Workload allocation and secondary school teachers’ retention at Chamwino district, Tanzania

Abstract

The study sought to assess the influence of workload allocation on teachers’ job retention in Chamwino District Council of Tanzania. A cross-sectional research design was used with a quantitative research approach. The study used a sample size of 192 respondents selected using simple random sampling. The study involved a questionnaire as the main method of data collection. The collected data were analyzed using descriptive statistics and multiple linear regression analytical methods. The study found that, workload allocation in terms of class size and administrative duties were negative and insignificantly related to teachers’ job retention. However, number of teaching hours and number of preparatory hours were positive and significantly related to teachers’ job retention (p-value <0.05). The study concludes that class size and administrative duties were the workload allocation factors that negatively affecting teacher job retention while number of teaching hours and number of preparatory hours were positively affecting teachers’ job retention in rural areas at public secondary schools in Chamwino district council of Tanzania. Therefore, the study recommends that, reducing workload by hiring more staff and incorporating teaching assistants will enhance teachers’ retention. Key words: workload allocation, teacher job retention, public secondary schools, Сhamwino district council, Tanzania.