus of male teachers. This study, therefore, examined the causes, impacts and roles of management in teachers' attrition in private schools after COVID-19. The study adopted a qualitative research design of phenomenological type. Snowball and purposive sampling techniques were used to sample 11 male teachers working in private schools before the sudden appearance of the COVID-19 pandemic. Semi-structured interviews were conducted with eleven male teachers, transcribed, coded, and analysed using QSR NVivo software, version 1.7.1. The study found, among other things, that a lack of concern for teachers' welfare during the COVID-19 pandemic, poor salaries, and unpleasant school policies contributed to many male teachers' attrition in private schools. The study also found a negative impact of male teachers' attrition on the education sector. The researchers made recommendations based on the finding that Private school owners should be empathetic and always put teachers in their shoes. This could be achieved by institutionalising teachers’ welfare purses. There should be a welfare committee to make this functional.

A Study of Teacher Attrition in Rural Primary and Secondary Schools under the Background of Rural Revitalization: A Survey in Y County, Yunnan Province

The key to rural revitalization lies in people, and the key to rural education revitalization lies in cultivating a rural teacher team that can be attracted and retained. However, there is still a serious problem of rural teacher loss in Yunnan province's rural education. After investigation, it was found that this is mainly due to external and internal factors. External factors include a large income gap between urban and rural teachers, and late salary payments. Rural teachers have low social status and occupational well-being. Internal factors include difficulties in adapting to rural life, lack of belongingness, excessive pressure, resulting in professional burnout and teacher loss. Therefore, in the author's opinion, attention should be paid to the introduction of talent for rural basic education. Through policy guidance, rural teacher income should be increased, model examples should be vigorously propagated to improve the social status of rural teachers, and promotion channels for teachers should be unblocked to enhance the attractiveness of rural talent acquisition. The goal is to create a rural teacher team that loves the countryside, is sufficient in quantity, has good quality, and is full of vitality, serving the purpose of rural revitalization.

The Influence of Indiscipline on Teacher’s Attrition in Public Secondary Schools in Kilimanjaro and Manyara Regions, Tanzania

This paper intended to assess the influence of indiscipline on teacher attrition in public secondary schools in Kilimanjaro and Manyara regions. Specifically, the paper aimed at examining the indiscipline cases that cause teachers’ attrition; examine the frequency of cases on indiscipline issues; and the measures taken to address indiscipline cases. The paper was guided by motivation theory based on conduct for efficient management and administration of punishment to violators. The study employed cross section research design with mixed approaches. The sample size of the study was 140 respondents. Simple random and snow ball sampling was used to select in-service and teachers who left teaching respectively. Quantitative data were analysed using descriptive and binary logistic regression. The findings revealed that examination malpractices, student sex harassment and truancy influenced teacher attrition. Among the measures taken were: transfer, summary dismissal and reduction in salary that led to teachers quitting teaching. As for frequency of indiscipline cases among teachers, the study revealed the mean score of indiscipline as above 50 per cent which revealed that the variable influences teacher attrition. The study concludes that indiscipline cases influences teacher attrition. The study recommends to the President’s Office Regional Administration and Local Government to improve teachers discipline by equipping Teacher Service Commission staff with all necessary inputs to supervise accordingly. School management should remind their staff on professional code of ethics, and the Government should execute the law number 3 of 1972 for teachers who engaged in indiscipline cases by imposing severe punishment to offenders.

Association of Mistreatment and Discrimination With Medical School Attrition

Association of Mistreatment and Discrimination With Medical School Attrition

Attrition and Turnover Among Beginning Teachers in Texas by Preparation Program

Background: Prior work examined the relationship between teacher preparation programs (TPPs) and teacher attrition and turnover. However, such research aggregated all types of non-traditional certification programs (non-TCPs) into a single non-TCP group. This practice masks some critical differences among non-TCPs, and could send a misleading message to stakeholders and policymakers. Purpose: Our study builds on prior studies and empirically investigates the relationship between the types of TPPs and beginning teachers’ attrition and turnover behaviors in Texas public schools using a detailed non-TCP typology. Our study provides information about variation in attrition and turnover rates among non-TCPs and highlights the types of non-TCPs that exhibited different turnover and attrition patterns. Research Design: Using longitudinal administrative data and detailed data on preparation program type obtained from the Texas Education Agency, we estimated a series of logistic regression models and discrete-time hazard models with district fixed effects, school random effects, and school-by-year random effects. Findings: Non-TCP teachers were more likely to leave the profession or the district than TCP teachers for the first few years. Yet, by the end of the fourth year, attrition and turnover rates converged between TCP and non-TCP teachers. Among non-TCP teachers, teachers from district-administered programs and programs operated by private nonprofit organizations exhibited different attrition and turnover behaviors than other non-TCP teachers. Conclusion: Given the differential turnover and attrition rates among non-TCP teachers, district and school administrators may design tailored activities and programs that could meet the varying needs of teachers from different types of preparation programs.

Staying or leaving? Teacher professional characteristics and attrition in Arizona traditional public and charter schools

In this study, we analyzed public school teacher employment data from 2009 to 2015 to understand why teacher attrition is 54% higher in charter schools compared to traditional public schools. We investigated the factors associated with the differences in exit rates of teachers from traditional public and charter schools in Arizona which has a large charter school sector. Our findings suggest that the major factors behind the gap in retention rates between school sectors in Arizona are teachers’ professional characteristics: less experienced teachers and teachers with alternative certification are more likely to exit schools and, in particular, charter schools which also employ a significantly larger share of these teachers. We argue that charter school and school district leadership might consider interventions, mentoring, and support for teachers in the early stages of their career targeted at novice teachers.

Policy appropriation1 in teacher retention and attrition: the case of North-West Province

We report on the 2008 study by the Human Sciences Research Council (HSRC) on teacher retention and attrition in South African public schools, with a focus on North-West Province. Data from the study show that some teachers prefer to leave the teaching profession for promotion posts in non-teaching areas within the education sector, while others leave the education sector altogether for the private sector. There is evidence though, that despite concerns about the adequacy of teacher supply, South Africa has enough teachers to meet current teacher demands. The estimated 5.5% teacher attrition rate, the insufficient production of teacher graduates by universities, and the increasing number of teachers ready and willing to leave the teaching profession should they receive better job offers, are unlikely to compromise the supply, or the current pool of teachers. The greatest threat to the retention of teachers in the teaching profession appears to be ways in which provincial and regional education offices appropriate teacher appointment policies and procedures. We argue that teacher recruitment and appointment procedures are open to abuse.

Influence of Career Satisfaction on Teachers’ Attrition and Retention in Public Secondary Schools of Dass Local Government Area in Bauchi State, North Eastern-Nigeria

The disregard of teachers' needs had an influence negatively on our educational system in Nigeria. This study was undertaken to explore the influence of career satisfaction on teachers' attrition and retention in public secondary schools of Dass Local Government Area of Bauchi state was also the objective. A survey design was adopted for the study; the study population constitutes 356 teachers in public secondary schools in Dass Local Government. A proportionate stratified sampling technique was employed in selecting 186 teachers as sample respondents in this study. An instrument was adopted from previous studies relevant to the current research and was used for data collection in this study. Descriptive statistics were used to answer the research questions, while multiple regressions were used to test the null hypotheses at a 0.05 level of significance. Findings from the study showed an influence of 26.226 as against P-value =.000) between career satisfaction and teachers and attrition and retention. Findings showed that career satisfaction positively influences teachers' attrition and retention in public secondary schools in Dass Local Government of Bauchi State. The study recommended that the school management and the government improve the working conditions of teachers by providing adequate teaching/learning resources.

School Internal Organisation as a Correlate of Teachers’ Attrition and Retention in Bauchi Metropolis Secondary Schools, Nigerian

This paper studied school internal organisation as a correlate of teachers’ attrition and retention in Bauchi metropolis secondary schools. To determine the extent to which compensation and benefits as relates to teachers’ attrition and retention is among the objectives of the study. Correlational research design was adopted. The population of the study consisted of all teachers’ of public secondary schools in Bauchi State. A sample of 50 was selected using table for determining sample size by research Advisor. The simple random sampling technique was employed in selecting the sample. A questionnaire was adapted from modified MetLife Survey of the American Teacher instrument from 2006 and UNESCO (2014), titled “Determinants of Teachers Attrition and Retention (DETAREQ)”. The validity of the instrument was ascertained. A reliability of .71 obtained using Cronbach Alpha. A multiple regression was used to analyzed data obtained. The results showed that Compensation and benefit has positive relationship with Teachers attrition and retention to a large extent. Therefore, Refresher courses /Training, Seminars /workshops should be organized by the Ministry of Education to sensitize and educate teachers to change their mentality and provide them other benefits to attract and keep them in the profession, were recommendations made among others.

Faculty retention in regional medical schools in Iran: a qualitative content analysis

Background and purposeRecruitment and retention of competent faculty members are important in maintaining and improving the quality of education and research performance of universities. The aim of the present study was to find out the faculty members’ views, experiences, and attitudes to identify the reasons for faculty attrition and retention in regional medical schools in Iran.MethodsIn this qualitative study, we used a content analysis method. The participants included 12 faculty members who had been transferred to type I universities, four faculty members who had applied for transfer, four with more than 10 years of experience and working in the type 3 universities with no intention to be transferred. Data were collected using semi-structured interviews, which were conducted either face-to-face or via phone calls. The interview was developed for this study (Supplementary file). To measure the trustworthiness of the data, we evaluated four components of credibility, transferability, dependability, and conformability, as proposed by Lincoln and Guba.ResultsThe findings were classified into three categories and 14 subcategories. The first category was “retention facilitators” including four subcategories of facilitated communication, proximity to major universities, gaining experience, and support by authorities. The second category was “retention threats” including six subcategories of social infrastructure, individual dimension, occupation dimension, economic dimension, sense of respect, and executive management. The third category was “retention strategies” which included four subcategories of recruitment and promotion processes, inter-university collaboration with type I universities, facilitation of the scientific growth, and fulfilment of the safety needs.ConclusionSeveral factors play a role in the faculty members’ retention in regional medical schools in Iran. Authorities can create a more positive environment by devising a suitable reward system, supporting academic activities, and increasing the level of faculty autonomy practically to develop a sense of belonging among them and reduce the intention to be transferred among their human resources.

Resiliency and Goals: A Phenomenological Exploration of African American Male Attrition in High School

This article describes a phenomenological study that explored the lived experiences and perceptions of African American males with high school attrition. Sixteen event dropouts participated in individually taped semi-structured interviews, producing descriptive themes that were analyzed. Results from this study revealed eight major themes of (a) school climate matters, (b) social and emotional skills enhance development, (c) share responsibility of educational expectations, (d) support lacking, (e) engaging at-risk behavior, (f) apathetic view of education, (g) motivation is the education multiplier, and (h) respect is key to graduation. Findings and implications for stakeholders and future research are included that might prove helpful in closing the achievement and opportunity gaps within the African American male demographic.