MENTORING AND JOB SATISFACTION, AS PREDICTORS OF TEACHERS’ RETENTION IN PUBLIC SECONDARY SCHOOL IN BENIN CITY, NIGERIA
Journal of Global Economics, Management and Business Research,
Page 50-58
DOI:
10.56557/jgembr/2022/v14i38083
Abstract
The supply and demand of teachers in the educational industry is an important challenge faced by many countries of the world, including Nigeria. This shortage of teachers was occasioned by the departure of older and more experienced teachers from the profession, while a low number is recruited and this has affected negatively student learning and had also incurred large economic costs. It has been observed that schools the world over, struggle to recruit and retain quality teachers because the teachers are not satisfied with their job due to poor welfare. The study examined mentoring and job satisfaction as predictors of teachers’ retention in public secondary schools in the Benin City. To achieve this purpose, four research questions were raised. The descriptive survey research design was adopted for the study. The population of the study consisted of teachers in the 150 public secondary schools in Benin City, while the sample size was 700 teachers drawn from 50 schools. The research instrument was a questionnaire titled “Teachers Mentoring and Job Satisfaction Questionnaire (TMTSQ)”. It was validated by three experts in Measurement and Evaluation, and two others from Educational Management at, the University of Benin, Nigeria. The reliabilities of the instrument were ascertained using Cronbach Alpha and gave alpha values of 0.89 and 0.90 for mentorship and job satisfaction of teachers. The data collected were analyzed using mean, standard deviation, multiple regression, and ordinal regression. The findings that emerged from the study showed that the retention rate of teachers was high, and the level of mentorship and job satisfaction of teachers was also high. It also revealed that mentorship and job satisfaction predict teachers’ retention significantly, and the experience of teachers increases the likelihood of teachers’ retention in secondary schools. It was therefore recommended among others that, for teachers to be retained in secondary schools, mentoring strategies and job satisfaction measures should be adopted.
Keywords:
- Mentoring
- retention
- job satisfaction
- teachers
- education
How to Cite
KENNEDY, I., & MODUPE, P. A. (2022). MENTORING AND JOB SATISFACTION, AS PREDICTORS OF TEACHERS’ RETENTION IN PUBLIC SECONDARY SCHOOL IN BENIN CITY, NIGERIA. Journal of Global Economics, Management and Business Research, 14(3-4), 50-58. https://doi.org/10.56557/jgembr/2022/v14i38083
References
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Hilton GL. Disappearing teachers: An exploration of a variety of views as to the causes of the problems affecting teacher recruitment and retention in England. Bulgarian Comparative Education Society; 2017.
Wiggan G, Smith D, Watson-Vandiver MJ. The national teacher shortage urban education and the cognitive sociology of labor. The Urban Review. 2021;53(1):43{75.
Han D, Hur H. Managing turnover of STEM teacher workforce. Education and Urban Society; 2021.
Sorensen LC, Ladd HF. The hidden costs of teacher turnover. AERA Open. 2020;6(1).
Madigan DJ, Kim LE. Towards an understanding of teacher attrition: A meta-analysis of burnout job satisfaction and teachers' intentions to quit. Teaching and Teacher Education. 2021;105.
Ossai AG, Nwalado EN. Teachers’ job satisfaction and standard of education in 21st century Nigeria. In E.O. Iloputaife B.U. Maduewesi & R.O. Igbo (Eds). Issues and challenges in Nigerian education in the 21st century. Onitsha: West and Solomon Publishing Coy Ltd.; 2010.
Promise M. Effective communication in a school organization. Port-Harcourt: Unique Publishing; 2018.
Harrison-Collier A. Job satisfaction of professional academic staffs: A comparative study of technical and public service department in academic libraries in Jordan. Electronic Thesis and Dissertations Paper 863; 2013.
Waterman S, He Y. Effects of mentoring programmes on new teachers’ retention: A literature review; 2011. Retrieved on 17th August 2022. Available:http://www.tandfonline.com/loi/cmet20.
Rockoff J. Does mentoring reduce turnover and improve the skills of new employees? Evidence from teachers in New York City; 2008. Retrieved from 15th August 2022. Available:http://www.nber.org/papers/w13868
White M, Mason C. Mentoring induction principles and guidelines; 2011. Retrieved on 17th August 2022. Available:http://www.cec.sped.org.
Wood AM, Weasmer J. Maintaining job satisfaction: Engaging professionals as active participants. Clearing House. 2014;118.
Abiddin NZ, Hassan A. A review of effective mentoring practices for mentees development. Journal of Studies in Education. 2012;2(1):72- 89.
Johnson S, Kardos S. On their own and presumed expert: New teachers’ experiences with their colleagues. Teachers College Records. 2015;109 2083 – 2106.
Afangideh ST. Teachers in-service education and mentoring services for teachers’ quality in secondary education delivery in Rivers State. Trends in Educational Studies. 2019;8(2):247 – 266.
Uche CM. Developing a functional teacher mentoring culture. African Journal of Educational Research and Development. 2018;2(1):101 – 113.
Eberhard JP, Reinhardt-Mondragon S, Stottlemayar D. Strategy for new teacher retention: Creating a climate of authentic professional development for teachers with three or less years of experience. Corpus Christi TX: South Texas Research and Development Centre Texas A & M University; 2000.
Vikoo B. Staff professional knowledge as the case in Higher Education. Journal of Higher Education. 2017;2(3):66 – 72.
Organization for Economic Cooperation and Development. Teaching and Learning International Survey (TALIS); 2018. Available:http://www.oecd.org/education/talis/
Kreitner R, Kiniaki A, Buelens M. Organizational behaviour: New York: McGraw-Hill; 2013.
Dessler G. Human resource management (10th Ed). London: Pearson Education; 2015.
Robinson T. Mentoring speeds: The learning curve. Information Week. 2011;832(9):77 – 78.
Kirkham G. Mentoring and head teachers. In P. Smith & J. West-Burnham (Eds). Mentoring in an effective school. Essex: Redwood Books; 2013.
Renbarger R, Davis B. Mentors self-efficacy or professional development: Which mediate job satisfaction for new teachers? A regression examination. Journal of Teacher Education and Educators. 2019;8(1):21-34.
Smith TM, Ingersoll RM. What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal. 2004;41(3):681{714.
Pfund C, et al. Defining Attributes and Metrics of Effective Research Mentoring Relationships. AIDS Behaviour. 2016);20:238–248.
Asuzu LA. Relationship between job satisfaction and teachers’ retention in public secondary schools in Anambra and Imo States Nigeria Greener Journal of Educational Research. 2019;9(1):54-64 2019.
DeAngelis KJ, Wall AF, Che J. The impact of preservice preparation and early career support on novice teachers’ career intentions and decisions. Journal of Teacher Education. 2013;64(4):338-355.
Goldring R, Taie S, Riddles M. Teacher attrition and mobility: Results from the 2012-13 teacher follow-up survey. First look. NCES 2014. National Center for Education Statistics; 2014.
Peretomode VF. Theories of management: Implications for educational administration. Benin-City: Justice Jeco Printing & Publishing Global; 2014.
Toropova A, Myrberg E, Johansson S. Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review. 2021;73(1):71e97. DOI:https://10.1080/00131911.2019.1705247.
Sargent T, Hannum E. Keeping teachers happy: Job satisfaction among primary school teachers in rural China. Philadelphia: University of Pennsylvania; 2010.
Adeymo DA. Job involvement career commitment organizational commitment and job satisfaction of the Nigerian police. A multiple regression analysis. Journal of Advance Studies in Educational Management. 2016;5(6):35 – 41.
Sing F, Billingsley BS. Special education teacher retention and attrition: A critical analysis of the research literature. The Journal of Special Education. 2016;38:39 – 55.
Bascia N, Rottmann C. What’s so important about teachers’ working conditions? The fatal flaw in North American educational reform. Journal of Education Policy. 2011;26(6):787–802.
Liang G, Akiba M. Teachers’ working conditions: A cross-national analysis using the OECD TALIS and PISA data. In G. K. LeTendre & M. Akiba (Eds.):International handbook of teacher quality and policy. London: Routledge. 2017;388–402.
Skaalvik EM, Skaalvik S. Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context feeling of belonging and emotional exhaustion. Teaching and Teacher Education. 2011;27(6):1029–1038.
Collie RJ, Shapka JD, Perry NE. School climate and social–emotional learning: Predicting teacher stress job satisfaction and teaching efficacy. Journal of Educational Psychology. 2012;104(4):1189.
Kunter M, Klusmann U, Baumert J, Richter D, Voss T, Hachfeld A. Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology. 2013; 105(3):805.
Blömeke S, Houang R, Hsieh FJ, Wang TY. Effects of job motives teacher knowledge and school context on beginning teachers’ commitment to stay in the profession: A longitudinal study in Germany Taiwan and the United States. In G. K. LeTendre & M. Akiba (Eds.):International handbook of teacher quality and policy. London: Routledge. 2017;374–387.
European Commission/EACEA/Eurydice. Teaching careers in Europe: Access progression and support. Eurydice Report. Luxembourg: Publications Office of the European Union; 2018.
Ingersoll R. Misdiagnosing America’s teacher quality problem. In G. K. LeTendre & M. Akiba (Eds.):International handbook of teacher quality and policy. London: Routledge. 2017;79–96.
Sutcher L, Darling-Hammond L, Carver-Thomas D. Understanding teacher shortages: An analysis of teacher supply and demand in the United States. Education Policy Analysis Archives. 2019;27(35). DOI:https://doi.org/10.14507/ epaa.27.3696
Lindqvist P, Nordänger UK, Carlsson R. Teacher attrition the first five years – a multifaceted image. Teaching and Teacher Education. 2014;40:94-103. DOI: 10.1016/j.tate.2014.02.005.
Borman GD, Dowling NM. Teacher attrition and retention: A meta-analytic and narrative review of the research. Review of Educational Research. 2008;78(3):367e409. DOI:https://doi.org/10.3102/0034654308321455
Nguyen TD, Pham LD, Crouch M, Springer MG. The correlates of teacher turnover: An updated and expanded meta-analysis of the literature. Educational Research Review. 2020;31:1e17. DOI:https://doi.org/10.1016/j.edurev.2020.100355
Teacher Wellbeing Index. Education support partnership. 40A Drayton Park London; 2018.
Chang L. An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review. 2009;21:193–218.
Drukpa S. Job satisfaction of secondary school teachers in Thimphu district of Bhutan. A thesis of Master’s Degree of Education. Mahidol University; 2010.
Ismail A et al. Effect of mentorship program on mentees’ psychosocial development. International Letters of Social and Humanistic Sciences Online. 2015;49:53- 65.
Sukritta P. The influence of mentoring and coaching relationship on job satisfaction and life satisfaction in teachers: Pilot study of vocational teachers in Thailand. The Southeast Asian Conference on Education. Official Conference Proceedings. 2021;1 – 13.
Amin M, Shah S, Tatlah IA. Impact of principals/directors’ leadership styles on job satisfaction of the faculty members: Perceptions of the Faculty Members in a Public University of Punjab Pakistan. Journal of Research & Reflections in Education. 2013;7(2):97-112.
Uwogu J. Educational management. Port-Harcourt: Trust Media Consult; 2017.
Hilton GL. Disappearing teachers: An exploration of a variety of views as to the causes of the problems affecting teacher recruitment and retention in England. Bulgarian Comparative Education Society; 2017.
Wiggan G, Smith D, Watson-Vandiver MJ. The national teacher shortage urban education and the cognitive sociology of labor. The Urban Review. 2021;53(1):43{75.
Han D, Hur H. Managing turnover of STEM teacher workforce. Education and Urban Society; 2021.
Sorensen LC, Ladd HF. The hidden costs of teacher turnover. AERA Open. 2020;6(1).
Madigan DJ, Kim LE. Towards an understanding of teacher attrition: A meta-analysis of burnout job satisfaction and teachers' intentions to quit. Teaching and Teacher Education. 2021;105.
Ossai AG, Nwalado EN. Teachers’ job satisfaction and standard of education in 21st century Nigeria. In E.O. Iloputaife B.U. Maduewesi & R.O. Igbo (Eds). Issues and challenges in Nigerian education in the 21st century. Onitsha: West and Solomon Publishing Coy Ltd.; 2010.
Promise M. Effective communication in a school organization. Port-Harcourt: Unique Publishing; 2018.
Harrison-Collier A. Job satisfaction of professional academic staffs: A comparative study of technical and public service department in academic libraries in Jordan. Electronic Thesis and Dissertations Paper 863; 2013.
Waterman S, He Y. Effects of mentoring programmes on new teachers’ retention: A literature review; 2011. Retrieved on 17th August 2022. Available:http://www.tandfonline.com/loi/cmet20.
Rockoff J. Does mentoring reduce turnover and improve the skills of new employees? Evidence from teachers in New York City; 2008. Retrieved from 15th August 2022. Available:http://www.nber.org/papers/w13868
White M, Mason C. Mentoring induction principles and guidelines; 2011. Retrieved on 17th August 2022. Available:http://www.cec.sped.org.
Wood AM, Weasmer J. Maintaining job satisfaction: Engaging professionals as active participants. Clearing House. 2014;118.
Abiddin NZ, Hassan A. A review of effective mentoring practices for mentees development. Journal of Studies in Education. 2012;2(1):72- 89.
Johnson S, Kardos S. On their own and presumed expert: New teachers’ experiences with their colleagues. Teachers College Records. 2015;109 2083 – 2106.
Afangideh ST. Teachers in-service education and mentoring services for teachers’ quality in secondary education delivery in Rivers State. Trends in Educational Studies. 2019;8(2):247 – 266.
Uche CM. Developing a functional teacher mentoring culture. African Journal of Educational Research and Development. 2018;2(1):101 – 113.
Eberhard JP, Reinhardt-Mondragon S, Stottlemayar D. Strategy for new teacher retention: Creating a climate of authentic professional development for teachers with three or less years of experience. Corpus Christi TX: South Texas Research and Development Centre Texas A & M University; 2000.
Vikoo B. Staff professional knowledge as the case in Higher Education. Journal of Higher Education. 2017;2(3):66 – 72.
Organization for Economic Cooperation and Development. Teaching and Learning International Survey (TALIS); 2018. Available:http://www.oecd.org/education/talis/
Kreitner R, Kiniaki A, Buelens M. Organizational behaviour: New York: McGraw-Hill; 2013.
Dessler G. Human resource management (10th Ed). London: Pearson Education; 2015.
Robinson T. Mentoring speeds: The learning curve. Information Week. 2011;832(9):77 – 78.
Kirkham G. Mentoring and head teachers. In P. Smith & J. West-Burnham (Eds). Mentoring in an effective school. Essex: Redwood Books; 2013.
Renbarger R, Davis B. Mentors self-efficacy or professional development: Which mediate job satisfaction for new teachers? A regression examination. Journal of Teacher Education and Educators. 2019;8(1):21-34.
Smith TM, Ingersoll RM. What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal. 2004;41(3):681{714.
Pfund C, et al. Defining Attributes and Metrics of Effective Research Mentoring Relationships. AIDS Behaviour. 2016);20:238–248.
Asuzu LA. Relationship between job satisfaction and teachers’ retention in public secondary schools in Anambra and Imo States Nigeria Greener Journal of Educational Research. 2019;9(1):54-64 2019.
DeAngelis KJ, Wall AF, Che J. The impact of preservice preparation and early career support on novice teachers’ career intentions and decisions. Journal of Teacher Education. 2013;64(4):338-355.
Goldring R, Taie S, Riddles M. Teacher attrition and mobility: Results from the 2012-13 teacher follow-up survey. First look. NCES 2014. National Center for Education Statistics; 2014.
Peretomode VF. Theories of management: Implications for educational administration. Benin-City: Justice Jeco Printing & Publishing Global; 2014.
Toropova A, Myrberg E, Johansson S. Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review. 2021;73(1):71e97. DOI:https://10.1080/00131911.2019.1705247.
Sargent T, Hannum E. Keeping teachers happy: Job satisfaction among primary school teachers in rural China. Philadelphia: University of Pennsylvania; 2010.
Adeymo DA. Job involvement career commitment organizational commitment and job satisfaction of the Nigerian police. A multiple regression analysis. Journal of Advance Studies in Educational Management. 2016;5(6):35 – 41.
Sing F, Billingsley BS. Special education teacher retention and attrition: A critical analysis of the research literature. The Journal of Special Education. 2016;38:39 – 55.
Bascia N, Rottmann C. What’s so important about teachers’ working conditions? The fatal flaw in North American educational reform. Journal of Education Policy. 2011;26(6):787–802.
Liang G, Akiba M. Teachers’ working conditions: A cross-national analysis using the OECD TALIS and PISA data. In G. K. LeTendre & M. Akiba (Eds.):International handbook of teacher quality and policy. London: Routledge. 2017;388–402.
Skaalvik EM, Skaalvik S. Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context feeling of belonging and emotional exhaustion. Teaching and Teacher Education. 2011;27(6):1029–1038.
Collie RJ, Shapka JD, Perry NE. School climate and social–emotional learning: Predicting teacher stress job satisfaction and teaching efficacy. Journal of Educational Psychology. 2012;104(4):1189.
Kunter M, Klusmann U, Baumert J, Richter D, Voss T, Hachfeld A. Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology. 2013; 105(3):805.
Blömeke S, Houang R, Hsieh FJ, Wang TY. Effects of job motives teacher knowledge and school context on beginning teachers’ commitment to stay in the profession: A longitudinal study in Germany Taiwan and the United States. In G. K. LeTendre & M. Akiba (Eds.):International handbook of teacher quality and policy. London: Routledge. 2017;374–387.
European Commission/EACEA/Eurydice. Teaching careers in Europe: Access progression and support. Eurydice Report. Luxembourg: Publications Office of the European Union; 2018.
Ingersoll R. Misdiagnosing America’s teacher quality problem. In G. K. LeTendre & M. Akiba (Eds.):International handbook of teacher quality and policy. London: Routledge. 2017;79–96.
Sutcher L, Darling-Hammond L, Carver-Thomas D. Understanding teacher shortages: An analysis of teacher supply and demand in the United States. Education Policy Analysis Archives. 2019;27(35). DOI:https://doi.org/10.14507/ epaa.27.3696
Lindqvist P, Nordänger UK, Carlsson R. Teacher attrition the first five years – a multifaceted image. Teaching and Teacher Education. 2014;40:94-103. DOI: 10.1016/j.tate.2014.02.005.
Borman GD, Dowling NM. Teacher attrition and retention: A meta-analytic and narrative review of the research. Review of Educational Research. 2008;78(3):367e409. DOI:https://doi.org/10.3102/0034654308321455
Nguyen TD, Pham LD, Crouch M, Springer MG. The correlates of teacher turnover: An updated and expanded meta-analysis of the literature. Educational Research Review. 2020;31:1e17. DOI:https://doi.org/10.1016/j.edurev.2020.100355
Teacher Wellbeing Index. Education support partnership. 40A Drayton Park London; 2018.
Chang L. An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review. 2009;21:193–218.
Drukpa S. Job satisfaction of secondary school teachers in Thimphu district of Bhutan. A thesis of Master’s Degree of Education. Mahidol University; 2010.
Ismail A et al. Effect of mentorship program on mentees’ psychosocial development. International Letters of Social and Humanistic Sciences Online. 2015;49:53- 65.
Sukritta P. The influence of mentoring and coaching relationship on job satisfaction and life satisfaction in teachers: Pilot study of vocational teachers in Thailand. The Southeast Asian Conference on Education. Official Conference Proceedings. 2021;1 – 13.
Amin M, Shah S, Tatlah IA. Impact of principals/directors’ leadership styles on job satisfaction of the faculty members: Perceptions of the Faculty Members in a Public University of Punjab Pakistan. Journal of Research & Reflections in Education. 2013;7(2):97-112.
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