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

Abstract

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.

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.