Greener Journal of Educational Research

Excellence and Timeliness

  
  

Choose Language

Asuzu

Greener Journal of Educational Research

Vol. 9(1), pp. 73-82, 2019

ISSN: 2276-7789

Copyright ©2019, the copyright of this article is retained by the author(s)

DOI Link: http://doi.org/10.15580/GJER.2019.1.052019092

http://gjournals.org/GJER

 


Mentoring, Job Satisfaction as a Correlate of Teachers’ Retention in Public Secondary Schools in Anambra and Imo States of Nigeria.

   

ASUZU, Lois Adamma (Ph.D)

  

Ekpan Basic Secondary School, Nigercat, Effurun, Delta State.

  

ARTICLE INFO

ABSTRACT

 

Article No.: 052019092

Type: Research

DOI: 10.15580/GJER.2019.1.052019092

 

 

This study was undertaken to investigate mentoring, job satisfaction as a correlate of teachers’ retention in public secondary schools in Anambra and Imo states of Nigeria. The study employed ex- post facto design. The population was 19,887 principals and teachers in public secondary schools in Anambra and Imo States. The researcher sampled 2,080 principals and teachers in public secondary schools in Anambra and Imo States. The sample of Anambra State public secondary schools was 100 principals and 735 teachers while the sample for Imo States public secondary schools was 150 principals and 1095 teachers. The stratified random sampling method was employed to select 40 % of principals and 5 % of teachers in the two states as the sample. The research instrument that was used to collect data was an instrument titled “Mentoring, Job Satisfaction as a Correlate of Teachers’ Retention Questionnaire” (MJSCTRQ﴿. Out of 2,080 copies of the instruments administered, a total of 1806 copies were returned. Multiple Regression and Correlational Statistics was used to seek the answer to  the four research questions and test the four null hypotheses formulated in the study at 0.05 level of significance. Findings revealed that teachers’ mentoring, job satisfaction positively relate with teacher retention in public secondary schools in Anambra and Imo States. Years of experience and gender as a moderating variables relate with teachers’ retention in Anambra and Imo States. It was concluded in the study that teacher mentoring, job satisfaction positively relate with teacher retention in public secondary schools in Anambra and Imo States. Years of experience and gender as moderating variables positively relate with teachers’ retention in Anambra and Imo States. It was recommended that public secondary schools in Anambra and Imo states of Nigeria should attract and retain competent teachers to ensure competent job performance in public secondary schools in Anambra and Imo States.

 

 

Submitted: 20/05/2019

Accepted:  06/06/2019

Published: 11/06/2019

 

*Corresponding Author

Asuzu, Adamma

E-mail: revdasuzu@ yahoo.com

Phone: 07067065984

 

Keywords:

Anambra and Imo States; Job Satisfaction; Mentoring; Nigeria Public Secondary Schools; Retention; Teachers.

 

 

Return to Content       View [Full Article - PDF]  

[Full Article - HTML]               [Full Article - EPUB]

Post-Publication Peer-review Rundown

View/get involved, click [Peer-review]

 

REFERENCES

 

Afangideh, S.T. & Ekeh, F.N.D. (2014).Teachers in-services education and mentoring services for teachers quality in secondary education delivery in Rivers State. Trends in Educational Studies, 8(2), 247-266.

 

Agu, N. & Odimegwu, C. (2013). Doctorial dissertation supervision: Identification and evaluation of models. Retrieved on 26th January, 2016 From http://dx.dio.org.

 

Arubayi , E.A ( 2016).  Education and best practices in the 21st century. A Paper Presented at the 2nd National Conference of  the  Faculty of Education, held in Ambosre Ali University, Ekpoma.

 

Arubayi, E.A ( 2011). Forward. In a Book of Reading, Education and Training for Entrepreneurship. Abraka: Delta State University Printing Press.

 

Bedevin, A. G. Ferris, G. R. & Kacmar, K. M. (1992). Age, tenure and job satisfaction: A tale of two perspectives. Journal of vocational behaviour, 40 (1), 33-48.

 

Bender, K. A. (2005). Job satisfaction and gender segregation, OxfordEconomics Papers, 57, 479 – 96.

 

Brankin, M. & Bailey, T. (1992).Establishing criteria for mentoring. In Wilkin, M. (ed). Mentoring in Schools. London: Open University Press.

 

Darling-Hammond, L. (2003).Keeping good teachers. Educational Leadership, 6-13.

 

Eberhard, J.P., Reinhardt-Mondragon, S.& Stottlemayar, D. (2000).Strategic 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.

 

Edet, A.O ; Benson, U.R & , R.e (2017) Principals’ Conflict Resolution Strategies and Teachers’ Job Effectiveness in Public Secondary Schools in Akwa Ibom State, Nigeria. ISSN 2239-978X ISSN 2240-0524. Journal of Educational and Social Research.MCSER ublishing, Rome-Italy 7 (2), May 2017, 153.

 

Friends,  J.G & Haggard, E.A  (2015) job values in relation to family background . Management Review 39 (9), September , 530-532.

 

Gurino, C.M. Santibanez, L. & Daley, G.A. (2016). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 173-208

 

Hahs-Vaughn, D. L., & Scherff, L. (2008). Beginning English teacher attrition, mobility, and retention. The Journal of Experimental Education, 77(1), 21-53.

 

Harrison-Collier, A. (2013). Special education teacher retention: The relationship among mentoring, job satisfaction and the retention of unique education teachers. Electronic Thesis and Dissertations, 863.

 

Horrison –Collier (2013). Special education teacher retention: The relationship between mentoring, job satisfaction and the retention of special education teachers. Georgia Southern University Digital Commons@Georgia Southern, Summer

 

Ikgbusi, N. G & Iheanacho, R.C  (2016) Towards enhancing staff personnel management in secondary school in Anambra state of Nigeria. World Journal of Educational Research 3 ( 1 ) , 213-226. 

 

Ingersoll, R. & Kralik, J.M. (2004).The variable of  mentoring on teacher retention. What the research says. Education Commission. Retrieved on January 17th, 2016 from www.ecs.org.

 

Ingersoll, R. & Strong, M. (2011). The variable of   mentoring programmes for preliminary teachers: A critical review of the research. Review of Education Research, 81 (2), 201 – 233. Retrieved on 15th January, 2017 from http://repository .upenn.edu/gse-pubs/127.

 

Ingersoll, R., & May, H. (2011). Recruitment, retention, and the minority teacher shortage. CPRE Research Report, 1-63.

 

Ingersoll, R., Merrill, L., & May, H. (2014). What are the effects of teacher education and preparation on beginning teacher attrition? CPRE Research Reports, July 2014.

 

Ingersoll, R.M. & Smith, T.(2004). What are the variable of induction and mentoring on beginning teacher turnover? Unpublished Research, Vanderbilt University, USA.

 

Jill, L.H. (2007). The variable of a system-wide mentoring programme on beginning teacher retention rates. Master of Education Thesis in Watson School of Education, University of North Caroline Wilmington.

 

Johnson, S. & Kardos, S. (2005). On their own and presumed expert: New teachers’ experiences with their colleagues. Teachers College Record, 109, 2083 – 2106.

 

Larson, L. (2012). A descriptive study of mentoring and technology integration among teacher education faculty. International Journal of Evidence Based Coaching and Mentoring, 7(1) 119-136.

 

Margolis, J., & Deuel, A. (2009). Teacher leaders in action: Motivation, morality, and money. Leadership and Policy in Schools, 8, 264-286. doi:10.1080/15700760802416115.

 

Martinez, I. L., Frick, K. D., Kim, K. S., & Fried, L. P. (2010). Older adults and retired teachers address teacher retention in urban schools. Educational Gerontology, 36, 263-280. doi:10.1080/03601270903212302.

 

Menegat, G. (2010). Mentor/protege interactions and the role of a mentor: Training within a novice teacher mentoring program. Ann Arbor, MI: ProQuest LLC.

 

Oluwuo, S.O. & Afangideh, S.T. (2010).Mentoring beginning principals for quality personnel administration in public secondary schools in Akwa Ibom State. African Journal of Studies in Education, 6&7 (1&2), 235-244.

 

Oshagbemi, T. (2000). Job satisfaction and dissatisfaction in Higher education. Education and Development, 39(9), 354 – 359.

 

Osuya, E.C. (2015).Implementation of the housing scheme policy for the 21st century secondary school teachers in Nigeria : Factors and way forward. Journal of Educational Research and Development. A Publication of the Faculty of Education , Delta state University, Abraka, 79-83

 

Osuya, E.C. (2018). Access of the disadvantaged Nigerian to quality education in implementation of the universal basic education programme in a recessed economy.  Delta State University Journal of Educational Research and  Development 3 (1), March

 

Pook, L. A. (2003). The variable of  gender bias on job satisfaction: component of job satisfaction and advancement in post-liberation. Human systems management, 22, 37 – 50.

 

Rockoff, J. (2008). Does mentoring reduce turnover and improve skills of new teachers’? Evidence from teachers in New York City. Retrieved on 15th January, 2017 from http://www.nber.org/papers/w13868.

 

Sousa-Posa, A. & Sousa-Posa, A. A. (2003). Gender differences in Job satisfaction in great Britain, 1991-2000: permanent or transitory? Applied economics letters, 10, 691 – 694.

 

Waterman, S. & He, Y. (2011). Variable of mentoring programmes on new teachers’  retention: A literature review. Retrieved on June 17th, 2006 from http://www.tandfonline. com/loi/cmet20.

 

Whitaker, S.D. (2001). Supporting beginning special education teachers. Focus on Exceptional Children, 1-18

 

White, M. & Mason, C. (2001).Mentoring induction principle and guidelines. Retrieved on 13th June, 2017 from http://www.cec.sped.org.


Cite this Article: Asuzu, LA (2019). Mentoring, Job Satisfaction as a Correlate of Teachers’ Retention in Public Secondary Schools in Anambra and Imo States of Nigeria. Greener Journal of Educational Research, 9(1): 73-82, http://doi.org/ 10.15580/GJER.2019.1.052019092.



Call for Papers/Books

Call for Scholarly Articles


Authors from around the world are invited to send scholary articles that suits the scope of this journal. The journal is currently open to submissions and will process and publish articles in a timely fashion.


The journal is centered on quality and goes about its processes in a very timely fashion. Seasoned editors/reviewers will be consulted to review each article(s), profer quality evaluations and polish the articles with expertise before publication.


Simply send your article(s) as an e-mail attachment to gjer@acad.gjournals.org or manuscripts.igj@gmail.com.



Call for Books


You are also invited to submit your books for online or print publication. We publish books related to all academic subject areas. Submit as an e-mail attachment to books@acad.gjournals.org.



Search

Login Form

Other Journals


Newsletters


Sponsored