Retaining and Developing Quality Teachers: Critical Issues for Administrators in Nigeria Secondary Schools
The study explored the art of retaining and developing quality teachers, with emphasis on critical issues for school administrators in Nigeria. In a country where there are hues and cries everywhere about the falling standard in education, supported by ample research evidence, it becomes pertinent to review literature on teacher retention and development, a factor that is accepted globally to influence school environment and thus goal attainment in education. This will bring again to the limelight critical issues and their implications for better school outcomes as it affects teacher-staffing. It will enable stakeholders in Nigeria education to have a re-think about the way and manner teachers are handled in Nigeria secondary schools and begin to do the things they ought to do to redeem the school system. In this light, relevant literature was reviewed on theoretical retention strategies; the importance of comprehensive induction on teachers’ retention and development; how improved working conditions can retain quality teachers; the role of administrators in teachers’ retention and development; problems facing school principals in teachers’ retention and development; support needed by school principals in the retention and development of teachers, and what the Nigerian teachers need to be retained in schools. Based on this discourse, it was recommended that government in collaboration with school principals should provide comprehension induction to teachers; school principals should ensure that the school climate is supportive of teaching and learning, encourage interpersonal relationship between staff and students, promote school/community relationship, involve teachers in decision making, ensure a manageable student-teacher ratio, and reduce teachers’ workload; State School Boards should enforce policies that provide for equitable distribution of learning materials to teachers and students in schools; government should grant additional incentive to teachers in rural and isolated schools and train school principals to be familiar with the available resources to support the diverse needs of students and staff.
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