Determining the Effectiveness of Retention Strategies for Female Teachers in Rural Primary Schools: The Case of Chikwawa
DOI:
https://doi.org/10.54536/ajet.v5i3.7751Keywords:
Effectiveness, Gender, Open Distance Learning, Retention, Rural Allowance, StrategiesAbstract
This study aimed at determining the effectiveness of Gender policy 50/50, ODL programs, Rural Allowances and Three-Year Bonding System.as strategies put by Malawi government to retain female teachers in rural public primary schools. The study took place from May to August 2018 in the four zones namely Konzere, Msenjere, Kakoma and Kalambo in Chikwawa district. The total population of the study was 2010 while the sample size was 141. It involved the Teachers, Primary Education Advisors, District Education Manager of Chikwawa district, and Director of Planning in the Ministry of education headquarters. Data was collected using questionnaire, interviews and review of documents. The analysis has been done using Nvivo and content analysis. The study finds that Gender policy 50/50 campaign, Open Distance Learning (ODL) programs, Rural Allowances and Three-Year Bonding System have not achieved their objectives to retain in particular female teachers in the rural areas. Factors such as lack of basic needs (good houses, electricity, good water, hospital, banks, road and communication network), lack of funds for gender sensitization, low rural allowances, issues of following husband and corruption among some of the school authorities that employ ODL candidates from the cities who permit female teachers to move into town before bonding period ends, contributed to non-achievement of the retention strategies’ objectives. The findings are of great importance to Malawi government so that it can apply the theories of Maslow - hierarch of needs and Job Embeddedness theory by Mitchell for the female teachers to be retained in the rural areas and become role models to the girls who are struggling to finish school.
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