Orientation to Teaching as a Lifelong Career in Sub Saharan Africa – A Tanzanian Case Study

Many developing countries in Sub Saharan Africa are facing mounting pressure to seek effective and efficient approaches to recruiting, preparing, supporting, and retaining committed teachers in the education sector. This research project explores recruitment, and retention factors that may influence a commitment to teaching of secondary school teachers in rural Tanzania. This study draws on a framework developed by Sher (1993) of three factors that affect the commitment and retention of teachers working in rural schools: teachers’ characteristics, conditions and compensation. Data included semi-structured interviews with 16 secondary school teachers from four secondary schools and a focus group interview with retired teachers from the Geita district in Tanzania. The interviews and focus group explored teachers’ commitment to teaching, and their perceptions of recruitment and retention factors that influence commitment to the teaching career. The findings show that participants believe highly committed teachers identify with educational goals and values, demonstrate positive job performance behavior and a desire to maintain membership within the education sector. The findings also confirm the influence teachers’ characteristics, working and living conditions, and compensation on teacher commitment, recruitment and retention. In addition, the societal status and image of teachers emerges as an important factor. This study discusses implications for education practices and policies that develop and support teachers’ commitment in the rural context.Ed.D