ASSESSING ENVIRONMENTAL WORKING CONDITIONS AND THEIR EFFECTS ON TEACHER RETENTION IN SECONDARY SCHOOLS IN SIERRA LEONE
Keywords:
School, environmental, teacher motivation, education quality, Sierra LeoneAbstract
Teacher retention and educational quality remain significant challenges in secondary schools in Sierra Leone, largely due to disparities in working conditions. This study investigated the influence of working conditions on teacher retention and educational quality in secondary schools across Sierra Leone. Using a mixed-methods approach, quantitative and qualitative data were collected from 380 teachers in public and private secondary schools across several districts and analyzed to examine the relationship between working conditions, and teacher retention. The findings revealed considerable disparities in working conditions, particularly in rural schools, which negatively affected teaching and learning. While some schools had adequate facilities and instructional resources, shortages remained widespread. Administrative support emerged as the most important factor influencing teacher satisfaction, followed by leadership engagement, resource availability, and opportunities for professional development. The study also found that working conditions directly affected educational quality. Factors such as workload, classroom environment, and teacher student relationships played a critical role in teaching effectiveness and student achievement. Concerns about inadequate salaries and limited career progression opportunities were also common. The study concludes that poor working conditions and insufficient compensation negatively affect teacher satisfaction, and retention, in Sierra Leone. It recommends increased investment in school infrastructure, equitable distribution of resources, stronger instructional leadership, expanded professional development opportunities, and fair compensation policies to improve teacher retention.
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