relationship between teachers' attrition - Delta State University ...

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RELATIONSHIP BETWEEN TEACHERS’ ATTRITION,

TRANSFERS AND STUDENTS’ MOBILITY FROM PUBLIC TO

PRIVATE SECONDARY SCHOOLS IN BAYELSA AND DELTA

STATES,NIGERIA

OFOYEJU, Peter Tobore

DEPARTMENT OF EDUCATIONAL MANAGEMENT AND

FOUNDATIONS, DELTA STATE UNIVERSITY, ABRAKA, NIGERIA.

AUGUST, 2021.

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RELATIONSHIP BETWEEN TEACHERS’ ATTRITION,

TRANSFERS AND STUDENTS’ MOBILITY FROMPUBLIC TO

PRIVATE SECONDARY SCHOOLS IN BAYELSA AND DELTA

STATES, NIGERIA

OFOYEJU, Peter Tobore

PG/11/12/205204

NCE, Warri; B.Sc. Ed (Hons); ME&PE (Hons); M. Ed. Admin., Abraka.

A Thesis Written in the Department of Educational Management and

Foundations, Faculty of Education and Submitted to Post Graduate

School, Delta State University, Abraka in Partial Fulfillment of the

Requirements for the Award of Doctor of Philosophy (Ph.D.) in

Educational Administration.

AUGUST, 2021.

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DECLARATION

I hereby declare that this thesis was written by me in the Department of Educational

Management and Foundations, Faculty of Education, Delta State University, Abraka and

has not been submitted either in part or in full by any other in this University or any other

institution for the award of a certificate, diploma or degree.

______________________ _______________

OFOYEJU Peter Tobore Date

Student name

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CERTIFICATION

We certify that this thesis was written by OFOYEJU Peter Tobore in the Department of

Educational Management and Foundations, Faculty of Education under our supervision.

___________________ ________________

Prof. N.E. Akpotu Date

Supervisor

___________________ ________________

Prof. (Mrs.) E.J. Egwunyenga Date

Supervisor

__________________ ________________

Dr. I. Obielumani Date

(Acting Head of Department)

Educational Management and Foundations

___________________ ________________

Prof. E. Kpangban Date

(Dean of Faculty of Education)

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DEDICATION

This research is dedicated to the Lord God Almighty for his enduring grace and love that

powers my life through Christ Jesus.

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ACKNOWLEDGEMENTS

It is the sincere desire of the researcher to express his profound gratitude to the following

people whose support and cooperation made this study possible. Special thanks go to his

supervisors, Professor N. E. Akpotu and Professor (Mrs.) E. J. Egwunyenga for their

professional guidance, constructive criticism, advice and encouragement.

Great thanks go to the V.C. Professor Andy Egwunyenga for his benevolence,

godliness; kind heart and understanding that sustained this programme. Also recognized is

the Dean of Post Graduate School, Professor E. E. Akporhonor; the Dean, Faculty of

Education, Professor E. Kpangba; the Head of Department, Educational Management and

foundations Dr. (Mrs.) R.I. Asiyai and other lecturers of the Department including

Professor E. A. Arubayi, Professor V. F. Peretomode, Professor P. O. Ikoya, Professor E.

P. Oghuvbu, Professor D. Onoyase, Professor E. D, Nakpodia, Dr. J. E Anho and Dr. I.

Obielumani. Others are Dr. R.O. Obata, Dr. (Mrs.) T. E Atakpo, Dr. B. O Biokoro, Dr.

(Mrs.) D.A. Akporehe, Dr. (Mrs.) M. P. Omonefe, Dr. B. Chukwuemeka, and Dr. V. N.

Nkedishu and Mrs. A. N Obed-Chukwuka for their moral support.

The researcher also appreciates course mates like Mr. Patrick Odozi, Navy Captain

Mrs. Elizabeth Iloba, Rev Sister Dr. Antoinette Okpara, Dr. Mrs. E Ifeta, Rev. Brown

Ashegbare, Rev. Father Emmanuel Onyekwe and Dr. Mrs. P. Obakpolo for their support.

Thanks also go to Mr. D. Otuisi, Mr. Tule Steve and Mr. O. Eyiyere for the supply

of data and Mr. OriakuEze for typing the work.

Engr. Christian OseremoOkitiakpe, Mrs R. N. Usiayo, Comrade, OlumamiOyibo

and Mr. Michael E. Akporehe are appreciated for their benevolence that kept him in the

programme. Others include Rev. and Mrs. G. R. Doyah, Rev. Gabriel Alao; Rev. Lawson

Odeh; Rev. Felix Omojefe; Elder Martin Ojoh, Mrs. M. Ajobo and all the principals he

served under while the programme lasted for their support and understanding.

His sisters, Elizabeth Erih, Efe Evelyn Ofoyeju and his brother Mitchel Ofoyeju are

appreciated for their support. A special posthumous appreciation goes to his mother

Midwifery Sister Esther AyeboOfoyeju for laying the foundation of education in him. His

father W. B. Ofoyeju, his maternal grandmother Mrs. EmeteOkwese, elder brother Paul

Ofoyeju, his twin brother EruesekeOfoyeju, Rev. Emmanuel Ofou and Mr. Ogbeda

Benson are appreciated for their contributions.

The researcher is indebted to his wife Mrs. Eseroghene Blessing Peter-Ofoyeju for

her tireless efforts, relentless sacrifices, and support. He is grateful to his children Obama

Peter, Jesuyovie Emmanuel and Treasure Jesuganor.

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TABLE OF CONTENTS

COVER PAGE I

TITLE PAGE II

DECLARATION III

CERTIFICATION IV

DEDICATION V

ACKNOWLEDGEMENTS VI

LIST OF TABLES IX

LIST OF FIGURES XI

ABSTRACT XII

CHAPTER ONE: INTRODUCTION

Background to the Study 1

Statement of the Problem 6

Research Questions 7

Hypotheses 8

Purpose of the Study 9

Significance of the Study 10

Scope and Delimitation 11

Definition of Terms 12

CHAPTER TWO: REVIEW OF RELATED LITERATURE

Theoretical Framework 13

Relevance of the Theory to the Study 14

Teachers‘ Attrition in Public Secondary Schools 14

The Rate of Teachers‘ Attrition 24

The Rate of Teachers‘ Transfers 38

Teachers‘ Transfers and Students‘ Mobility from the Public to Private

Secondary Schools 40

The Rates of Students‘ Mobility from the Public to Private Secondary Schools 46

Reasons for Students‘ Mobility from the Public to Private Secondary Schools in

Bayelsa and Delta States 50

The Influence of Teachers‘ Demographic Factors: Age, Gender and Marital Status

onTeachers‘ Transfers 53

The Pattern of Students‘ Mobility between Public and Private Secondary Schools 55

Teachers‘ Attrition, Transfers and Students‘ Mobility to Private Secondary

Schools 57

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Teachers‘ Compensation and Attrition 71

Reasons for Teachers‘ Attrition 79

Appraisal of Reviewed Literature 81

CHAPTER THREE: RESEARCH METHOD AND PROCEDURE

Research Design 82

Population of the Study 82

Sample and Sampling Technique 85

Research Instrument 87

Validity of the Instruments 88

Reliability of the Instrument 89

Administration of the Instrument 90

Method of Data Analysis 90

CHAPTER FOUR: PRESENTATION OF RESULTS AND DISCUSSION

Demographic Presentation of Respondents (principals) 91

Answering the Research Questions 95

Discussion of Results 128

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary of the Study 143

Summary of the Research Findings 144

Conclusion 145

Recommendations 145

Contributions to Knowledge 146

Suggestions for Further Studies 146

REFERENCES 147

APPENDICES 174

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LIST OF TABLES

1 Distribution of Public/Private Secondary Schools, Principals and Teachers in

Bayelsa and Delta States of Nigeria 2017/2018 Academic Session 82

2 Distribution of Public/Private Secondary Schools, Principals, and Teachers by

LGA and Senatorial Districts in Bayelsa States of Nigeria, 2017/2018

Academic Session

83

3 Distribution of Public Sec Schools, Principals, Teachers and Private Secondary

Schools by Senatorial Districts in Delta State 84

4 Population Sample Sizes for Public and Private Secondary Schools, Teachers

and Principals in Bayelsa and Delta States, 2017/2018 Academic Session. 85

5 Distribution of sampled Public Secondary Schools, Principals, Teachers and

Private Secondary Schools by Senatorial Districts in Bayelsa State of Nigeria

2018/2019

87

6 Demographic Representation of Respondents (Principals) in Bayelsa and Delta

States 91

7 Demographic Representation of Respondents (Principals) in both Bayelsa and

Delta States 92

8 Demographic Representation of Teachers in Bayelsa, Delta and Both States

Studied 93

9 Demographic Representation of Rate of Students‘ Mobility from the Public to

Private Schools in Bayelsa, Delta, and both States Studied 94

10 Rate of Teachers‘ Attrition in Public Secondary Schools in Bayelsa, Delta and

Both States Studied 95

11 Rate of Teachers‘ Transfer in Bayelsa, Delta and both States 98

12 Rate of Students‘ mobility from the Public to Private Secondary Schools in

Bayelsa, Delta and both States 101

13 Pattern of Students‘ Mobility from the Public to Private Secondary Schools in

Bayelsa, Delta and both States 104

14 Reasons for Student‘s Mobility from the Public to Private Secondary Schools

in Bayelsa, Delta and both States

108

15 Pearson Product-Moment Correlation Coefficient of the Relationship between

Teachers‘ Attrition and Students‘ Mobility from the Public to Private

Secondary Schools in Bayelsa, Delta and both States

110


Teachers‘ Transfer and Students‘ Mobility from the Public to Private


111


Teachers‘ Compensation and Teachers‘ Attrition in Bayelsa, Delta and both

States

112


a Teacher‘s Age and Seeking a Transfer in Bayelsa, Delta and both States 113

19 Pearson Product-Moment Correlation Coefficient between a Teacher‘sGender

and Seeking a Transfer in Bayelsa, Delta and both States 114

20 Pearson Product-Moment Correlation Coefficient between a Teacher‘ Marital 115

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Status and Seeking a Transfer in Bayelsa, Delta and both States

21 Principals View on the Reason for Teachers Attrition in Bayelsa, Delta and

both

States

116

22 Teachers View on the Reasons for Teachers‘ Attrition in Bayelsa, Delta and

both States 118

23 Principals‘ Views on Reasons for Teachers‘ Transfer in Public Secondary

Schools in Bayelsa, Delta, and both States 122

24 Teachers View on the Reasons for Teachers‘ Transfers in Bayelsa, Delta and

both States 124

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LIST OF FIGURES

1 Comparison of Teachers‘ Attrition rates Between Bayelsa and Delta States

from 2015 to 2019 97

2 Comparison of Teachers‘ Transfer Rates in Bayelsa and Delta States 100

3 Rates of Students‘ Mobility from the Public to Private Secondary Schools in

Bayelsa and Delta States 101

4 Comparison of total students‘ mobility pattern from the public to private

secondary schools in Bayelsa and Delta States from 2015-2019 107

5 Comparison of Principals‘ and Teachers‘ views on reasons for teachers‘

attrition in Bayelsa and Delta States 121

6 Comparison of Principals‘ views on reasons for teachers‘ transfers in public

Secondary Schools in Bayelsa and Delta States 123

7 Comparison of teachers‘ views on reasons for teachers‘ transfers in public

Secondary Schools in Delta and Bayelsa States from 2015- 2019 126

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ABSTRACT

This study sought the connection between teachers' attrition, teachers‘ transfers and

students' mobility from the public to private owned and operated secondary academies in

Bayelsa State and Delta State within a-five-year period (2015-2019) with a view to

determine the rates of teachers‘ attrition, teachers‘ transfers and how these variables

influence students‘ mobility to non state secondary academies from the public secondary

schools. It was also directed at determining the reasons for teachers‘ attrition, transfers and

students‘ mobility to private secondary academies and how teachers‘ demographic factors

influence seeking transfers in public secondary schools. Thirteen research questions were

posed with six formulated hypotheses for the study. The study sample consists of 326

principals from a population of 1,671; 723 teachers out of 15,631 and 277 private

secondary schools from a population of 1,030 private secondary schools for 1206 students

who left the public for private secondary schools. Structured questionnaires were used to

obtain data for the study along with data on teachers‘ attrition and transfers collected from

the secondary schools management committees (boards) of Bayelsa and Delta States. The

instruments for the investigation were validated and their reliability determined using

Cronbach‘s Alpha statistic tool with the following results: 0.87 for the Principals‘

questionnaire, 0.73 for the teachers‘ questionnaire and 0.77 for the students‘ questionnaire.

The data collected were analysed and organized into tables and graphs. Inferential

statistical testing of the hypotheses was done with Pearson‘s Product-Moment Coefficient

at the 0.05 confidence level. The findings indicate that teachers‘ attrition and teachers

transfer are not remarkably linked to students‘ mobility. On the other hand, teachers‘

compensation was found to be significantly connected to teachers‘ attrition. Also, students‘

mobility was highest among the certificate classes‘ students and students‘ mobility to the

private secondary schools from the public was based on their desire to enroll the

certification examinations at private school where they are guaranteed success. Further,

teachers‘ age sex and marital status were not related to seeking transfers as transfers were

mostly done at the discretion of the schools‘ management Boards in both states studied.

The study recommends that the proposed new teachers‘ salary structure by President

MohammaduBuhari should be implemented on time to enhance teachers‘ welfare as this

will result in increased productivity that will ultimately reduce the teachers‘ attrition. Since

the teachers‘ attrition and transfers did not remarkably influence students‘ mobility out of

the public secondary schools, it is recommended teachers should improve on their

performance to drastically improve students‘ academic performance. This may help to

reduce students‘ mobility from the public secondary schools.

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CHAPTER ONE

INTRODUCTION

Background to the Study

Teachers‘ attrition and transfers remain two fundamental issues confronting

education managers and administrators because of the wide ratio it creates between the

learner and the teacher that has remained intractable. Teachers continuously quit teaching

for various reasons, whether the move is from the public or private secondary school. The

teachers‘ quit and transfers pose major staffing challenges for state legislators; education

managers and school administrators. However, the teachers‘ attrition severity differs from

place to place based on the particular operating dynamics of the state teacher force.

Ordinarily, a depreciation of the teachers‘ work force over the years is expected

because of attrition which may be caused by years of compulsory service, retirement age

or other reasons. Employers of teachers have to periodically employ to occupy the position

vacated by teachers who exit the profession or a school through transfers to avoid creating

a vacuum. The Bayelsa State and Delta State governments last recruited in 2006, and since

then it has been the Delta State Government only that carried out a skeletal recruitment of

teachers. However, this skeletal recruitment did not succinctly address the state‘s need for

teachers.

Aside from the aforementioned, there seem other factors operating within the

system such as lack of motivation, scant salary structure, matrimony, moving home,

maternity leave, senility, late or non-payment of teacher's salaries and allowances, delayed

promotion of teachers, among others. These are also contributors to attrition and transfers.

The education system may tolerate low attrition rates for a while but may not be able to

endure high attrition values without recruiting. Timely employment and high-level

retention of teachers seem one formidable remedy to teachers‘ attrition.

Teachers‘ attrition and transfer rates vary by state as a result of its dynamics. Delta

State Government through the post primary schools management committee employed last

in the year 2010 but has since then lost 3,346 teachers to attrition based on data given by

the Board while Bayelsa State Government through the primary schools management

board last recruited in the year 2009 and has since then lost 2,658 teachers to attrition and

the two states have not employed again; thereby making transfer challenges and teachers‘

attrition exert a negative implication on the worth and standard of teaching and learning.

Teachers‘ transfer refers to the movement of a teacher to another school in the

same capacity within the jurisdiction of the secondary school management Boards. It is a

movement within the geographical coverage of the management of the workforce. The

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transfers constitute the primary reason for teacher transition between schools within the

state. The transferred teacher may not be replaced with another. Teachers are very

important in the teaching profession. They represent what doctors are to the medical

profession. They stand out as the key to realising the high standards emphasised in schools

and the aims of education (Nakidien, Singh and Sayed, 2021). Teachers seem to have

gained recognition for the transmission of knowledge, instruction activities and occupy an

unbeatable place in the transmission of socio-cultural values among others (Lei, Cui, and

Chiu, 2018).

Regrettably, Boniface (2016) noted teachers were in a continuous entrance, transit

and exit of the class and the system either at one time or the other for various reasons.

Teachers need to be there for students. When a teacher is transferred to another station,

there is the need to send a replacement. This is to keep up the balance. However, this is

commonly not the case in Bayelsa State and Delta States where the transfer of the teachers

has been incessant and marked with a negligible number of replaced transferred teachers,

thereby establishing a turnover of the transferred teachers to the students the teacher taught

before the transfer. This practice seems to have culminated in a culture by the Post-primary

Schools Boards of both Bayelsa State and Delta State with Delta State being the worse hit.

Data from the post primary schools management board of Delta State showed that

twelve mass teachers‘ transfers were carried out that affected 4,643 teachers between

January 2016 and August 2018. In 2016, the intervals between each transfer were 101, 58,

146 and 88 days. In 2017, the first mass transfer of teachers started on the 10th of January.

By August 28, 2017, they dispatched a fresh transfer list. By September 2017 another

transfer list was dispatched. And on the 8th of October 2017 the Board dispatched another

transfer list.

Teachers‘ transfer may either be a merit or a demerit to students. To the students

whom a teacher is transferred, it is merit while it is otherwise to the students whom the

teachers are transferred from. More devastating to the system remains the fact that transfer

affected two thousand and ninety-one teachers (2,091) distributed annually: 412 teachers

in 2015, 920 teachers in 2016, 380 in 2017 and 379 in 2018. One of them is that of

September 2018, which affected 242 teachers. However, in Bayelsa State, teachers are

transferred annually.

In Bayelsa State and Delta State today, most teachers work in schools they do not

want to work in. These teachers, who are not satisfied with their schools, require transfers

to other schools. They endure their stations pending the following transfer to a choice

station. The unceasing transfer of teachers without replacement makes it difficult to

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collaborate, develop standard norms of practice and support the progress of common goals.

This situation can lead to disjointed instructional programmes and professional

development plans that can cause students to move schools.

Some teachers seem to prefer serving in urban but not rural and riverine

settlements to draw from the pool of infrastructure, social amenities and facilities. This

then causes many applications of transfer. Often, the transfer list is dispatched in the

middle of a running term. Replacement of transferring teachers may take a long time.

Therefore, the transfer of teachers to other schools often leaves learners unattended to for

sometimes. This repeatedly led to poor students' academic performance because of poor

syllabus coverage. This may cause parents to contemplate and approve the movement of

their children and wards to private secondary schools.

It appears that teachers‘ demography such as age, sex and orientation influence a

teacher‘s choice of place of service and residence. Most transfer requests are to urban areas

as indicated by the transfer lists of the Post Primary School Boards. However, while some

teachers prefer transfers of urban areas, a few others prefer the rural areas. They may be

different reasons for that variation. We may clearly explain teacher preference for urban

areas by the wish to enjoy infrastructure, amenities and facilities benefits. Postings in rural

areas may be justified by a phobia of the enormous workload associated with populated

schools; high cost of living in urban areas among others. These reasons may profoundly

influence seeking a transfer of service to other stations (OECD, 2017).

It seems schools in communities with influential politicians, particularly those in

government in the two states studied, are unduly overly staffed. The secondary schools in

such communities are with too many teachers who end up being redundant. In addition, the

data from the post primary schools management committee shows there are more women

than men teaching in Delta State. Male teachers are 3,786 while females are 8,050. Some

of these women are wives to some prominent names in the state, and they live in the major

cities of the state. These women are not transferred without considering their families.

Therefore, they are not transferred far away from the major cities and towns where their

husbands live in. They are recycled within the cosmopolitan. By this practice, the services

of some female teachers are centralised and concentrated on a particular geographical area.

This creates a subtle vicious circle of uneven teacher distribution that can start a student‘s

mobility to private secondary schools (Jerkins, 2019).

The learners (students) represent the primary consumers of education as a good

which before now was delivered by the Government with intervention from the

missionaries in a systematic evangelism baited with education. Again, in larger

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communities with few public schools, private schooling thrives as found by (Martinez-

Vazquez and Seaman, 1985 and Hamilton and Macauley, 1991) who averred that in

communities of various populations having comparatively few schools; there is a high

marginal propensity for the emergence of more private schools. Evidence indicates private

enrolments are increased when public schools discourage varying options; consequently,

greater numbers of investors‘ schools provide more exit chances for requesters.

The recent surge of different private schools in the Nigerian education space over

the years has challenged the government (Ajayi, 2006). This has established a healthy and

welcome competition between the Government and private investors. The students now

have a wider choice. Parents who have lost confidence in the state secondary academies

comprise the bulk of private secondary school clientele (Onyedinefu, 2019). In some

public secondary schools, however, teachers appear insufficient for all the subjects offered.

Granted that the learner is helpless without the teacher, and parents' awareness has

increased, the marginal propensity to move their children and wards to private secondary

schools is on the increase.

Each academic year, most principals experience the challenge of student loss to

private secondary schools (Onyedinefu, 2019). There is the perception that there is a high

rate of students‘ mobility in the studied states. Students‘ mobility, also known as

transience or churn, includes any change of school other than grade promotion such as

from the Junior Secondary school for the Senior Secondary School. This may come with a

price. Parents whose wards and children moved schools received the gains and or pains

associated with moving schools. Whether the mobility is voluntary or involuntary, the time

of the term when the move occurs is both crucial and critical and a major determinant of

the effects of the move on the student.

Kolawole (2019) reported students‘ mobility is prevalent with conspicuous

negative influences on both academic and behavioural outcomes for mobile students and

the school. Resolutions to move schools may take its toll on the average child and

adolescent development by distorting the coherence, unity and sequence of established

relationships with the entire school system and re-configuring a student‘s academic

pathway. In most cases, the more obvious and glaring ones show up in test scores and

examination grades. The more devastating consequences are for those who have moved

schools more than once. However, moves to a high-performing school from a low one may

improve students‘ academic performance and take no toll on the moving students.

In Bayelsa State and Delta State, teachers‘ compensation remains an issue. There

are no programmes for attracting and keeping teachers. The pay for a new teacher is not

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encouraging. A starter pay package of forty-two thousand naira is pathetically inadequate.

On the other hand, a senior teacher in the secondary school system in Bayelsa State and

Delta State on salary grade level 14 step 11 who has devoted 23 years of meritorious

services, receives less than one hundred and forty-five thousand Naira as a monthly salary

based on the approved Teacher Salary Structure of 2019 in Delta State as applicable to

Bayelsa State. Poor salaries do not engage and retain teachers in class.

In Nigeria, teachers' salary is scant and cannot attract and retain excellent hands in

the secondary school system. Teaching seems not attractive to those in the job and to those

coming in to it. In addition, some public secondary school environments in the studied

states are an eye-saw. The situation is terrible for schools in rural and riverine areas. The

school plant and structure are unsightly and dilapidated with sports facilities and

equipment if present in terrible shape. Many secondary schools do not offer boarding

facilities; therefore, they are ‗day schools.‘ Where boarding facilities exist, most of the

structures are dilapidated with not functional libraries and laboratories. When teachers are

transferred to such schools, they do not report for duty and, if they do, they move with the

next transfer (Adamu, 2010).

Also, losing the confidence imposed on government secondary schools on

delivering to the purpose of secondary education by the public in Bayelsa State and Delta

State seems to have increased. The ability to deliver to the purpose of secondary education

explains the quality and quantum of numerous experienced subject teachers present in a

school at a time and how committed to duty they are.

Another reason for teacher retention is how well school principals can manage

teachers and administer the school to discourage teacher transfer. A research report (Peter,

Treves, Shmis, Ambasz and Ustinova, 2019) averred that schools in the rural areas,

especially riverine communities like in Bayelsa State and southern Delta State lack

sufficient infrastructure and experienced teachers for most of the subjects taught. When

teachers are posted or transferred to the rural areas, some do not report on their duty posts.

In preference, they go to the School Board to influence the transfers to schools they choose

to work in. This leaves the rural and riverine schools with inadequate teachers and may

lead students to contemplate moving and to private secondary schools (Luschei and

Chudgar, 2017).

Abumere, Tolorunloju and Sadoh, 2018 and Vignesh, and Sarojini (2018) studies

revealed teachers‘ attrition and transfers can cripple a school. This happens if transfers and

attrition are not followed by the immediate employment and engagement of fresh hands.

Attrition is one of the ways experienced teachers with better qualifications constantly

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abandon the system. Teachers are critically significant people in the lives of learners and

their families, especially to students in the Junior Secondary School.

When a child‘s teacher leaves either through attrition, transfer or for any other

reason, a range of attendant consequences are frequently experienced. Students may not be

comfortable with the sudden transfer of their teachers (Boniface, 2016). It may mark the

break of the established bonds. Some parents value the intimate relationships children

maintain with their teachers; they are interested in their children‘s responses to teachers‘

absence.

The fear is that some core subjects have no teachers and where teachers are present,

some teachers are low-performing and do not win the confidence of students. This could

lead to students‘ fear of failure and attendant mobility to schools perceived and confirmed

as high performing with adequate staff (Ntamu, 2017). The associated fear is that some of

these students‘ moves follow the phobia of personal intellectual deficiencies, academic

inadequacies and the wish to register for the final examinations in schools where

examination ethics and practices are compromised for guaranteed success (Ntamu, 2017).

It equally appears students‘ mobility is often more urban to rural than otherwise.

The sway of teachers‘ attrition and transfers on students may have been well

examined. The general impact of exceptional rates of teachers‘ attrition and transfers on

the state of general academic well-being of the school and its components such as different

subject areas, staff, students, and the larger community is usually neglected. An extended

period of teachers‘ attrition and incessant transfers can negatively impact school

professional development, class size, scheduling on school routine and ways, not minding

curriculum planning and general staff relationships and other vital, subtle aspects of the

school (Madumere-Obike, Ukala and Nwabueze, 2019). These have the potentials to

distort student learning and start a student move to a private secondary school. Therefore,

there is the need to take teachers‘ attrition and transfer seriously. If teachers‘ attrition and

transfer are not addressed now, it may continue over time to become a complex and

difficult one to resolve.

Statement of the Problem

It is a fact that a piece of the teacher workforce in Bayelsa State and Delta State

experiences attrition and the only way to keep the number of teachers fairly constant is to

keep employing to fill the space created by the teachers who leave. The Bayelsa and Delta

State governments have not employed a new set of teachers for some years now and the

teacher population is in continuous attrition. This has left most schools without teachers in

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some subject areas. The inadequate number of teachers for the subjects offered in a school

can start students‘ mobility and increase the marginal propensity of students to seek

alternative schools that the private sector readily provides. Outside those that left teaching

through retirement and transfers of service, there are others who left for no stated reasons.

Teachers‘ transfer details in Bayelsa State and Delta State as shown in the transfer

data obtained from the secondary academies management committee indicated transfers

were fewer but massive. These cast doubt on the States owned and operated secondary

schools management committees' position that those transfers are not done haphazardly. In

Delta State, for instance, the secondary schools management committee carried out thirty-

one transfers of teachers affecting 220 principals, 850 teachers and eight (8) Vice

Principals between January 2015 and August 2017. Bayelsa State did less teacher transfer.

A total of 1,498 teachers was transferred between 2015 and 2018. These cast doubts on the

claims of the state secondary schools management board that teachers are transferred

based on needs and fairness in distributing teachers by subjects taught across the state

(Appendix v page 210).

The secondary school management committees claim that upon employment if the

employees cannot show up in the stations posted to, the new teachers risk losing the job

offers. However, youthful teachers would not like to stay in rural and riverine stations.

Besides that, young ladies seem to prefer urban to rural settlements (Wei, 2016).

As regards teachers‘ compensation, teachers‘ salaries or take-home cannot take

them home. Teacher pay is not competitive. The salary is scant, and the prices of

commodities are skyrocketing. Living with a teacher‘s pay is difficult. The salaries are not

attractive. In another development, some argued that demographic variables such as age,

sex, marital status, matrimony and its attendant implications like caring for a child by child

nursing teachers and health status may influence the choice of lace of service which then

starts to make teachers seek transfers.

Students‘ mobility to private secondary schools from public secondary schools is

now common. This suggests a drop in the level of confidence imposed in public secondary

schools. School principals now contend with students moving schools annually and doing

all they can to keep their students. If the public secondary schools have met the needs of

their students, they may not have considered moving. The study seeks to find out if

students‘ mobility to private secondary schools is caused by teachers‘ attrition and

transfers. The problem this study seeks to address is 'do state secondary academy teachers‘

attrition and transfers influence students‘ mobility to private secondary schools?‘

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Research Questions

These research questions were asked to guide the enquiry.

1. What is the rate of teachers‘ attrition in public secondary schools in Bayelsa and

Delta States?

2. What is the rate of teachers‘ transfer in public secondary schools in Bayelsa and

Delta States?

3. What is the rate of students‘ mobility from the public to private secondary schools in

Bayelsa and Delta States?

4. What is the pattern of students‘ mobility from the public to private secondary schools

in Bayelsa and Delta States?

5. What are the reasons for students‘ mobility from the public to private secondary

schools in Bayelsa and Delta States?

6. What is the relationship between teachers‘ attrition and students‘ mobility from the

public to private secondary schools in Bayelsa and Delta States?

7. What is the relationship between teachers‘ transfers and students‘ mobility from the

public to private secondary schools in Bayelsa and Delta States?

8. What is the relationship between teachers‘ compensation and teachers‘ attrition in


9. What is the relationship between a teacher‘s age and seeking a transfer in Bayelsa

and Delta States?

10. What is the relationship between a teacher‘s sex and seeking a transfer in Bayelsa

and Delta States?

11. What is the relationship between a teacher‘s marital status and seeking a transfer in


12. What are the reasons for teachers‘ attrition in public secondary schools in Bayelsa

and Delta States?

13. What are the reasons for teachers‘ transfers in public secondary schools in Bayelsa

and Delta States?

Hypotheses

These following hypotheses were formulated to guide this study.

1. There is no significant relationship between teachers‘ attrition and students‘

mobility from the public to private secondary schools in Bayelsa and Delta States.

2. There is no significant relationship between teachers‘ transfers and students‘

mobility from the public to private secondary schools in Bayelsa and Delta States.

21

3. There is no significant relationship between teachers‘ compensation and teachers‘

attrition in public secondary schools in Bayelsa and Delta States.

4. There is no significant relationship between a public teacher‘s age and seeking a

transfer in Bayelsa and Delta States.

5. There is no significant relationship between teachers‘ gender and seeking transfers

in Bayelsa and Delta States.

6. There is no significant relationship between a teacher‘s marital status and seeking a

transfer in Bayelsa and Delta States.

Purpose of the Study

The purpose of the study is to analyze how teachers‘ attrition and transfer influence

students‘ mobility from the public to private secondary schools in Bayelsa and Delta states

of Nigeria. Specifically, the study seeks to:

1. Determine the rate of teachers‘ attrition in public secondary schools in Bayelsa and

Delta States.

2. Find out the rate of teachers‘ transfers in public secondary schools in Bayelsa and

Delta States.

3. Determine the rate of students‘ mobility from the public to private secondary

schools in Bayelsa and Delta States.

4. Find out the pattern of students‘ mobility from the public to private secondary


5. Find out the reasons for students‘ mobility from the public to private secondary


6. Find out the relationship between teachers‘ attrition and students‘ mobility from the

public to private secondary schools in Bayelsa and Delta States.

7. Establish the relationship between teachers‘ transfers and students‘ mobility from

the public to private secondary schools in Bayelsa and Delta States.

8. Find out the relationship between teachers‘ compensation and teachers‘ attrition

among public secondary school teachers in Bayelsa and Delta States.

9. Determine the relationship between teacher age and seeking a transfer among

secondary school teachers in Bayelsa and Delta States.

10. Establish the relationship between a teacher‘s sex and seeking a transfer among

secondary school teachers in Bayelsa and Delta States.

11. Determine the relationship between teacher marital status and seeking a transfer

among secondary school teachers in Bayelsa and Delta States.

22

12. Find out the reasons for teachers‘ attrition in public secondary schools in Bayelsa

and Delta States.

13. Determine the reasons for teachers‘ transfers in public secondary schools in

Bayelsa and Delta States.

Significance of the Study

The outcome of this study shall be of benefit to the Federal and State Governments,

Ministries, Boards and Departments of Education. Given the importance of teachers to the

education system that values stability, it is necessary and important that data on teachers‘

attrition, transfer, and students‘ mobility to private secondary be collected and analyzed by

the Federal, State and Local Governments to include State Ministries of Education and the

Post Primary Education Management Committees for inclusion in policy development

because the teachers‘ attrition, transfer and students‘ mobility form part of a complex

teacher staffing issues that need attention from education managers and policymakers.

It shall enable the Federal, State and Local Governments; State Ministries of

Education and the Post Primary Schools Management Board in the Nigeria education

system to maintain exact knowledge of the rate of teachers‘ attrition in Bayelsa State and

Delta State to solve teachers‘ attrition problems and make sure teachers are kept in the

state secondary school systems. In this light, the importance of timely teacher staffing of a

school, retention and development through improved working conditions may reduce the

rate of teachers‘ attrition considerably. Precisely, this research may aid administrators and

policymakers in keeping experienced teachers in classrooms to improve student retention

and achievement.

It will help the secondary schools management Boards to appreciate the rate and

effect of teachers‘ transfers on the system. This will help school boards to avoid the

practice of draining one school of teachers to fill another in the form of incessant mass

transfer of teachers. With this, education administrators and policymakers will have to set

up the rule of considering a teacher‘s data before approving any transfer to prevent uneven

teacher distribution and the drift of public secondary school students to private secondary

schools. This will keep up a balance in teachers‘ distribution and allocation in the state and

as well help to cut students‘ mobility.

This study also hopes to sensitise other employers of labour such as the public and

private sectors to release their transfers as at when secondary schools vacate at the end of

the term or session so that the effect on parents, children and wards are cushioned.

The study shall provide the rate of students‘ mobility to private secondary schools.

The outcomes of the study will spur public secondary school managers, administrators,

23

and stakeholders to formulate practical recommendations that will assist stakeholders in

identifying management and institutional causes of students‘ mobility to private secondary

schools and help to formulate measures and policies that will remedy the situation.

It will capture and draw the attention of the Post Primary Schools Management

Committees to the pattern of students‘ mobility to private secondary schools. With such

data available to education managers, they will be propelled to adopt proactive measures

for reducing public secondary school students‘ mobility, thereby increasing students‘

retention in the state secondary academies.

To the government, it shall highlight and emphasise the need to regularly recruit

teachers; underplay frequent teacher transfer, start teacher retention programmes and

improve teachers‘ welfare. By that, the teachers, students, government and the public will

benefit, and that will help to cut down the problem of teachers‘ attrition in the public

secondary schools and the attendant problem of students‘ mobility by maintaining and

sustaining a robust number of students in state secondary academies.

It shall guide the board on teacher transfers regarding teachers‘ age, sex, marital

status and location of the workplace. Also, the fear that the state government stands to lose

confidence in the state university as the state government's research arm for not foreseeing

and notifying the government of the problem of students‘ mobility to private secondary

schools coming and for not directing government focus on it on time would have been

eliminated.

To the above effect, the State University stands to justify and exonerate itself from

blames that could arise from the state government‘s university not seeing it coming and to

have sensitized and notified the state government and also made recommendations to the

government on the way forward on the problem of teacher transfer, attrition and students‘

mobility to private secondary schools.

Ultimately, students stand to gain from the study as it will lead to improvement and

maintenance of teachers in classes: Higher performance and retention of teachers and

students in schools. This is because the state governments are expected to implement the

recommendations which are supposed to reduce teachers‘ attrition, transfer and students‘

mobility.

Scope and Delimitation of the Study

The scope of this study encompassed teachers‘ attrition, transfer of teachers and

movement of students from the state to private secondary schools. It covered the 5,869

public secondary school teachers who left the system, 641 serving public secondary school

24

principals, and 6236 private secondary school students who moved from the state to

private secondary schools between 2015 and 2019. The following variables; the rate of

teachers‘ attrition and transfers, the relationship between teachers transfer within the

public secondary school system, the pattern of students‘ mobility among secondary school

students and students‘ mobility to private secondary schools. Others are compensation and

keeping of teachers in schools; the rate of students‘ mobility in public secondary schools

and teachers‘ demography and seeking transfers by state secondary school teachers. The

study is delimited to Bayelsa and Delta States of Nigeria.

Operational Definition of Terms

The following terms are defined as used in this study.

Teachers‘ Attrition: The loss of teachers from the teaching occupation.

Teachers‘ Attrition Rate: The frequency of loss of teachers from the teaching occupation.

Teachers‘ Transfer: The official movement of a teacher from one school to another by the

school board.

Teachers Retention: Remaining as a teacher.

Students‘ Mobility: Moving from one school to another to continue a student‘s education.

Students‘ Retention: A school‘s capability to admit and keep students.

Students‘ Mobility Rate: The percentage of students who change schools when the school

programme at a particular school is still running.

Pattern of students‘ mobility: The classes and terms the students move schools in.

Public Secondary School: State-owned and operated secondary academies.

Private Secondary School: Private investors‘ secondary academies.

Rural Secondary School: A secondary school in a small town or village.

Urban Secondary Schools: Secondary Schools in towns and cities.

Suburban Secondary Schools: Secondary Schools in places that are midway between rural

and urban.

Teachers‘ Compensation: The salary and other benefits a teacher gets for teaching from the

employer.

25

CHAPTER TWO

REVIEW OF RELATED LITERATURE

The concern of this chapter is basically the review of related literature. This study

will The concern of this chapter is basically the review of related literature. This study will

investigate teachers‘ attrition, transfer and students‘ mobility between state and investors

secondary academies in Bayelsa State and Delta State of Nigeria. The researcher will

review the related literature with a focus on the following areas.

Theoretical Framework

Relevance of the Theory to the Study

Teachers‘ attrition in public secondary schools

The Rate of Teachers‘ attrition

The Rate of Teachers‘ Transfer

Teachers‘ Transfers and Students‘ Mobility from the Public to Private Secondary Schools

The Rate of Students‘ Mobility from the Public to Private Secondary Schools

Reasons for students‘ mobility from the public to private secondary schools

The Influence of Teachers‘ Demographic Factors: Age, Sex and Marital Status on Transfer

The Pattern of Students‘ mobility between Public and Private Secondary Schools

Reasons for students‘ mobility from the public to Private Secondary Schools

The Influence of teachers‘ demographic factors: Age, sex and marital status on Teachers‘

Transfers

Teachers‘ attrition, Transfer and Students Mobility to Private Secondary Schools

Teachers‘ compensation and Attrition

Reasons for Teachers‘ attrition

Reasons for Teachers‘ Transfer

Theoretical Framework

This study is premised on the Reasoned Action theory postulated by Fishbein and

Ajzen (1975). The theory proposes people undergo a causal chain of using their

knowledge, attitudes, beliefs, and intentions to arrive at a particular decision and action.

The theory is concerned with explaining the interconnection between attitudes and

behaviours within the confines of human activity. The Reasoned Action theory predicts

individual subsequent behaviours based on their earlier attitudes and behavioural

intentions. Reasoned Action theory believes that an individual's resolution to undertake a

26

specific behaviour (like teaching) is a function of the attendant result hoped for by

performing the behaviour (teaching).

Relevance of the Theory to the Study

The theory maintains that the rational person uses his or her knowledge, attitudes,

beliefs, and intentions to arrive at a particular decision to take to teaching, for instance, as

a job based on the individual‘s expected outcome (the ability of the teaching job to meet

his or her needs). If the job cannot provide for the teacher‘s needs in the form of poor and

irregular salaries, delayed promotions as against expected regular promotions, the teacher

may resign from the job if there is an alternative. This is the point of teachers‘ attrition.

It is the wish of most workers to serve and live in a place that provides them with

reference to the quality of environment defined by social amenities, worth and standard of

education present and desired for their children and wards. Where the aforementioned is

available, the teacher will definitely stay in that place and school and if otherwise, the

teacher will seek a transfer elsewhere. This is the point of teacher transfer.

Equally, parents will agree with their children and wards remaining at a school

based on their anticipated outcome (enough teachers in all subjects and increased students‘

academic performance). As long as these needs are met, parents will keep their children

and wards (the students) at the school. If the school cannot meet the needs of the parents to

a worrying level, the parents are likely to withdraw their children and wards to other

schools. This is the point of students‘ mobility to other schools. Moreover, a similar

condition applies to students. It is the wish of every student to study at a school with

qualified and experienced teachers who work hard delivering interesting lessons. As long

as this condition prevails, the students will stay at that school; however, if the reverse is

the case, the marginal propensity to move becomes exceptionally high, and it starts the

process of moving.

Teachers’ Attrition in Public Secondary Schools

There are mixed reports on the concept of employee attrition and employee

turnover (Risannen, 2017). While some researchers regard the two concepts as the same

and apply them interchangeably (Carver-Thomas and Darling-Harmond, 2017) others

recognize a distinction. The study (Kaur and Vijay, 2016) averred that ‗attrition stands for

a slow and piecemeal decrease in the workforce without sacking, exemplified as in when

workers resign or retire and are not replaced. Attrition is defined by the business dictionary

online as ‗the unpredictable and uncontrollable but normal reduction in workforce for

resignation, retirement, sickness or death.

27

It is a gradual but deliberate reduction in staff numbers that occur as employees

retire or resign and are not replaced. Employee attrition represents the reduction of staff for

voluntary or involuntary reasons. These may be through formal means like retirement,

resignation, termination of the contract or when an organisation declares a position

redundant. Attrition describes a situation wherein a teacher is transferred within the state

public school system and the teacher is not replaced (referred to as ―attrition‖) as opposed

to those who transfer to another location within the state and are replaced (referred to as

―transfer‖).

Attrition remains one of the ways an organisation can decrease labour costs. To this

effect, the organisation awaits its employees to leave at retirement and freezes hiring.

Waiting for attrition naturally is usually better for an organisation‘s morale. It may also

negatively influence the employees that remain if they transfer the duties of the eliminated

positions to them with no pay increase. It can also limit promotions within the organisation

if they cut these jobs, which can cause further attrition and transfer (Kaur and Vijay,

2016).

Attrition means an employee resigning from his or her current job without being

replaced. Attrition occurs when an employee‘s expectations in return for services provided

or given to an organisation are not satisfactory. It may be employee initiated or otherwise.

The workload, salary package, allowances, and job input or performance are determining

and indicative indices of employees quit (Mabaso and Dlamini, 2017). Changes in

management style, organisation structure, or other aspects of the organisation might cause

employees to leave the organisation voluntarily, resulting in a higher attrition rate

(Bahtilla, 2018). Another cause of attrition is the absolute elimination of a job position

from an organisation.

Mabaso and Dlamini (2017) study ‗Impact of compensation and benefits on job

satisfaction,‘ used an empirical probe method approach to investigate the connection

between rewards and talent enticement and hold back with a sample of 279 teachers. The

study reported that whatever may be the reasons for leaving a job, if the vacancy is filled,

there is no job attrition. This can occur when employees relinquish their current positions

for other jobs, leave the workforce entirely, or retire. The reasons for leaving an

organisation may vary from personal reasons, such as desiring career advancement or

moving to another community, organisation-based reasons, such as an undesirable change

in organisation structure or management.

Attrition represents a drop in the worker population caused by retirement or

resignation, without plans to replace that vacant job position. One way to protest low

28

wages is a strike, and the other option is to quit. The marginal propensity for core subject

teachers to transfer or job quit is higher than that of other teachers as reported by the study

of (Darling-Hammond, Furger, Shields and Sutcher, 2016) ‗Addressing California‘s

emerging teacher shortage: An analysis of sources and solutions.‘ Core subjects are often

taught with fewer teachers across the country. The concept of attrition is reductive in

strength, which is likely the reason it has a negative connotation, even when it can have

beneficial outcomes.

While low attrition rates may be tolerated, high attrition values exert devastating

and intolerable effects on the system considering the fact that timely employment and high

retention of employees seem the only formidable remedy to teachers‘ attrition. Teachers‘

attrition rate ‗is a calculation of the number of persons that vacate or move out of a larger,

collective group of teachers over a specified time frame. Attrition rates vary and are likely

to vary over time because of its propelling endemic dynamics. Delta State Government

through the secondary schools management Board mass-employed teachers last in the year

2010 but has since then lost over 3,346 teachers to attrition based on data provided by the

Board while Bayelsa State Government through the Post Primary schools Board last

employed teachers in the year 2009 and has since then lost some 2,658 teachers to attrition

and the two states have not employed.

The problem of inadequate teacher workforce is universal. In California, the

teachers‘ shortage compounded three folds in the last three years. In 2014–15, some seven

thousand seven hundred teachers who were not ready to teach were certified. This is just

over one-third of the credentials and permits issued that year. They went to teachers who

were not fully ready for their teaching assignments (Darling-Hammond, Furger, Shields

and Sutcher, 2016). The situation in Arizona is not contrary. Some 62% of school district

teacher posts were advertised three months after school years had started between 2013

and 14 (Educator Recruitment and Retention Task Force, 2015). Within this period, many

teachers were engaged as substitutes. Up to 29% increase from the previous year (Educator

Recruitment and Retention Task Force, 2015). The study of (Nix, 2016) found that in

Oklahoma, imbalances in supply and demand in the southern half of the state have caused

a tenfold increase in the number of emergency credentials issued to under-prepared

teachers, from 98 in 2010–11 to over 900 by 2015–16.

Kaur and Vijay (2016) reported that keeping a workforce is comparatively more

economical than recruiting new employees. Organisations must retain more than they hire

or employ to keep the remaining employees. Retention management is retaining the

existing staff, specifically the competent and talented ones and to encourage others to enter

29

the organisation. High attrition leads to increase costs to the organisation. Therefore, the

managers of an organisation should either maintain a proper policy to retain the employees

or plan the exit to prevent the loss that occurs due to attrition. Through attrition, people are

not merely leaving the organisation but are equally taking the company resources in the

form of expenses incurred in recruiting and the training provided to them; the knowledge

they have gained, time and many more. The high attrition rates affect the productivity of

the organisation. Therefore, it is essential to control attrition, not only for one organisation

but also for the entire industry.

Ayşegül, Dilek, Hava, Melahat, Salih, Murat and Kamile (2018) study ‗Evaluation

of Employee Exit Rates and Leaving Reasons for Nurses Working in the Intensive Care

Units‘ reported resignation of an employee with high work performance to represent a

disadvantageous situation for the organisation. Even if a new employee has replaced the

retired, time is required for the current employee to get used to the work environment and

carry out the job at the same pace as the disengaged. The study found equally that in

Norway organisational and contextual factors, including dissatisfaction with the job, exert

much influence on beginning secondary school teachers‘ intentions to remain in the

profession.

The same is true of Australia, where (Burke, Schuck, Aubusson, Buchanan,

Louviere and Prescott, 2013) study titled ‗Why do new teachers remain in the profession?‘

Using best–Worst scaling to quantify key factors found similar results except for

developing countries like Namibia and Nigeria where the nexus between job contentment

and resignation is extraordinarily significant. Similarly (Janik and Rothmann, 2015)

examined the interrelatedness between job contentment and attrition similar to the research

on dissatisfaction and job resignation in Latin America by (Weinstein, 2016 and Ramirez

and Viteri, 2016) who sourced information and relied on data obtained from a Latin

American across nations study by (TERCE) and conducted under the control of the Latin

American Laboratory for Assessing of Education Quality (LLECE). They descriptively

examined the variables related to teachers‘ satisfaction with their jobs. They reported high

teachers‘ satisfaction with their profession, but not with their salaries.

Madero (2019) study ‗Secondary teacher‘s dissatisfaction with the teaching

profession in Latin America: The case of Brazil, Chile and Mexico. The descriptive and

comparative study analyzed teachers‘ dissatisfaction with their profession in Chile, Brazil,

and Mexico with 10,846 sampled respondents. Data from the 2013 International Survey of

teaching and learning (TALIS) and multiple logistic regression analyses were used. It was

discovered that Mexico has the least number of unsatisfied teachers compared to Brazil

30

and Chile. That teacher cooperation and culture of participation in the school are key

characteristics associated with fewer unsatisfied teachers.

These results are dissonant with the scarce literature available. They do not indicate

a variation among the three countries in the studies by (Weinstein, 2016; Ramirez and

Viteri, 2016). The study did not apply the specific variables Madero used in the 2019

study. Both studies found no germane discrepancy among Mexican, Chilean and Brazilian

teachers on the general satisfaction of teachers (Ramirez and Viteri, 2016) and salaries

(Weinstein, 2016).

It is understood from the study of (Mizala and Ñopo, 2016) entitled ‗How much are

teachers receiving compared to other professionals in Latin America? Is teachers‘

underpayment more pronounced in certain segments of the labour markets?‘ The study

employed data for thirteen countries of Latin America. The analysis revealed that

dissatisfaction propensity with teaching follows the order of how different teachers

compared their salaries they earn to other professions in their countries. There has been a

fall in the earnings gap over the decade attributed to a general trend in gap reduction and

not because of teachers‘ improvements in their observable characteristics and the salary

differentials revealed an important heterogeneity across countries and along with the

earnings distributions. Moreover, Mexico remains the country where those differences are

the lowest, followed by Chile, and then Brazil.

Swati and Archana (2019) study entitled ‗Role of organisational reputation in

employee engagement and performance‘ and Gore, Lloyd, Smith, Bowe, Ellis and Lubans

(2019) study ‗Effects of professional development on the quality of teaching: Results from

a randomized test of Quality Teaching Rounds‘ asserted that dissatisfaction and the

intention to abandon teaching has its roots in both extrinsic and intrinsic elements of the

academic system. However, of them all, salary, safety, perceived support from school

principals, chances of professional development, healthy school culture and adequate

school resources remain the core elements. Intrinsic elements include classroom activities,

student characteristics and teacher control over the class.

Mkheimer and Mjlae (2020) study entitled ‗Factors of Employee Engagement and

Organisational Development: Are They Linked?‘ The enquiry probed the nexus between

employee commitment features and the organization development on the one hand and

growth on the other hand with a view to ascertain that employee engagement factors

impact organisational development. The study sampled 250 firms‘ employees representing

different private firms operating in the industrial zone of Sahab City, Jordan. Pearson

correlation, linear regression and Confirmatory Factor Analysis, CFA, were used to test the

31

relationships among the variables. The results showed that the factors of engagement

implemented in the organisations yielded a significant level of growth and development

and that there was a remarkable interconnection between workers‘ involvement and

commitment factors and organisational advancement and progress.

In a bid to identify the factors of workers commitment and its interconnection with

the emotive perpetuity to employee engagement and its association with the affective,

continuance and normative modules of organisational commitment among Indian ship

officers (Rameshkumar, 2020) investigated the correlation if any, between work and

organisational engagement variables with three aspects of organisational commitment:

Employee productivity, involvement and rivalry advantage. The study confirmed workers‘

involvement is remarkably interrelated with emotive and normative aspects whereas

engagement is not considerably tied to the continuance aspect of organisational

involvement which indicates a contradictory outcome from existing reports that perpetual

involvement has reported a remarkable incompatibility with engagement.

McInerney, King, Marsh, Ganotice and Morin (2015) had similar findings with

(Ávalos and Valenzuela, 2016) study ‗Education for all, attrition and retention of new

teachers: A Trajectory study in Chile revealed that teacher characteristics count in teacher

stay in schools. The study used interviews, surveys, narratives and econometric analyses of

existing databases. The report averred that dissatisfaction was in teachers‘ demographic

factors like sex and career stage. The study was consistent with the reports from the ten-

year analysis of teacher discount studies and job satisfaction in Chile. It concluded that job

satisfaction was a function of school characteristics spelled out in school culture and

climate. Also (Fuller, Pandola and Young, 2018) policy brief and (Aeschlimann, Herzog

and Sander, 2019) reports are in line with the study of (McInerney et al., 2015).

In Latin America (Farrelly, 2016) has found that the lack of recognition of teachers

was one of the core elements that contribute to teacher dissatisfaction. Similarly (Yousef,

2016) work on how teachers are less committed to the teaching profession and become

dissatisfied with their work. The probe reported job dissatisfaction was one reason next to

low esteem and regards most cited for attrition and attrition intent.

Klimek (2019) study on teacher esteem, status, job prestige and the teacher

discount investigated 1,127 undergraduate perceptions of teachers‘ self-esteem, prestige

and status in the USA with 302 senior teacher trainees and 825 education undergraduates.

The analysis revealed that U.S. teacher trainees and education undergraduate perceptions

of teaching‘s fiscal part of prestige were negative compared to their status. Correlations

and regression analysis revealed that the perceptions of teachers‘ status support

32

considering careers in teaching. However, the perceptions of esteem yielded a contrary

effect. The analysis shows that the perceptions of teachers‘ esteem may not inspire

teachers to consider teaching.

A recent study in Nigeria (Ajayi and Olatunji, 2019) entitled ‗Turnover causation

among secondary school teachers used regression modeling and t-test to analyze 96

causation factors of a teacher quit. The research shows that dissatisfaction among Nigeria

teachers was a major quit factor. Next to job dissatisfaction was personal health issues.

That aside, work and family life conflict and the attendant desire to quit teaching for

better-paying jobs were prominent among the issues that triggered the intention of

Nigerian secondary school teachers to resign their jobs voluntarily.

Kafumbu (2019) study ‗Job Satisfaction and Teacher Quit Intention in Malawi: A

quantitative assessment‘ sought the nexus between differential levels of job contentment

with quit intent among teachers with the purpose of widening the knowledge base as

regards teachers‘ welfare in state secondary academies in Malawi. The study used a

sample of 120 secondary school teachers and correlation analysis. The report concluded

that some teachers possessed an average level of satisfaction with their work. That

satisfaction with the job, among teachers, was also related to their intentions to quit and

that demographics count and largely influences attrition except for school type. This is

consistent with the report of (Tshukudu, 2020) entitled ‗Employee Engagement and Staff

Turnover and Its Implication on the Organizational Performance: Case of AON

Botswana.‘

Johnson, Nguyen, Geoth, and White (2018) study ‗Workplace aggression and

organisational effectiveness: The mediating role of employee engagement probed the link

between the high rate of workplace aggression, and employee engagement and

organisational effectiveness. Based on social capital theory, the enquiry proposes that the

extent of employee engagement in the organisation which seems missing in the teaching

profession accounts for the connection between workplace aggression and organisational

effectiveness. Using secondary survey data and data from 101 hospitals in NSW,

Australia; the enquiry reported that employee engagement represented a vital mechanism

that helped explain these effects. These findings underscore the inherent merits of

management practices and policies aimed at stopping workplace aggression and support

greater employee engagement.

Another study, Perangin-Angin, Lumbanraja and Absah (2020) entitled ‗The effect

of quality of work-life and work engagement on employee performance with job

satisfaction as an intervening variable,‘ sought to the influence of quality of work-life and

33

work engagement on employee performance with job satisfaction as an intervening

variable. The researcher used the path analysis method to ascertain the influence of each

variable to be studied on 70 respondents. The results indicated the quality of work-life

exerted a beneficial and remarkable influence on job contentment; quality of work-life

exerts a favourable and considerable effect on workers performance; work engagement has

a positive and significant effect on employee performance, and quality of work-life has a

positive and significant effect on job satisfaction.

The studies of (McInerney, King, Ganotice, and Morin Marsh, 2015; Tiplic,

Brandmo and Elstad, 2015 and Aeschlimann, Herzog and Sander, 2019) reported

collaboration between teachers and a culture of participation in the school activities are

key characteristics linked with stopping teachers from being dissatisfied with teaching.

With all three countries, it is vital to support policies that favour intrinsic and extrinsic

conditions linked to job satisfaction, as it is in Brazil where there was a decrease by 27%

of teachers when the school is perceived to be collaborative and participative.

In line with what the literature shows (Geiger and Pivovarova, 2018) study used

three years of Arizona public schools‘ teachers‘ keep data, qualitative and quantitative

working conditions survey facts to find the relationship among the pattern of attrition,

perceived service conditions at schools and the characteristics of the school they were

posted to serve in. The study found that the overwhelming workload, poor pays and

remunerations, low standards of teachers training programs, principals‘ leadership and

poor working conditions were the main factors.

Contrary to the aforesaid (Madero, 2019), in a study that did not associate the

extrinsic condition of work overload with dissatisfaction with teaching, found there was a

high level of work overload in the three countries (Brazil, Mexico and Chile). Participation

and collaboration among teachers seem to count more than the work overload in Mexico,

Chile and Brazil. However, the work overload has grown into an alarming proportion that

policies should note or consider it. Having extended hours in a class is linked to other vital

factors related to the life of the school organisation.

Madero (2019) study ‗Secondary teacher‘s dissatisfaction with the teaching

profession in Latin America: The case of Brazil, Chile, and Mexico,‘ did a comparative

and descriptive analysis of teachers dissatisfaction with teaching, with 10,846 sample and

data from the 2013 TALIS survey to ascertain if intrinsic and extrinsic school organisation

elements in teachers personal characteristics are linked with their satisfaction. A simple

logic regression analysis showed that the conditions for staying in teaching are situational,

professional and personal factors.

34

In support of the above (Grissom and Bartanen, 2018) study ‗Strategic retention:

Principal effectiveness and the teacher quit in multiple-measure of teacher evaluation

systems,‘ examined strategic teacher keeping factors with longitudinal information from

Tennessee. Analysis of differential effectiveness between principals and teachers was

carried out. The result revealed that principal effectiveness is connected to low teacher

exit. However, principals are advised not to target every teacher in the bid to keep teachers

in school. Instead, principals should influence the components of their schools strategically

by keeping the hardworking teachers and retrenching low performers. On average, more

effective principals experience insignificant rates of teacher quit.

Similarly, Maxwell, Reynolds, Lee, Subasic and Bromhead (2017) study titled ‗the

impact of school climate and school identification on academic achievement: Multilevel

modeling with student and teacher data.‘ Integrated multiple sources into a multilevel

model of self-reports of staff and school academic records, students and socio-economic

demographics using the socio-identity approach. The national numerical and literacy tests

were conducted to assess the performance of 760 staff and 2,257 students sampled from 17

secondary schools. The link between achievement and school climate was probed. The

predictions revealed among others that some students perceive school climate as the

determinant of achievement, and this is moderated by students' psychological identification

with the school. The school climate is linked to the leadership pattern and administrative

format of the school principal.

Dulay and Karadağ (2017) study on school climate influence on students‘ academic

outcomes performed a meta-analysis of 90 enquiries of a comprehensive range of reviewed

related literature with a sample of 148,504. The analysis indicated model schools‘ climate

had a moderate-level positive influence on a student‘s achievement, and the school climate

is determined by the leadership of the principal (Horton, 2018). That employee

engagement brings about increased performance, and output is not arguable. A school

climate that does not support students‘ retention leads students to move to private

secondary schools.

The administration provided by the school principal counts (Sitienei, Koech, and

Cheboi, 2018) study entitled ‗An Empirical Analysis of Employee Engagement on

Employee Performance in Technical Institutions in Kenya.‘ The study adopted a

regression model to investigate how employee engagement influences employee

productivity. The finding shows that there is a beneficial and marked nexus between

workers involvement and workers‘ productivity. Engaged teachers are bound to perform

above board and impede students‘ mobility to other schools.

35

Principals are indispensable in teachers retention as reported by the study of

(Murrtedjo and Suharningsih, 2018) entitled ‗The role of principals in optimizing school

climate in primary schools.‘ The study of (Holme, Jabbar, Germain, and Dinning, 2018)

entitled ‗Rethinking Teacher Turnover: Longitudinal Measures of Instability in Schools‘

and (Richards, Hemphill and Templin, 2018) study entitled ‗Personal and contextual

factors related to teachers‘ experience with stress and burnout,‘ found that there is one

reason for leaving that stand out above all other reasons; dissatisfaction with the

profession. The relationship between absolute absence and inadequate satisfaction and

leaving the profession has been studied elsewhere (Kraft, Marinell and Yee, 2016). Also

(Marinell and Yee, 2016) finding supports dissatisfaction with the profession as the

primary quit factor.

Ryan, von Der, Pendergast, Saeki, Segool and Schwing (2017) study probed the

relationship between quit intention and test-based accountability policy, teacher test stress

and burnout intentions,‘ controlled for teacher service years with data from 1,866 teachers.

The investigation showed accountability predicted significantly higher test-stress, attrition

and burnout. Greater teacher experience was significantly linked to a lower teacher

transition between schools. The findings showed across several states that greater teacher

resignation intent and a higher teacher stress level are a function of the policy of

accountability. The study established the link between test accountability practice, teacher

test stress and burnout and quit intents with data-structural equation models. They reported

that test accountability policies may account for the greater teacher resignation intent and

greater stress records.

Similar results were reported by a study (Ravalier, 2018) entitled ‗The influence of

worker engagement in social workers in England‘ examined a section of English social

work unit staff engagement levels using Utrecht Work Engagement Scale to analyze the

perceived stress scale and single-item measures of job satisfaction, quit intent and

engagement. The findings included that better-engaged social workers had lower stress and

quit intentions; less presence at the workplace for more hours than required and higher

records of job satisfaction. There were perceived stress and exit intentions where employee

engagement was exceptionally low.

Human capital represents a critical success factor for organisations (Rodríguez-

Sánchez, González-Torres, Montero-Navarro and Gallego-Losada, 2020) study aimed at

attracting and retaining the most talented workers to obtain the anticipated results used an

integrated model of work life balance strategies, including various policies influence and

practices on keeping exceptional Human Resource which can constitute a basis for further

36

academic developments on this subject, and a roadmap for managers analyze a case study

carried out in multinational organisations. The study found that organisations that fail to

recognise, attract, retain and reward their talented workers stand the chance of losing them.

Satisfied and dissatisfied teachers enjoy or endure for a long time, either staying in

the same school or moving from one school to another. Also, satisfied and dissatisfied

teachers either leave their service station or the service. What is relevant for the study of

teachers‘ dissatisfaction with their profession is to understand the factors connected to the

dissatisfaction; insofar that dissatisfaction is related to quit and keep process (Yee, Kraft

and Marinell, 2016).

Kini, Tara and Podolsky (2016) study entitled ‗Does teaching experience enhance

teacher efficacy? A review of the research reported a shortage of teachers to harm students,

teachers and the public education system. There is teacher inadequacy. Those on the

ground are unmotivated. Unlicensed teaching, none teaching staff and staff instability

combine to threaten the students‘ effective learning. This undermines and reduces teacher

effectiveness. The high teacher quit consumes financial resources that could find better

alternatives elsewhere. One of the problems facing learning and teaching is the low

number of teachers in schools. This affects creating concrete integrity for teachers and

professionalizing teaching. This further contributes to perpetuate the shortage.

After attrition, the rest of the teachers are unequally and unevenly posted and

transferred among students of differential socioeconomic class, disposition and challenges.

The nation‘s education is unified with a common curriculum system. The goal of giving

qualitative education equitably to all learners as reported by (Kini, Tara and Podolsky,

2016; Ladd and Sorensen, 2016; Sorensen and Ladd, 2018 and García and Weiss, 2019)

lies in the proper and equitable distribution of teachers. The teacher shortage exerts

adverse consequences. Inadequate teachers remain a potential threat to the learners.

The literature has shown the practice of attrition is of no significant advantage to

organisations whether a school or a business firm except that it affords younger skills and

talents, the opportunities for recognition and self-expression.

The Rates of Teachers’ Attrition

Attrition describes ‗the number of teachers at a specific education system and or a

sub-system leaving teaching in a year expressed over a hundred (UNESCO Institute of

Statistics, 2019).‘ It may be described as the intractable and incalculable but normal

dwindles in the workforce due to resignations, retirement, sickness or death. Teacher quit

rate represents the frequency of a teacher quit expressed as a percentage of the sum of

37

teachers in the system by year (Schreiner, 2017). While the sum of the teachers by the

percentage who leave the teaching board and are then replaced by new teachers. In simpler

terms, turnover among employees is the act of providing a replacement for a worker who

has left the organisation (Bhasin, 2018). This definition describes what happens when the

school boards transfer teachers and send other teachers to fill vacancies created by such

transfers.

The rate of teachers‘ attrition has become an issue to state education stakeholders.

This has attracted a series of research in both first and third world nations. As an example,

a research study carried out in four of the United States (Meyer et al., 2019) namely

Colorado, Missouri, Nebraska and South Dakota titled ‗Teacher retention, mobility, and

attrition in Colorado, Missouri, Nebraska, and South Dakota,‘ reported that 12% of public

teachers left classroom teaching positions in the same school. However, the study did not

find any difference in attrition rates between teachers of schools located outside town and

cities and those in towns and cities. The enquiry recorded a marked discrepancy in attrition

rate figures across districts within states.

Meyer et al (2019) reported some of the teachers transferred in the same district

while the other half left their districts. Between 2015 and 2017, some 82 percent of

teachers in Missouri, Colorado, South Dakota and Nebraska did not change schools. Only

eight (8) were transferred to other schools as teachers within and outside the districts and

10% of the teachers out rightly quitted their jobs and profession (Meyer et al 2019). The

centre for education statistics school and staffing survey carried out between 2011 and

2014 for the entire USA found teachers‘ attrition rate of 24% annually in Arizona and an

alarming 23% in New Mexico. These attrition readings tapered to an end steadily

diminishing to 10% recorded in the state of Utah. While there might be a concatenation of

reasons for exiting the teaching profession, over 20% of those that leave, cite meagre

salaries as the greatest push reason (Learning Policy Institute, 2014).

From the Education and Training monitor (2019) it was clear Denmark had her fair

share of teachers‘ attrition, shortage and class size swell challenges. About 45% of lower

secondary teachers are 50 or older. Teacher numbers underwent a chronic shortage

between 2009 and 2018, dropped by 11.8% more sharply than the concurrent reduction in

pupil numbers of 7% (Danmarks Lærerforening, 2018). The national teachers‘ inadequacy

is made obvious by the surge in average sizes of classrooms in primary and secondary

schools between 2005 and 2016 respectively by 10% and 9% to 21% pupils per class

(OECD, 2018a). The needs to enthrall teachers among other reasons have driven several

employers to enter their own memorandum of understandings with teachers‘ unions.

38

Unions have now ceded parts of their salaries and can now be negotiated with each trade

union and schools. This has resulted in differentials between schools and regional

authorities paying varying salaries (Representative, 2019).

According to Sutcher, Darling-Hammond and Carver-Thomas (2019), many have

cast doubt on whether or not the growing teacher scarcity exists (e.g., Aldeman, 2016;

Antonucci, 2016). However, life pointers show convincing proof of macro teacher

shortages. States reported shortages in certain subject teachers and most are resorting to

engaging low-quality academics. No fewer than 40 states reported shortages in several

alternative fields like mathematics, science and special education. Also, there are over 30

reports of shortages in a number of other fields ranging from career technical education to

bilingual education (U.S. Department of Education Office of Postsecondary Education,

2017).

Adnot, Katz, Dee and Wyckoff (2017) ‗Teacher turnover, teacher quality and

student achievement research‘ found that high transfer among teachers in public school

classrooms undermines school stability, serves as an impediment to academic reform and

hurts student achievement. A Carnegie Foundation for the Advancement of Teaching study

on new classroom teachers titled ―What the dynamic demographics of teaching are for

schools, students and the society‖ (Headden, 2014) averred that new teachers exit in

massive numbers as a result of the light career development they receive, poor emotional

backing and performance report. The study concluded that between 1988 and 2008,

teacher exit rates grew exponentially to 41 percent. In many urban school districts, over

half of the currently employed teachers exited within five years.

In 2016-17, more than two-thirds of surveyed districts (69%) reported not having

enough candidates for open positions as ―a big challenge.‖ This was more than double the

rate from the 2013-14 survey by the American Association for Employment in Education

(AAEE, 2017). School districts contending with the challenge of qualified, certified

teachers have troubles filling vacant positions, a sign of labour market imbalances in those

fields or locations is confirmed.

Based on the aforementioned, it is cognitive to conclude that the teacher's

resignation is place-specific. The Swedish case is, however, not an exception. In Sweden

(Lindqvist, Nordanger and Carlsson, 2014a) study based on a longitudinal examination of

87 Swedish teachers' career trajectories with a comparison between quantitative and

qualitative data within the cohort related the same to the general statistics on teacher exit.

The analysis showed teachers‘ attrition was more non-linear and intricate than what is

typically supposed; individuals do not merely leave, but also shuttle the profession over

39

time and their out-of-school experiences may be interpreted as personal efforts to improve

teaching ability in the long run and that 16% of teacher graduates abandoned teaching in

2010.

The study Nor, Muda, Embong, Yunus and Nor (2019) ‗Effects of teachers

teaching competences on students achievement mediated by holistic centered learning

style based on SUMUR program at secondary religious schools‘ reported that several

researchers (Katharina, 2016; Jayaron and Mohamma, 2016 and Adnot, Dee, Katz, and

Wyckoff, 2017) agree on the influence of teaching on student achievement. These studies

showed that students show more comprehension and are more impressed when exposed to

a student-centered learning programme. This shows that students taught by experienced

teachers recorded higher academic achievement against those taught by novice teachers

using the traditional spoon-feeding approach. Teachers are absolutely vital for student

academic growth and development and the realisation of the goal and purpose of

secondary education.

Attrition rates are higher in poor schools serving a considerable number of colour

students. It is 80% higher for teachers of atypical education and 150 higher for teachers

with alternative qualifications as found by the study. It equally found that 25% of quitters

were on the ground of dissatisfaction, 55% for no opportunity for career advancement,

25% for dissatisfaction, accountability and pressure. For mathematics and science teachers,

the value was 37%. The 27% that left were for financial dissatisfaction and the most

percentage (52%) cited personal reasons as an excuse (Educator Recruitment and

Retention Task Force, 2015).

Teachers‘ attrition appears higher for the rural teacher than the urban one. A study

(Wei and Zhou, 2019) entitled ‗Are Better Teachers More Likely to Move? Examining

Teacher Mobility in Rural China,‘ probed the movement of teachers in rural settlements

with institution and teaching staff level data of both middle and primary schools in

Western China to determine the way teacher personal characteristics and schools influence

teacher mobility. Analysis revealed they located proximity to home among others

remained a consistent factor for teacher resignation and transfer. The connection between

higher pay, teachers‘ compensation and exit diminished as district and wave fixed effects

were factored in, and the propensity of a teacher resigning was higher for teachers with

superior administrative positions and teachers who were teaching away from home

initially.

The rate of teachers‘ attrition and transfers is so high that UNESCO Statistics

(2016) reported that about a million teachers are needed if the universal primary education

40

programme must be successful. About 22 million will replace resigned teachers. The

leftover 3.4 million is others whose fundamental function will be to make the number

needed to increase teachers in school and guarantee quality education by a drastic

reduction of the numbers of pupil enrolment to a maximum of 40 per class. The need to

surge the teachers is bigger at the secondary schools with a requisition of 44.4 million

teachers by 2030. Some 27.6 million are to replace deserters with another 16.7 million to

maintain every pupil is in a classroom with no more than a mean value of 25 students per

teacher.

Gais, Backstrom, Malatras and Park (2018) study entitled ―the State of the New

York Teacher Workforce‖ reported New York State‘s annual teachers‘ attrition rate

dropped from 11% in 2015 to 9.57% in 2018. Data show that annual teachers‘ attrition

rates are mostly consistent across Central, Western New York, and Upstate, only

marginally higher in Upper Hudson regions and the Big Four cities at closer to 11 percent.

Consistent with national literature, the highest attrition rates were found in high-need rural

districts and elementary schools in the 2018 reporting year.

Fenske (2017) investigated teachers‘ perceptions of school-associated factors

related to attrition in Southwestern Minnesota school districts. The enquiry reported

support from principals, working conditions, salaries; administration and relationships with

colleagues are perceived as exerting a significant influence on teachers‘ attrition. The

study found Administrative support as the most crucial factor in possible attrition next to

working conditions, salary/benefits and lastly, relationships with colleagues. The

demographic factors exerted an insignificant influence on how teachers rate the importance

of the attrition factors, outside of district enrolment and the higher the qualification of the

teachers, the lower the chances of quitting the profession or school district.

Collins and Schaaf (2020) study entitled ‗Teacher retention in Tennessee,‘

conducted snapshots in time between the 2017-18 and 2018-19 school years; critically

analyzed the movement, retention of teachers and teachers resignation in Tennessee‘s

public schools. The study found Tennessee‘s public school teacher retention rate is similar

to other states. For every 10 teachers, 9 remained teaching and eight of ten continued their

job in the same school. Urban districts had reduced teacher keep rates than other districts,

and a handful of teachers transferred into urban districts from the 2017-18 school years to

the 2018-19 school years.

Tennessee kept 90 percent of its school tutors. Since a teacher‘s resignation and

classroom exit translate into the school employing another, teachers ought to be motivated

to stay. Three percent of Tennessee teachers moved roles like an instructional coach,

41

interventionist, counsellor, or administrator and are not included as retained, though they

remain educators. In addition, first five-year academics appear to move or leave than

already serving teachers between 2017 and 2018. Below 70 percent of fresh tutors

remained at their schools as against 85 percent of more proficient teachers.

The OECD Teaching and Learning International Survey (TALIS, 2020) used the

intention of teachers to remain in teaching to determine teacher exit rate. The enquiry

found in Denmark, 26% of teachers reported they would like to leave teaching within the

next five years (25% OECD average). Teachers who are older than 50 constitute 20% in

Denmark. These tutors are due for retirement in the next five years. This percentage is

higher than the OECD average of fourteen percent (14%). This could be traced to stress.

Carver-Thomas and Darling-Harmond (2017) research concluded that leaver and

mover reports shed some light on reasons for the exit, they possess a limited capacity to

definitively predict transfer or resignation since the federal Teacher Follow-up Survey

cited here sought responses from only those who resigned for their reasons for resigning

since teachers who choose to stay in their classrooms and at their schools may experience

many of the same challenges and frustrations as those who decide to transfer or resign. In

addition, the issues raised by transferring and quitting teachers do not offer the opportunity

for teachers to speak to the role of their preparation or other key factors associated with

teacher exit in their decision to quit.

Lynch, Worth, Bamford and Wespieser (2016) study ‗Engaging Teachers: NFER

Analysis of Teacher Retention Slough‘ reported that some characteristics are linked to a

higher likelihood of considering leaving, but this is largely explained by a lower level of

engagement. The marginal propensity to leave teaching by the youthful and currently

employed teachers tends to be more likely than that of senior administrative staff.

However, there is no difference once their low level of engagement is factored in. This

implies that their lower retention rates could, therefore, be improved upon by identifying

and addressing the root causes of their lower engagement levels. The analysis revealed

some teacher characteristics are related to a high risk of leaving, especially after

accounting for how engaged those teachers are.

Ryan, von der, Pendergast, Saeki, Segool and Schwing (2017) study probed the

nexus between test-linked state level stewardship schemes. Results indicate teacher test

linked pressure, teacher weariness and teacher resignation plan while guiding for teaching

experience. Structural equation modelling of data from 1,866 teachers across three states

showed that state-specific accountability predicted significantly exceptional rates of test-

stress, attrition and burnout. Greater teacher experience was significantly linked to a lower

42

teacher transition between schools. The findings showed across several regions that test-

linked stewardship policies accounted for increased teachers‘ quit intents and higher

teachers‘ stress levels.

There is also the likelihood that teacher engagement culminates into significant

retention developments. However, ambient from the mentioned factors at work is that for

the finding that even for two groups of equally engaged teachers, one expresses greater

intention to abandon the job than the other. These groups may require targeted attention

beyond the school level to address their increased likelihood of considering resigning over

and above their level of engagement (Lynch, Worth, Bamford and Wespieser, 2016).

The teachers‘ attrition drama in the Netherlands is similar. A study (den Brok,

Wubbels and van Tartwijk, 2017) entitled ‗Exploring beginning teachers‘ attrition and

reasons for attrition in the Netherlands‘ reviewed recent studies and reports in the

Netherlands among beginning teachers reasons for teachers‘ attrition and compared the

outcome with studies on this topic conducted abroad. The findings suggest that the quit

rate of beginning teachers was 14% lower than in the USA, Australia and the U K. The

causes of attrition are similar to those found elsewhere. However, teachers‘ attrition

appears reduced for graduate teachers suggesting teacher education may play a part in

decreasing quits.

The UK education committee in the House of Commons (2017) cautioned that

while recruiting teachers, the government should focus on teacher retention to alleviate the

problems of teacher professional drift and job abortion. In Australia, one in every ten

teachers quit the teaching job within five years of service (Moor, 2019). Also (Mack,

Johnson, Jones‐Rincon, Tsatenawa and Howard, 2019) study entitled ‗Why do teachers

leave? A comprehensive occupational health study evaluated intent‐to‐quit by public

school teachers‘ sampled 2,588 teachers from 46 Texas schools in a comprehensive health

survey. The enquiry found health; demographic and occupational factors are linked to the

intent to quit teaching within one year.

In Norway, the story was similar. The study (With, 2017) entitled ‗Are Teachers

Increasingly Leaving the Profession?‘ Using superior quality data from the Norwegian

administrative registers to examine the direction of attrition across thirty years and

allowing a comprehensive investigation of dynamics in attrition, used teachers‘ education

demographic features and considered school-level characteristics. The study revealed early

career attrition had been falling over time, while the incidence of premature retirement

increased.

43

In New Zealand, Brinck and Maher (2019) in a paper that studied the rates of new

teachers quitting employment in New Zealand state and state-integrated schools in the

years following their first employment; long-term retention rates for Initial Teacher

Education (ITE) domestic graduates, how these rates vary by school sector: Comparison of

these rates to those for teachers who arrive from overseas, retention differentials by the

type of employment status (fixed, permanent, or day relief term) a new teacher starts

employment on and how these new teachers move from fixed term and day relief roles to

permanent or secured positions. The enquiry found Domestic ITE graduates have a high

level of retention, with 78% of the teachers employed in 2014 still serving as in 2018.

Over 60% of domestic ITE trained teachers starting in 2004 were still employed 15 years

later.

Also, Brinck and Maher (2019) study reported new teachers that subsequently quit

teaching did so within five years of service than in the subsequent years. The rates of

retention of locally-educated tutors have been getting better. The five-year non-resignation

rates for the 2004 group grew to 71% similar to 74% for the 2011 group and 78% for the

2014 group. Retention quotient for foreign-schooled teachers was lesser for ITE graduates

with 59% of newly engaged foreign-schooled tutors of 2014 still serving in 2018.

Studies reported that in Nigeria, the rate of teachers‘ attrition varied from one geo-

political zone to another. National statistics for teachers‘ attrition in Nigeria are lacking.

What is handy is not national data but a few states teachers‘ attrition rate records.

However, in the South-South political geographic division where most of the states are

educationally rapidly growing, the case is milder with about 10-15% compared to the

Northern part where almost all the states are rarely developed and educationally

disadvantaged with some 15-20% teachers‘ attrition rate as found by (Adamu, 2010). Also

(Oragwu and Nwabueze, 2017) study entitled ‗Effect of Compensation on Basic School

Teachers‘ Job Satisfaction in the Northern Zone: The study (Madumere-Obike, Ukala and

Nwabueze, 2019) ‗Managing teachers‘ attrition rate for quality education in Rivers State

senior secondary academies in Nigeria,‘ agreed there is teachers‘ attrition problem but did

not indicate the rate in their studies.

In Delta State, the data obtained from the Post Primary Education Board, Asaba

revealed that 1,801 male teachers and 1,144 female teachers exited the teaching service

between 2015 and 2019. Voluntary retirement accounted for 138 exits. Only one teacher

resigned based on ill health and only one teacher absconded within the period. Inter-

service transfers saw 14 teachers abandon the service while the death toll amounted to 165.

Teachers that resigned voluntarily increased the number of exits to 3,346.

44

The situation described above accounts for the teacher‘s quit within a few years of

entering the profession. Some studies posited that teachers‘ attrition presented a critical

challenge that cannot be underestimated as it results in a reduction of personnel in schools.

This is increasingly evident in the fact that almost half of all new teachers relinquish the

job in less than five years from start. This early quit compound the already complex

manpower condition where more teachers quit compared to those coming into the

profession (Oke, Ajagbe, Ogbari and Adeyeye, 2016).

Harmsen, van Veen, Maulana and Helms-Lorenz (2018) study on the nexus

between fresh teachers‘ pressure factors, tension reactions, teaching behaviour and

resignation investigated with structural equation modeling of 143 Beginning Teachers. The

probe reported fresh teachers‘ perceived negative earner aspects related positively to the

perceived stress responses, tension, discontent and negative emotions which in turn, are

negatively associated with observed teaching behaviours. Dissatisfaction with the salary

relates to the teachers‘ quit.

The above drew the attention of stakeholders to the issue of why beginning

teachers resign their jobs within a few years of entering the profession (Cyril, Ugwandu

and Bello, 2015 and Yinon and Orland-Barak, 2017) studies averred that teachers‘ attrition

remains a critical and increasing evident challenge as nearly half of all new teachers

resigned the job in less than five years of resumption of duty. The result has always come

back to new teachers deserting the profession abortively to further compound the already

complex condition of abortive new teachers quit and insufficient teachers compared to

those who have lasted in the profession (Oke, Ajagbe, Ogbari and Adeyeye, 2016 and

Ajayi and Adedeli, 2019).

Carlsson, Lindqvist and Nordänger (2019) study ‗Is teachers‘ attrition a poor

estimate of the value of teacher education?‘ A Swedish case contended that attrition is not

always permanent as generally supposed and that care must be taken when interpreting and

making use of general statistics. They cautioned that general statistical figures are

necessary and useful as they are all ‗true‘ in one sense. But how they should be understood

and explained must vary. A recent example is a repeatedly painted picture of Swedish

teachers fleeing the profession.

With arguments drawn from statistics, leading politicians and experts have

introduced this ‗truth‘ in the school debate. The picture is somewhat misleading. The same

statistics used in another way, on the contrary, showed that Swedish teachers stay longer in

the profession today than before and that they also stay longer than comparable professions

(DN, 2016). However, between 2011 and 2013, the average attrition rate among Swedish

45

teachers was 4.7% per year. Among civil engineers, economists and legal practitioners.

They were two times more difficult to change occupations (11.2%, 9.2% and 8.2%

respectively). The data shows that teachers‘ attrition is described as an alarming academic

issue in Sweden.

Carlsson, Lindqvist and Nordänger (2019) study also maintained that the evident

purpose of teacher education seems simple enough: ‗To enable individuals to work as

competent and skilled teachers.‘ This study focused on the words ‗work as teachers‘ and

ignored the words ‗competent‘ and ‗skilled.‘ To the latter, we could include words such as

passionate, appreciated, autonomous and professionally satisfied. Not all teachers quit can

be predicated on the absence of resilience (Smith and Ulvik, 2017) or are even negative,

but some of it genuinely is. Some teachers resign from the job as a result of high

accountability demands. This may lead to a loss of collegiality, poor leadership or other

operating conditions that have the capacity to affect the system.

Kelchtermans (2017) study used randomly chosen multinational data on a single

shot-basis to establish ‗crisis scenarios‘ to address nationwide teachers‘ challenges on

teachers‘ quit and recommended that future research on teachers‘ quit should include

matters of context, teacher worth and standard and causes of resignation. It reported

teacher retentiveness and discount refers to the need to prevent good teachers from

abandoning the job for flimsy reasons.

The Educator Policy Innovation Centre study (EPIC, 2016) reported plenty of

anecdotal evidence supports the troubled reputation attached to teaching as a career.

Ample resources speak to the de-professionalization of education. However, one of the

more illuminating pieces of evidence comes from the Quality of Work-life Survey

conducted in 2015 by the American Federation of Teachers. Most responded to questions

was the one on the quality of their work environments. The results present a dismal set of

facts that must be addressed by all states. 89% of the teachers responded positively to

being enthusiastic about their profession at the start of their career. However, only 15%

was able to sustain that enthusiasm as time passed on the job.

The EPIC (2016) study equally found that 79% of public school teachers reported

feeling some level of disrespect from elected officials, and 31% of the teachers perceive a

similar level of disrespect from the communities in which they work. The report shows

that some teachers quit their engagements for being physically and emotionally exhausted.

Some 18% of all the despondence had experienced physical threats in the workplace in the

past year. These numbers do not portray an attractive picture of this important profession.

46

These numbers do not attract new applicants (EPIC, 2016 and Teuscher and Makarova,

2018).

Teuscher and Makarova (2018) study ‗Students‘ School Engagement and Their

Truant Behavior: Do Relationships with Classmates and Teachers Matter?‘ They reported

intricate comprehension of school involvement and skiving by dwelling on students'

peculiar features and their interconnectivity in schools, especially the rapport between

teachers and students with the students peers. It revealed that the circumstance of

migration was critical for school engagement and age counted for students‘ mobility. Also,

peer rapport is positively related to school engagement, and it is negatively linked to

students‘ mobility. Also, a rapport between students impacts engagement and negatively

linked to truancy; while engagement mediates its path. From the above, it is explicit that

inadequate and transient teachers cannot meaningfully engage the students. Therefore,

relocating to schools with a perceived stable teacher force is likely.

Foster (2018) briefing paper No 7222 of the British House of Commons titled

‗Teacher recruitment and retention in England‘ reported that in England, 50,110 qualified

teachers left the state-funded sector in the 12 months to November 2016, a ‗wastage rate‘

of 10.5%. This rate was similar to that of the previous two years (10.4% in 2014 and

10.5% in 2015) and has increased from 9.9% in 2011. In 2015, the number of teachers

abandoning the profession compared to recent entrants was a far cry when related to the

value for the first time recruits. By November 2016, 2,620 more teachers fled the

profession than joined it. Only 21% of newly qualified entrants to the sector in 2014 were

not recorded as employed and working in the state sector two years later. The five-year

out-of-service-rate for 2011 entrants was 31%, the ten-year rate for 2007 entrants‘

represents 40%. Neither rate has shown much dynamic over time. Around 244,000

qualified teachers of about 60 years had worked in state schools in England, and 105,000

qualified teachers have not started teaching.

There is a consensus among researchers as to the kaleidoscopic nature of teachers‘

attrition rates. The value is relatively modest in some countries as against others as

moderated by differential demographic patterns, labour market situations, dynamics and

differentials. There are issues with teachers‘ attrition rates in Africa. Believable figures are

lacking. Where available, it is suggestive of between 2% and 10% annually. Where the rate

is reasonably modest, there is the marginal propensity of transience moderated by a

temporary ban on retirement like in Eritrea or an unusually young teaching force and few

chances of gaining employment outside the teaching profession. The need to retain

students in class in Africa has informed the recent increase in educational enrolment

47

opportunities following the fact that many countries maintain a substantial number of

junior teachers that have led to low teachers‘ attrition internationally (Education For

Africa, 2010).

In a study of newly employed teacher exit and transfer with data from 2007 and

2008, found that of new teachers in 2007 and 2008, 10 percent did not teach in 2008–09,

12 percent did not teach in 2009–10, 15 percent did not teach in 2010–11 and 17 percent

did not teach in 2011–2012. In 2008 and 2009, seventy-four (74) percent of beginning

teachers taught as they did the previous year. About 16 percent taught in another school

and 10 percent had abandoned teaching. During their fifth year between 2011 and 2012),

70 percent of newly engaged teachers retained their teaching station as the previous year.

Ten percent taught in various schools, three percent had returned to teaching after

absconding the previous year and 17 percent also fled teaching (Gray, and Taie, 2015).

Newly engaged teachers currently teaching were more among teachers under a

first-year mentor. They numbered grew to 92 percent and 84 percent, respectively in 2000

and 2009; 91 percent and 77 percent, respectively in 2009 and 2010; 88 percent and 73

percent, respectively between 2010 and 2011; then 86 percent and 71 percent, respectively

in between 2011 and 2012. Some reports emphasized that content and the substance of

preparation matter when it comes to attrition. Graduates with more pedagogy in their

education appear less disposed to remain teaching after the first year on the job. Other

reports claim quit rates are less for teachers in the South, while they are lowest in the

higher-paying North-Eastern states, with fewer students in a class. Mathematics, science,

exceptional education and English language teachers with teaching qualifications and

proven competence in teaching than for teachers without teaching certificates and

qualifications (den Brok, Wubbels and van Tartwijk, 2017).

Carver-Thomas and Darling-Hammond (2017) study on teacher exit; why it is

important and solution, analyzed 2012 Schools Staffing and subsequent studies. The result

found among others that the toll of attrition and transfer is dynamic and differs clearly

across the country: Total attrition rates are highest in the South (16.7%) and lowest in the

Northeast (10.3%) as moderated by higher pay, better funding and fewer class sizes.

Science teachers, mathematics, English language, foreign languages and some other

subjects have a higher marginal propensity to quit their profession or school: quit rates are

70% higher for teachers in schools with a more considerable number of Negroes. The

reasons cited by several deserters between 2012 and 2013 were dissatisfactions with

accountability and testing; dissatisfactions with teaching; administrative support absence;

48

the dearth of opportunities for progress below par operating conditions. About 55% of

quitters and 66% of those on transfer cited dissatisfaction as the reason.

Worth and De Lazzari (2017) study ‗Teacher Retention and Turnover Research

Update 1: Teacher Retention by Subject Slough,‘ found the movement of teachers within

the system has been long unaddressed. That generally, teachers‘ attrition rates are greater

for science and core subjects teachers. Quit rates are higher for teachers of core science

subjects, English language and technology. However, subtle differences in leaving rates

are critical as they mount up over time: to illustrate, a ten-percent attrition rate per year

compared to an eight-percent attrition rate per year may merely be a 2% point difference,

but leads to a 7% point difference in the number of teachers still in the profession after 5

years. The marginal propensity for a trained specialist to be employed outside teaching

also constitutes a formidable threat to teacher instability and exit.

According to the Task Force on Teachers for Education 2030, strategic plan 2018

to 2021, teacher shortage is more serious in some areas than in others, such as Southern

Asia and some countries within Sub-Saharan Africa alone. It requires as much as 76% of

teachers for some countries to meet up with the minimum standard set for basic and post

primary education as reported by the UNESCO Institute of Statistics. Based on the

aforementioned report, the African sub region, with an alarming 70% need of a primary

teacher and a whopping 90% secondary teachers discount, is worse hit.

International Task Force for Education for All (2010) reported that voluntary

resignation remains the single most dominant cause of a teacher quit in most African states

where data were present. The report for South Africa was that those who voluntarily

resigned were about half of all teachers‘ attrition. Attrition drama in Lesotho in 2004

witnessed 55% of voluntary teachers‘ attrition with involuntary causes including death,

illness and retirement as the raisons d‘être for more than half of the teacher quit. The report

concluded that the case of Zambia was noteworthy in 2007. In 2008, statistics showed that

resignation accounted for almost one-third of all quits. The retirement, illness and death

figure amounted to 24% of the teachers‘ abortions.

UNESCO Statistics (UIS, 2016) study ‗The World requires about 70 million new

teachers to meet the year 2030 education targeted goal. Fact sheets No 39 reported that

Sub-Saharan Africa and Southern Asia would gulp 14.6 million newly absolved teachers.

The aforementioned data is what is needed to meet the need for underdeveloped nations

with regard to the target of global primary and secondary learning and teaching by the year

2030. Thereafter, the leftover 4.6 million is distributed across the other underdeveloped

regions with South-Eastern Asia and Western Asia covering 1 million each. About

49

seventy-eight percent of countries face crisis-level teacher discount to a disturbing 90% at

the secondary school level. The most alarming teacher discounts are in this region. The

region requires about 17 million teachers to meet its deficiency to hit 2030 universal basic

and lower secondary education targets.

About 6.3 million primary school tutors are required alongside another 2.4 million

required to occupy current teaching posts to take care of all children as well as a whopping

3.9 million to fill vacancies generated by those expected to abandon the profession. The

region requires and must employ the services of not fewer than 10.8 million academics by

2030 into the secondary level. This will include 7.1 million teachers earmarked to fill

teacher vacancies and another 3.7 million to fill the vacancies created by quitters.

Regional, deficiency amounts to over 70% and rising to 90% for secondary education

(UIS, 2016).

The aforementioned calls for an urgent and sustained precaution geared towards

avoiding compounding an already complex and dire condition of inadequate schools and

teachers. These areas experience by far a rapid-growing school-age population. It is on

record that for every 100 children of primary age and every 100 of secondary age in 2014,

there will be about one hundred and fifty schools respectively in 2030 to cater to them. The

region must urgently start building new schools even though there are scanty resources

(UIS, 2016).

The report equally discovered tutors and students across the region often contend

with overcrowded schoolrooms and often lack the basic amenities. Findings from the

(UIS) divulged the typical pupil-teacher relationship at the primary level is forty two and

rises to over sixty in countries like Chad Republic (62), Ethiopia (64), Republic of Central

African (80), and Malawi (69). This ratio is comparatively smaller at the secondary level

(25) which may be caused by the low entry mean value of forty three.

Worth and De Lazzari (2017) concluded from their study ‗Teacher Retention and

Turnover Research Analysis: Research Update One,‘ that a rapid rise in the rate of teachers

quitting their schools in contrast to a fast upshot in retirees from their colleges could cause

a divergence between systems linked factors of replacement and attrition perspectives on

the current teacher demand and supply situation. The two are vital for understanding the

teacher labour market, but exerts dissimilar consequences for policy formulation. The

speed of teachers‘ transfers inside the system does have implications for the provision of

teachers and students‘ mobility rate. These have effects on the teachers‘ distribution within

the system. These have implications that may disproportionally have an effect on students‘

mobility. However, the Post Primary Education Boards seem to have devoted far less

50

concern to retaining teachers presently working in state colleges and grammar schools than

recruiting new ones.

Carver-Thomas and Darling-Hammond (2017) study and Valerie (2017) study

―Teacher Shortages Affecting Every State As 2017–18 Academic Year Begins,‘ reiterated

a high rate of tutors‘ resigning. That is, teachers abandoning teaching remain the primary

contributor to world teacher inadequacy. The teaching profession suffers a national quit

rate of about 8% annually, and research reveals the number of teachers quitting each year

accounts for close to 90% of the annual teacher demand in the US. Furthermore, less than

a third of national teachers‘ attrition results from retirement. By the foregoing, schools

must contend with permanent and temporary teachers in the process of replacing quit

hands.

Policymakers are operating indefatigably to stem the matter of tutors resigning by

implementing induction programs for newly engaged academics. The extant proof of the

results of induction on quit is mixed. Based on data from the Schools, staffing and tutors

surveys, and beginning tutors longitudinal survey (Carver-Thomas and Darling-Hammond,

2017) investigated and found different kinds of induction support, predict teacher quit

among samples of first-year teachers. The policy brief (Fuller, Pandola and Young, 2018)

also reported that receiving induction supports in the first year predicts less teacher

migration and attrition, suggesting that induction be used to reduce the rate of newly

employed teachers quitting. However, it is just a promising policy trend. The report also

indicated that levels of induction support received by new teachers are relatively constant

for diverse kinds of teachers in various types of schools.

Bahtilla (2018) study ‗The Impact of Working Conditions on Teachers Attrition;‘

CooperGibson Research (2018) ‗Factors affecting teacher retention: qualitative

investigation research report‘ and (Castro, Daniel, Quinn, Fuller and Barnes, 2018) policy

brief ‗Addressing the U.S. Teacher Shortage,‘ reported that about 1/3 of secondary

teachers in phase two (out of 56) quitted teaching. However, while addressing the

Importance and Scale of the U.S. Teacher Shortage (Castro et al., 2018), the Policy Brief

reported that those who have taught for over ten years reported perceived lack of support

or trust from the Senior Leadership Team, ineffective school management and policies as

key contributors in their decision to resign. There was a range of underlying themes:

Perceived lack of Senior Leadership Team help. Some secondary school teachers

experienced an absence of Senior Leadership Team support for workloads; pupil behaviour

and progress and did not feel they had access to other sources of advice and support. A few

secondary school teachers perceived that the more experienced teachers had not constantly

51

listened to their views and solutions to addressing school problems or that they were

unsympathetic towards workload issues.

Drawing down on the rate of teachers‘ attrition and its effect (Sutcher, Darling-

Harmond and Carver-Thomas, 2019), reported quitting the profession has not considerably

changed over the years; it constitutes the lion‘s share of demand, representing anywhere

from two-thirds to nearly 100% of the demand for teachers in any given year. Therefore,

the most important driving factor of teacher shortages is high teachers‘ attrition.

The Rate of Teachers’ Transfers

There is a dearth of data on teachers‘ transfer in Nigeria, and the focus of the scant

research is on the effect of teachers‘ transfer on students. Most of the Education Ministries

Information Services lack data on teachers‘ transfer over the years. The transfer of a

teacher refers to the formal move of a teacher from one school to another within the state

by the Post Primary Schools Management.

Research on the transition of teachers who entered teaching through alternative

pathways (that is teachers who did not read education initigenerally relatively rarely stable

in a school compared to those who studied education (Whitford, Zhang and Katsiyannis,

2017; Clark et al. 2017.) and have a higher marginal propensity to transit school or quit

teaching (Redding and Smith, 2016). The study of (Coenen, Johan, Ilja, Wim, Henriette

and Klaveren, 2017) showed that credentials matter for teacher effectiveness and stay at a

particular school.

Hascher and Hadjar (2018) showed that teachers‘ transfer distorted the already

present instituted relationship between students and their teachers. This alienates the

students with the current teacher. This alienation requires time and psychological capacity

to cope, adjust and readjust to current teachers. Where the student fails to make the

necessary alterations to adapt to the current teacher, the student initiates dropout which

research on school dropout established is not a sudden or immediate one (Alfonso,

Antelm-Lanzat, Cacheiro-González and Pérez-Navío, 2018).

Duran and Kösterelioğlu (2017) study entitled ‗Why does a teacher change his/her

School? Using a content analysis technique to sort out the views of the respondents; the

findings indicated that teachers transfer schools primarily for a new working environment

or to be closer home. Teachers first consider their position and stand with the school

principal before transferring schools. Most of the teachers long for a new school

environment and set of students with better academic performance, school principals,

professional and personal development, school transportation and school physical

52

conditions. The study spelled out the reasons for teacher transfers to include but not

limited to dissatisfaction with school, searching for a new working environment, school

away from home, needing a change in life, dissatisfaction with the students and parent

profile, chances of professional development. Others are access to the school, the student

population and their willingness to learn.

Extant researches have proven that teachers leaving the class are a subtle causative

factor of student dropout and students‘ mobility. Studies like (Morinaj, Hascher, Grecu,

Scharf, Hadjar and Marcin, 2017) ‗School Alienation: A Construct Validation Study.

Frontline learning research,‘ revealed that teachers‘ attrition and transfer causes breaks in

the flow of learning and leads to alienation and school alienation domains were negatively

associated with favourable attitudes to comfort, enjoyment and social problems in school

and positively related to alienation from classmates and teachers.

Roorda, Jak, Zee, Oort and Koomen (2017) in agreement with previous discreet

studies which were not meta-analyzed, revealed a direct interconnection between a

positive student-teacher rapport or teacher support and school engagement (Doumen,

Verschueren and Buyse, 2015; Garcia-Reid, Peterson and Reid, 2015; Papadopoulou and

Gregoriadis, 2017). Also (Cadima, Doumen, Verschueren and Buyse, 2015; Gregoriadis

and Papadopoulou, 2017) in support of the foregoing averred that when a teacher is

transferred, the relationship and rapport with students are destroyed. This is not without a

toll.

Studies reported the negative effects of how teacher exit takes its toll on students‘

academic achievements in schools (Wei and Zhou, 2019). A little outcome is known about

the influence of teachers‘ loss during regular school transfers. However, the condition of

incessant teachers‘ transfers is more devastating with rippled effects. A change in

instruction staff that is not tied to an institutional recommendation as promotion may deny

students of quality class times and may also disrupt normative school learning.

The study (Aeschlimann, Herzog and Sander, 2019) ‗Teacher Turnover and

Student Academic Achievement in High Schools: A Study in the Subjects Mathematics,

German, French and History‘ found that temporary irregular teacher exit could be the

aftermath of leave, breaks, childbirth leave, civilian or military obligation, ailments or

accidents. The irregular teacher exit may be initiated by a change of job or profession, a

drop in the amount of labour, school establishment operations and procedures, resignations

or loss of life.

From the teacher exit data obtained from the post primary schools management

committee of Bayelsa and Delta States, teacher transfers seem to be done without the

53

slightest regards for replacement in spite of the claim by the Boards that a high premium is

placed on teacher replacement in teacher transfers. It has been observed severally for

example, that a Biology teacher may be transferred from a school and replaced with a Fine

Art teacher. This kind of mismatch transfer replacements poses a problem to the system.

Teachers’ Transfers and Students’ Mobility from the Public to Private Secondary

Schools

Vonm der Embse, Nathaniel and Pendergast, Laura and Segool, Natasha and Saeki,

Elina and Ryan, Shannon (2016) on the sway of tests related to stewardship practice on

school climate and pressure predictors in four US states probed the link between test-based

stewardship programmes on teachers‘ stress and school climate typology in the United

States. Structural equation modelling of data from 6,428 teachers revealed an important

finding that teacher experience significantly predicted teachers‘ migration/transfer, but did

not predict a teacher's intent to exit the profession. This outcome suggests early career

teachers may not be more vulnerable to leaving the profession. Early career teachers may

be more likely to transfer schools until they find a permanent school placement. The

finding reflects a departure from previous studies that indicated early career teachers are

susceptible to abortive attrition. Teacher experience was not a significant determinant of

teacher career quit (-0.005) but was a significant predictor of school transfer (-0.211).

Teacher experience was significantly linked to school transfer, but not attrition overall.

In a bid to solve the matter of teachers‘ transfer in China (Wei, Zhou and Liu,

2020) study established a link between the initial job placements known as posting in the

Federal Republic of Nigeria and teachers‘ transfers‘ status with models of constant fixed

effects and standard errors with district-level cluster. The coefficient of the first job

placement shows non-local tutors were 2.4 times prone to moving schools compared to

local teachers. Male teachers were 1.3 times more likely to transfer schools than their

counterparts females. As for teachers assigned to colleges outside their local district, there

was no distinction in the probability of transfer between male and female tutors. Single

academics with higher tutorial certificates working in middle schools are more likely to

additionally reduce the chances of transferring schools. This is a digression from the status

quo that tutors with higher academic qualifications are linked to higher transfers and quit

rates (Harmsen, Helms-Lorenz, Maulana and van Veen, 2018 and Aeschlimann, Herzog

and Sander, 2019).

A plausible rationalization is that academics with a university degree tend to have

more choices when local governments make a deployment decision. These teachers are

54

also sent to colleges of their choice; places with quality environments. On the other hand,

academics with lower certificates have fewer alternatives and are often assigned to schools

in remote rural areas. As a result, these academics maintain a stronger motivation to hunt

transfers.

UNESCO (2015) averred that it had been evident teacher shortages cannot be

alleviated simply by providing additional tutors, but that various incentives and approaches

must be given to encourage teachers to settle in rural settlements. Incentive regimes for

recruitment, deployment and retention are multiple and vary. Some South-east Asian

Nations (SEAMEO) have adopted a number of creative incentives measures to ensure

teachers are deployed where they are required; the creation of special teacher positions for

extremely remote areas like the mobile teacher programme in the Philippines; award

systems or other incentives to attract teachers to underserved communities.

Darling-Hammond (2017) reported teachers‘ attrition and transfers exerts a

disjointed, non-coherent and non-sequential flow of lessons. However (Aeschlimann,

Herzog and Sander, 2019) empirical study ‗Irregular Teacher Turnover and Student

Academic Achievement in High Schools: A Study in the Subjects Mathematics, German,

French and History,‘ reported students lessons are prematurely aborted at the point where

the teacher is abruptly transferred or misses out of the system by an exit. This disrupts the

coherence and sequential flow of operations by terminating the knowledge, experiences

and concepts, projects of allied subjects and topics that enable students to sustain and

maintain learning in a competitive environment.

Coenen, Johan, Cornelisz, Groot, van den Brink and Van Klaveren (2017) study

‗Teacher Characteristics and Their Effects on Student Test Scores: A Systematic Review,‘

found the primary problem caused by a teacher‘s irregular and incessant transfer includes

the wastage of teaching time for students among others. The measure of direct

instructional time is a standout among the most vital components in student learning next

to an irregularity with the capacity to initiate higher levels of pupil dropout. Parents

convinced that teachers‘ attrition and transfer are prompting low-quality instruction, may

contemplate changing schools. Teacher shortage exerts dire consequences. Insufficient,

qualified teachers are a threat to students‘ capacity to learn. Similarly (Ladd and Sorensen,

2016) averred that instability in a school‘s teacher workforce (i.e., high transfer and/or

high quit) has gloomy effects on student efficacy and success. It diminishes teacher

efficacy and quality (Sorensen and Ladd, 2018).

Hansson and Gustafsson (2020) study on school mobility and achievement for

children placed on home care and outside home care reported that school mobility and

55

achievement for children had gloomy links to school outcomes, and also that there was an

increasing gloomy effect when a change of school happened simultaneously with a

placement change. They estimated that one placement change followed by a school churn

had a gloomy effect on academic growth in the reading of -3.7 percentile points, in which

the placement change caused 2.0 – 2.5 percentile points based on the subject matter.

However, another study, ‗The influence of positioning and school balance on academic

growth trajectories of students in foster care‘ found that for each month outside home Care

School, there was a beneficial effect on the performance of about six percentile points,

meaning that 3–4 months, outside home care, would counter the negative impact of one

placement transition (Clemens, Klopfenstein, Lalonde and Tis, 2018).

Sparks (2016) posted that research has found that student change of school and

voluntary transfer, especially multiple changes may cause a loss of some three months of

reading and mathematics learning per school switch and voluntary transfers, which are

more likely to happen during the summer. These results in less academic disjunction and

may be linked with academic improvement if they lead to better student services. Also,

teacher mobility can be exceptionally difficult for children in the early school years, as

they grapple with foundational dexterity. A 2015 New York University study reported that

of 381 poor, mainly ethnic-minority students in Chicago, 327 transited schools at least

once from kindergarten through 4th grade, and 40 transferred three or more times. The

higher students changed, the more vulnerable and worse hit they are.

Teacher employment is based on need and it is moderated by the structure of the

school-age population, the percentage of repeaters and the average number of students per

teacher in each classroom. Relying on children and adolescents‘ data could aid in

forecasting the demand for teachers to decide and ensure the workforce required to

accomplish the global primary and secondary education. From the supply side, the most

common influencing factors are the entry into the profession (recruitment), keeping and

thinning out. Inadequate teachers translate into either high-class size or insufficient

teachers because of increased enrolment or inability to replace teachers who have

abandoned the system (UNESCO Institute for Statistics, 2016).

Atteberry, Loeb and Wyckoff (2016) reported some 42 percent of teachers

received new assignments in some way during a typical school year. Of that number, over

a half (54 percent) are transiting duties in the same school. Much of that change seems to

be caused by teachers who exit a school or the profession, thereby constraining school

authorities to shuffle teachers around and employ some more to make sure all classes are

filled. But some schools tended to have far more changes than others. Black, Hispanic, and

56

English students were likely to be assigned to a teacher moving to a new grade or subject

in his or her school. However, the difference was generally negligible.

Besides students‘ mobility to an alternative school, education managers are also

interested in how exposure of students to new or new-to-school teachers. However, even

when teachers stay in the same school, they may replace duties by transferring

grades/classes and/or subjects. Based on data from New York City on a comparative study

of four ways by which teachers that are new to the job; new to teaching, new to the place,

new to the school, or new to the subject/grade affect students, they discovered negative

effects of retaining a transiting teacher of some 1/3 of the effect of a new teacher. In

addition, the average student is assigned to a transiting teacher four times more often than

to new teachers and that poorly served students are slightly more likely to be assigned to

mobile teachers (Atteberry, Loeb and Wyckoff, 2017).

Darling-Hammond and Carver-Thomas (2016) study reported that the costs of

teacher exits are comparatively high for students in schools with few teachers, especially

those serving primarily Negro students and secondary students in poor suburbs that depend

on uncertified teachers who are often engaged when a better option is unavailable. In 2013

and 2014, the quarter of schools enrolling most students of colour all over the states had

four times higher uncridentialed tutors than the quarter of schools enrolling the fewest

black students. Novice teachers without requisite teaching certification were also reported

to be denizens of schools serving the highest number of students eligible for free and

reduced-price lunch than in those with the fewest.

As a result of teacher posting patterns and transfers, the impact of teacher shortages

tends to exert a more devastating effect in schools. Remote rural schools and schools

serving indigents suffer greater teacher shortages, lengthier delays in replacing teachers

and a greater proportion of inexperienced teachers (Gray, and Tie, 2015). Incessant teacher

transfers take a toll on the deprived and vulnerable students. Teachers‘ attrition and

transfer result in a loss of experienced teachers, and a selective loss of the teachers with

higher academic qualifications, and those with expertise in mathematics and the sciences.

Schools without adequate facilities suffer a dearth of requisite teachers. A recent study

suggests that in addition to the issue of the lack of teachers, parents equally devote

tremendous attention to the quality of schools (Fitchett, McCarthy, Lambert and Boyle,

2018).

The study (Mutegi, 2014) argued that transfers can negatively impact students‘

learning as it affects non-completion of syllabuses In Nigeria and Kenya, weaknesses in

planning have affected the training, employment, and deployment of teachers and thus

57

distorted their equitable distribution and usage. Consequently, there is disparity in the

spread of teachers, teacher dearth, teacher glut in a few schools and incompetent use of

teachers as found by the Ministry of Education Science and Technology (MOEST, 2006).

The transfer of a teacher influences the quality of academics offered at a school.

Where shortages exist, available resources (teachers and finances) are spread thinly to

achieve even distribution. This compels schools to engage part-time teachers in the place

of acquiring learning personnel. Research has established that frequent transfers of

teachers destabilise learning and hinder good coverage of the syllabus (Mutegi, 2014 and

Gatemi and Thinguri, 2018). These studies averred that transfer and attrition of employees

'cause destabilisation and it is imperative that every organisation seeks ways of stabilising

their personnel by avoiding quits because of its negative impact on organisational

operations. According to (Mutegi, 2014) teachers are an important resource and usually

stand out as the key to realizing the high standards emphasized in schools. It is also a fact

that the standard is regulated by the school syllabus implemented in the school curriculum.

This means the highest standards can only be maintained if the teacher is present in order

to cover the stipulated syllabus.

Mulwa and Mbaluka (2016) study entitled ‗Factors influencing the timely syllabus

coverage in public secondary schools in Kenya' analysed the impact of the frequent

teachers‘ transfer on the syllabus coverage in secondary schools in Kenya using qualitative

and specifically an in-depth examination of the problem. The enquiry confirmed that

performance improves through adequate syllabus coverage among other factors like

management of quality teaching time by teachers and the input of the leaders and the

community who provide an enabling environment. The sway of the tutors‘ resignation and

transfers on syllabus coverage is of grave concern. It seems that the standards of academic

performance are regulated by the school syllabus implemented through the school

curriculum.

Holme, Jabbar, Germain and Dinning (2018) reported in their study of teachers‘

attrition in Texas schools, a record of over a 10-year period that teachers‘ attrition should

be unseen as a negative scarecrow. It may present as an advantage (e.g., the exit of

nonperforming teachers who disagree with the school‘s mission.) Some exits may also

present negative effects, including the loss of experienced and effective teachers; the loss

of essential subjects teachers with academic excellence and knowledge; truncating teacher-

teacher and teacher-student social-academic established ties and support networks;

impeding leaders‘ efforts to build coherent, sequential and collective vision and mission;

thereby causing a vicious cycle that leads to a further teacher quit with negative effects on

58

student achievement. The loss endured when good teachers leave and are not replaced with

teachers of similar quality then creates rippled effects.

Feng and Sass (2016) study ‗Teacher quality, and teacher mobility‘ examined the

effects of a statewide program designed to increase the supply of teachers in ―hard-to-

staff‖ areas of Florida using a difference-in-difference estimator. The study revealed that

the loan forgiveness program reduced teacher quit in shortage places though the effects

varied with subjects. Factoring variation in the proportion of payments, that study showed

the effects grew with loan forgiveness payments.

The above report also showed there were growing concerns between post-primary

school managers and parents over the quality of the teacher workforce in general and the

spread of effective teachers across schools. The outcome of a teacher‘s quitting the job

depends on overall teacher quality, depends on the efficacy of teachers who leave the

profession. Likewise, teachers‘ transfers may soothe or worsen inequities in the equitable

distribution of teachers, depending on what quality of teachers exits teaching and what

qualities of teachers replace them. The teacher discount consequences are even more

devastating in high-poverty schools serving the most vulnerable.

Worth and De Lazzari (2017) study found that not much attention has been devoted

to the movement of teachers within the system. Predominantly, teacher quit rates are

higher for science teachers. The resignation is common with tutors of core science

subjects, the English language and technology. However, subtle differences in quitting

rates are vital as they accumulate with time: to illustrate, a ten-percent attritions rate per

year compared to an eight-percent attrition rate per year may merely be a 2% point

difference, but leads to a 7% point difference in the number of teachers still in the

profession after 5 years. The marginal propensity for a trained specialist in the sciences

and mathematics to be employed outside teaching also constitutes a formidable threat and

challenge to teacher stay.

Atteberry, Loeb and Wyckoff (2016) study ‗Teacher Churning: Reassignment

Rates and Implications for Student Achievement,‘ conducted a comparative analysis of

New York City panel data for four ways teachers who are new to the assignment; new to

teaching, new to the district, new to a school, or new to a subject/grade impact their

students. The study employed quasi-experimental and secondary data analysis. The study

revealed the gloomy effects of a transient and transiting teacher of about a third of the

magnitude of the effect of a new teacher. It contended that the average learner is allocated

to transiting teachers four times more often than to a new teacher; based on the observation

that from time to time, teachers move within the school and within the system.

59

Teachers may move within their schools to a new grade-level assignment or a new

subject. Similarly, a study (Sawchuck, 2016) entitled ‗Churn Among Teachers Seem to

Affect Learning." Teacher Churning: Reassignment Rates and Implications for Student

Achievement." The study reported teacher quits, transfers and reassignment exerts

detrimental effects on students. Each year, some proportion of teachers leave the service

by retirement, others by death, ill health, resignation and even transfer of service.

The literature shows that the public secondary education system is seriously teacher

deficient. Private schooling remains clearly one option for parents who are dissatisfied

with public secondary schools. Therefore, private schools‘ enrolments may inversely

influence state school achievement since private run academies outperform public schools

in examination results. Studies on some private and public schools reported after holding

other factors that might influence teacher output that public secondary school performance

is inversely connected to private school enrolments (Onyedinefu, 2019).

The Rates of Students’ Mobility from the Public to Private Secondary Schools

In recent times, there have been indications that school principals contend without

success with a growing incidence of student annual mobility (Onyedinefu, 2019). A

practice wherein students change one school for another one other than that in which they

are promoted from one school level/grade to another and when students have to move from

primary to colleges and grammar schools.

The concept of moving school is quite different from what is referred to as inter-

school transfer. In the latter, the ―transferring student was accepted when the receiving

school is satisfied not only with the academic performance of the student who is moving‖

but also gets a good transfer certificate from the principal of the student‘s previous school.

In the former, that is inter-school movement, such transfers from one school to another do

not require these essential transfer credentials. Mobile students can change between school

years, such as during the term or during the school year (Rumbeger, 2015).

The forms of students‘ mobility are defined by (Spencer, 2017) as follows.

Structural mobility: ‗It is the mobility consequent upon graduating from one school to

attend a higher one (e.g., from elementary and middle school).‘ Nonstructural: ‗mobility

not based on graduating from school.‘ Voluntary: ‗students‘ move of school initiated by a

student or the student‘s family.‘ Involuntary: ‗students‘ mobility that is mandated by a

school or policy, e.g., expulsions or school closures.‘

Strategic: mobility made to access better schools initiated by a student or parents.

Reactive: these are moves done in response to negative dynamics in the circumstances of

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parents that have effects on the students like loss of work leading to relocation (Spencer,

2017).

Exit: mobility out of a school, i.e., a student not enrolling at a school. Entrance:

mobility into a school, i.e., a student enrolling in a new school. Dropout: when a student

exits a school and fails to continue schooling, i.e., the mobility incident includes an exit,

but no entrance. Between-year: mobility that occurs after the completion of one school

year and before the start of the next. Within-year: mobility that occurs in the midst of a

school year (Spencer, 2017).

Strategic: mobility made to access better schools initiated by a student or parents.

Reactive: these are moves done in response to negative dynamics in the circumstances of

parents that have effects on the students like loss of work leading to relocation (Spencer,

2017).

Exit: mobility out of a school, i.e., a student not enrolling at a school. Entrance:

mobility into a school, i.e., a student enrolling in a new school. Dropout: when students

leave school and they fail to continue schooling, i.e., the mobility incident includes an exit,

but no entrance. Between-year: mobility that occurs after the completion of one school

year and before the start of the next. Within-year: mobility that occurs in the midst of a

school year (Spencer, 2017).

Structural and non-structural mobility are common place. Structural mobility

occurs when a student graduates from school and must proceed to a school serving higher

grade levels. Nonstructural/non-promotional, mobility is presented by (Thomas B.

Fordham Institute report, 2012). The school mobility is not caused by graduating from

school. Much of students‘ mobility is structural, a feature of the way schooling is

organised, but frequently this movement is not of interest in studies of mobility (Spencer,

2017).

In spite of the fact that public secondary school principals often experience

unpleasant high students‘ mobility, especially at the beginning of current academic

sessions and the fact that student's mobility exerts both negative and beneficial academic

outcomes, the literature has not sufficiently captured the phenomenon. There is the

absence of a well-conceptualized framing of relationships between diverse types of

students‘ mobility; what motivates students‘ mobility and the various associated outcomes

(Almazan and Marshall, 2016). A concatenation of reasons may inform students‘ mobility.

It could be students or parents wish to move schools arising from an increase in income

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resulting in access to private schools that were hitherto expensive, by expulsion parents

relocating towns. (Rumberger, 2015 and Rumberger, 2017).

Studies have shown that the school environment significantly influence students‘

performance (Reynolds, Lee, Turner, Bromhead and Subasic, 2017: Maxwell, Reynolds,

Lee, Subasic and Bromhead, 2017). Also (Reynolds, Lee, Turner, Bromhead and Subasic,

2017) study used different data and multiple level model, workers self-reports, scholars

self-reports, school records of tutorial gains and socio-economic demographics to access

scholars‘ perception of learning environments and climate as they affect learning gains.

The enquiry divulged students' perceptions of school climate remarkably explain writing

and numeracy tutorial gains, and this is moderated by students' psychologically identifying

with the school. In addition, tutors perceptions of school climate explain students' gains on

numeracy, writing and reading tests. Staff‘s school identification did not carry out a

significant role.

The opposing non-functional, ill-equipped, unattractive school plant that

characterises state secondary schools has offered a place to plant with modern superior

lighting, attractive decoration, functional, suitable furniture and equipment, more

comfortable seats and seating arrangements. Modern service facilities like equipped

libraries, common rooms, functional playgrounds, and classrooms with marker and bulletin

boards, sinks, work areas, filing and storage facilities with pupils‘ lockers are no longer

spectacular in present-day private schools for their abundance. Public secondary schools

are more or opposite of private schools.

Umar and Samuel (2019) probed the influence of types of school and facilities on

Senior Secondary science students‘ tutorial outcome in Nasarawa State on 300 students.

The findings include that there was a substantial sway of school facilities on science

students‘ academic performance in urban and rural schools, and there was a significant

influence of school facilities on science students‘ academic performance in private and

public schools. The case for private schools reported the situation of the poor school

environment prevalent in most government secondary schools. The result also revealed

that privately owned and financed schools have a better school environment than the aided

government schools. This was attributed to the fact that some private schools offer more

facilities for effective learning as a bait to attract more admission. This means students will

move if the school environment does not support learning.

A vicious cycle of the yearly exit and transfer is felt most in disadvantaged schools,

where the most disadvantaged students often receive instruction from new or

inexperienced educators based on the studies of (Ingersoll, 2004; Darling-Hammond,

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2017) and the Policy Brief of (Fuller, Pandola and Young, 2018). Teachers serving

considerable concentrations of low-income students frequently work with few resources,

adverse working conditions, and the added stress of engaging with students and families

who maintain a broad range of social, emotional, and economic needs (Darling-Hammond,

Flook, Cook-Harvey, Barron and Osher, 2020). Therefore, educational leaders must place

more considerable emphasis on improving operating conditions and building relationships

with teachers to increase retention rates to stall students‘ mobility to private secondary

schools.

Rumberger (2015) study noted each of the potential precursors of students‘

mobility would result in diverse types of students‘ mobility—Voluntary, structural and

involuntary mobility. In turn, these different mobility circumstances, arising in various

types of mobility, may ultimately result in numerous consequences. The student

transferring to private schools, as well as those who involuntarily moved from low-

performing schools into ostensibly higher-performing ones, may experience a boost in the

quality of their schools, their peers, and their access to services and programs that may

ultimately improve their academic performance. These examples demonstrate that

students‘ mobility type, motivation, and consequences are all interrelated, and taking into

account variation across these domains is important for establishing nuanced

understanding of students‘ mobility (Rumberger, 2015).

Over time, there has been a shift in the operation paradigm and grade of schools at

all levels with the introduction of privately owned and operated schools. Hitherto, when a

student is expelled from a state secondary school (up to the late 1970s) in the defunct

Bendel State of Nigeria, for instance, such a student will not be admitted into any other

public school in the entire state. Currently, it is different. As soon as a student is expelled

from a public secondary school; the student is given automatic admission into a private

secondary school without requesting any document of previous academic or behavioural

records.

Welsh, Duque and McEachin (2016) investigated students‘ mobility from one

school to another and from one department or session of the school to another using a

multinomial framework. Also, students‘ mobility is widespread and often an unheralded

problem opposing global schooling. Many primary and secondary school students make at

least one non-promotional school move in their course of schooling, with many others

engaging in many transitions. This is carried out for many reasons. Moving schools often

result from the students‘ parents and guidance often emanates from job mobility induced

residences change.

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Students‘ expulsion and school closure may result in students moving to various

schools. The research literature suggests that attending diverse schools can harm the

average learner and adolescent development by altering relationships with peers, teachers

and changing a student‘s academic programme. The worse damages are often broken

homes connected (Welsh, Duque and McEachin, 2016).

The research has also established that as schools celebrate improving incoming

students, they equally pay its toll. Schools that receive a number of incoming students

during the year also face difficulties. Integrating new students into the classroom can

disrupt instruction and reduce teacher morale. The attempt to identify new entrants‘ needs

could be enough detraction for the new school tutors and other students. Also, significant

quit and transfers can undermine the efforts of teachers and administrators to implement a

reform agenda in a school (Welsh, 2017).

Conventionally, students‘ mobility from public secondary schools to private

secondary schools is high and not new many students have started experiencing school

mobility and until the issues feeding this practice are taken care of by the authorities; there

may not be an end to the exodus. There is the dearth of data on the rate of students‘

mobility to private secondary schools as a research report (Mann and Quintero, 2017)

posited that states should lead the way in private school choice Programme Expansions

since patronage is high. Other studies such as (Ceng and Peterson, 2017; Erickson, 2017;

Prothero, 2017; Suppramaniam, Kularajasingam and Sharmin, 2019 and EdChoice, 2019)

support the choice of private schools against their government‘s counterparts.

Reasons for Students’ Mobility from the Public to Private Secondary Schools in

Bayelsa and Delta States

Rose (2016); Welch, 2017; Dixon, 2018 and Lenhoff, Pogodzinski, Singer and

Cook, 2019) averred that students moved between schools for numerous reasons. Four

primary categories of a move have been recognised: Structural moves: Such moves as

occur due to school system requirements, such as moving from a primary school to an

intermediate or secondary school. Transitions prompted by residential issues or by parents

relocating work stations for any reason, or the consequence of relationship fracture, job

switch or dynamics associated with housing.

Besides, students make moves to other schools for the fear of their inability to pass

examinations without assistance and non-connivance of the examination center teachers.

The study of (Okoye and Onwuzuruoha, 2020) reported that many students in Awka South

L.G.A of Anambra State secondary school during the senior secondary certification

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examination and other external certification examinations are often disoriented by

associated strain, phobia and stress. These factors force some students to drift from the

public secondary schools to enrol in miracle centres for examination malpractices.

This finding is supported by a study (John and Gilbert, 2020) that posited some

students have abandoned their books with the mindset to engage in examination

malpractice with the hope that they can outsmart examination officials during an

examination. This is why examination fraud has been condemned; instead of learning to

get good grades, students choose to play with their time and hope to pass with the required

grades. Similarly (Jerinde, 2007) lamented that despite the conscientious and frantic efforts

of the West African Examination Council (WAEC) to curb special centres, agents,

candidates and examiners have continued unhindered in the act.

A study ‗Student exit, mobility, and attendance in Detroit‘ (Lenhoff, Pogodzinski,

Singer and Cook, 2019) posited that the issues of student exit, mobility and absenteeism

are only a manifestation of the challenges associated with managing large government

schools in urban school districts. In line with the above (Kolawole, 2019) averred that in

the Nigerian school system, numerous types of fraud are recognised. They include the

entrance examinations, the terminal and promotion examinations, junior and senior school

examinations and the diploma and degree examinations.

The Fordham Institute (2012) study supported by (Masci, Ieva, Agasisti and

Paganoni, 2016) reported a distinct class differential between voluntary and involuntary

students‘ mobility. Thomas B. Thomas B. While voluntary students‘ mobility is student or

parents‘ initiated, involuntary students‘ mobility is mandated by a school or a more

considerable agent of policy. Examples of voluntary mobility include mobility resulting

from a student‘s residential move or from the decision to seek alternate school choices.

However, students may voluntarily move to schools perceived to guarantee

examination success. The study of (Okoye and Onwuzuruoha, 2020) averred the

emergence of syndicates with innovations in fraudulent and criminal techniques for

examination malpractices across the country called the miracle centre. Earlier

(Airahuobhor, 2007) reported the emergence of seemingly very powerful but small

organizations heavy in examination malpractices that have survived the years in the face of

unhidden large-scale examination fraud. The operators of these centres gather all the

resources their clients need in their illicit escapades to fraudulently acquire good grades.

These include fiscal inducement of examination supervisors, invigilators and security

agents to cooperate with them. Most times, the syndicates are proprietors of private

secondary schools who manipulate the system for good results. These syndicates guaranty

65

success and the ease of acquiring school certificates. In some cases the candidate does not

need to be present during the examination yet gets a result; the concept of offshore student

candidature.

This explains why some students do not enrol the JSS examinations and the SSCE

in the schools they attend, especially if it was a public secondary school. Instead, they

become miracle centre candidates where they pay expensive fees to fraudulently pass the

examinations. It is evidence to note the fees paid by these moving students are by far

higher than the state schools‘ tuition and enrolment charges. The must-pass examination

centres are often unsightly with fewer certificated and poorly-paid academics yet with a

greater number of students (Okoye and Onwuzuruoha, 2020).

Igwe, Ogadi and Uche (2020) reported that the special centre adopted various

dubious means like registering a candidate and contracting another person to seat for the

examination while the registered candidate stays at home only to get a good result later.

This is referred to as ‗nonappearance‘ in the fraudulent business parlance. A candidate

may also register, sit for the examination himself or herself but would be aided by

machinery in the examination halls. These miracle centres are patronized by many

Many of these centres tend to organise teaching and learning activities in order to

assist students with deficiencies in some subject areas but, on the contrary, aid and abate

examination malpractice with impunity. They are found all over Nigeria. These centres

offer a better alternative to the conventional educational centres as they possess the magic

wand to fraudulently pass examinations. While some call them a tutorial centre, others call

them the Agency for Mass Education Special Centre; yet for others who had experienced

the wonders of this learning centre, they simply prefer to call them the 'miracle centre.

Their motive, according to them, is to help advance the course of learning even though

they are a big-time academic business centre (Igwe, Ogadi and Uche, 2020).

The Influence of Teachers’ Demographic Factors: Age, Sex and Marital Status on

Teachers’ Transfers

The literature has some support for age, marital status and sex as significant factors

of teacher transfer. Both extinct and extant pieces of research contain some empirical

evidence as to the role of age and sex in transferring schools by teachers. The factors that

predict teachers‘ transfer decisions are conventionally studied using surveys asking

teachers to rate their preferences or through qualitative methods. Adaptive Conjoint

Analysis (ACA) survey design has currently been adopted from the field of marketing for

in-depth comprehension of teachers‘ transfers decision making (Robinson, 2012).

66

Koopman, Thurlings and den Brok (2017) study examined different teacher

characteristics for which influence student proficiency development regarding fractions in

Grade 5 of Dutch primary education factors influencing students‘ proficiency development

in the fraction domain: the role of teacher cognition and behaviour. Student fraction

proficiency was examined simultaneously using multilevel analyses. The analysis revealed

that teachers‘ age and experience in the superior grades, their pedagogical content

knowledge and the degree of student participation in their lessons yielded beneficial

effects.

Therefore, students must not be separated from their teachers abruptly. However,

the report did not indicate any connection between demographics like age, sex and

teachers. Another study (Wei, Zhoue and Liu, 2020) reported that a male teacher was

likely to transfer once more than a female one. Single teachers and low-certificated

teachers are less likely to transfer more than once than their counterparts.

Carver-Thomas and Darling-Hammond (2019) study ‗the trouble with teacher

transfer: How teachers‘ attrition affects students and schools,‘ reported teacher

characteristics such as teacher age as expected is related to resignation rates, with the

youngest and most senior categories of teachers enjoying higher rates than those who were

mid-career. After controlling for age, experience levels did not have an effect on the exit.

With controls for other student and teacher characteristics, the teacher‘s race did not

influence exit. This is in line with the report of (Kumar and Arora, 2012) who found that

the rate of attrition among young professionals (20-25 years) is exceptionally high with the

following reasons: slow rate of career growth, terrible relationship with colleagues,

seniors, supervisors, work-life imbalance, taking up higher studies, etc.

The policy briefs of Fuller, Pendola and Young (2018) did not include any

relationship between a teacher‘s age and sex on mobility. Extant researches (Grissom,

Viano and Selin, 2015: U.S. Department of Education, 2016 and Podgursky, Ehlert,

Lindsay and Wan 2016) did not report a relationship between age and sex on teachers‘

attrition. The research (Henry and Redding, 2018) entitled ‗The state of racial diverse

workforce‘ did not detect any relationship between teacher age and sex and teacher

transfer. However (Lynch, Worth, Bamford and Wespieser, 2016) study entitled 'retaining

working-age teachers is becoming harder' found until 2015 the proportion of teachers

quitting for reasons other than compulsory retirement increased by two percent from six

percent. The trade-off is balanced in the number of teachers retiring.

Luschei and Chudgar (2017) examined the gender difference for the connection

between initial job placement and teacher mobility. They found no differences between

67

female and male teachers in the likelihood to transfer schools and the frequency. For

reasons for transfer, generally, male teachers were less likely to apply for transfer

themselves when their first job placements were outside their home districts. However, for

the sake of family, male teachers seek transfers more relative to their female counterparts.

The marginal propensity to seek transfers falls with years of service (Sutcher,

Darling-Hammond and Carver-Thomas, 2016) and (Elfers, Plecki and Van Windekens,

2017) study averred that novice teachers (0-4 years of experience) and veteran teachers (25

or more years of experience) stay in their schools at more moderate rates (47% and 48%,

respectively) than moderately experienced teachers 60%, and those with about 15-14 years

of experience 64%. Elfers et al (2017) used administrative data set to investigate

demographic information about teachers over the last 20 years. The study examined

mobility and retention trends over time to resolve the issue ―what variables consistently

explain teachers‘ retention and mobility patterns in Washington State.‘ High school

teachers were reported as being more marginally prone to regional transfers and rarely

resign the job or move out of the district than transient teachers serving as auxiliary.

It is reasonable to think that while more junior teachers may want to look

elsewhere for better job offers, the more senior teachers may have given up on seeking

other jobs. The age distributions between teachers missing from the census and all teachers

from the TPS in 2010 and 2015 were similar, except teachers in primary and secondary

schools in 2015 where missing teachers possess a slightly more elderly population (U K.

Department for Education, 2017). The teaching and Learning International Survey (2018)

showed that in 2018, 68% of all teachers are female across the OECD countries and over

half the teachers are women in all participating countries and economies but Japan. Studies

have not reported a balance in gender proportion among teachers in Latvia, where some

90% of teachers are female. In Israel, Italy and some Balkans and Baltic region states,

Central Asia and Eastern Europe, where over 75% of teachers are females (TALIS, 2018).

The study did not report female gender-motivated transfer.

TALIS (2018) report further suggested that the patterns of teachers‘ gender

proportion have remained reasonably stable over time with negligible discrepancy for most

states and economies. The ration of women tutors to men has surged in Croatia, Japan and

Romania since 2013. Portugal, Australia, Mexico, Malta, Austria, Iceland, Norway and

Spain ever since 2008 have also recorded surges in female tutors‘ composition by at least 2

percentage points. On the contrary, the gender frequency of tutors has leveled up in

Finland, Bulgaria and Brazil since 2013. The study of (Wei, Zhou and Liu, 2020) reported

that among teachers who have switched at least once, local teachers tended to stay at their

68

first school longer than non-local teachers. Their analysis indicated that although the non-

local teachers were not more likely to move schools within the first 5 years of a teaching

career, they tended to teach at the first school for a shorter period.

The Pattern of Students’ Mobility between Public and Private Secondary Schools

Not so much interest and attention has been directed at students‘ mobility in

developing countries relative to that paid to students‘ mobility in advanced nations like the

US and Britain. However, some studies in Africa focused on student change of school. For

example, there are reports of students school switching in Uganda, Malawi and Kenya

(Taniguchi, 2017). In Kenya, the number of students switching schools and especially to

private primary schools grew from 4.8% in 2004 to 12.2% in 2007 (Nishimura and

Yamano, 2008). In Uganda, the number of students that switched schools grew to 67.8%

and 55.5%, respectively, of Grade 3 and 6 students. Students who have transited more than

once were not less than 39.0%. Those who transited more than two times were 34.7%

(Taniguchi, 2015).

Secondary School Students‘ Mobility does not seem to be strongly related to

family income and socioeconomic status, but it does appear to be related to family

structure: families without both biological parents have experienced increased school

churn. Most of the reasons for school churn have been linked with the students themselves,

low school performance (grade point average), behaviour problems, absenteeism, and

reduced academic expectations all predicting factors. High density colleges with many

vulnerable and deprived students have negligible rates of mobility even after accounting

for the differences in student factors, while colleges and grammar schools with higher

teacher salaries and better teachers have lowered mobility than other schools (Taniguchi,

2017).

Students‘ mobility may be voluntary, in which case it may be a student or family

initiated. The student may decide on the choice of the school. Parents or family relocation

may cause a switch of schools, then it is involuntary. The second scenario involves parents

and compulsory mobility. This may be a compulsory move arising from family relocation

occasioned by a job loss, loss of home, relocation for any reason such as a student

changing school because of the death of parents or guardian, divorce, foster, incarceration,

and from the school‘s angle; school closure, overcrowding, and disciplinary actions like

expulsions (Rumberger, 2015).

At the beginning of every academic session, most government secondary schools

experience students‘ mobility more than at any other time of the academic session

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(Onyedinefu, 2019). This, however, seems to be occasioned by many factors. First, no

parents desire their children and or wards to study in a school wanting of teachers since

research has established the performance of learners is primarily a function of the quality

and quantity of the learner‘s teachers (Fuller, Young and Pandola, 2018). Secondly, those

who could not pass the certification examination at the seating constitute a fraction of the

bulk of people enrolling for either the WASSCE or NECO Examination whether private or

otherwise. Thirdly, parents are traditionally not in support of their children and wards

moving schools midway into the term.

The research literature suggests that switching schools can hurt a child and

adolescent development by truncating and undermining existing relationships with the

school community, thereby affecting a student‘s learning. The worst outcomes reflect in

tutorial gain measures and tests gains, including high school successful finishing with

fewer consistent reports on the scholars‘ attitude (Welsh, 2017).

In the USA (O‘Donnell and Gazos, 2010) executive summary entitled ‗A

Revolving Door: Challenges and Solutions to Educating Mobile Students‘ reported that in

the 2008–2009 school years, 101,013 students statewide moved in or out of the school a

minimum of once, making the statewide mobility rate approximately 10 percent.

Consistent with the research, students‘ mobility in Massachusetts affected disadvantaged

students more than other groups. Quite half (53.1%) of scholars who moved schools were

classified as low-income. Nearly 1/4, (24.1 percent) were students with exceptional needs

and about 16 percent had issues with the English language. Hispanic and African

American students also made up a more sizable share of the mobile student population

than of the overall student population. From 2008 to 2009, 14.3% of all students were

Hispanic and 8.2 percent were African Americans, while these two groups made up 28.6

percent and 15.6 percent of the mobile student population, respectively.

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Teachers’ Attrition, Transfers and Students’ Mobility to Private Secondary Schools

Contemporary educational managers postulated that unsatisfactory academic

performance was the result of failure to adequately fill classes with effective teachers. The

issue of workers also holds that this challenge is due to inadequate teachers. This, in turn,

is mainly caused by the ongoing upsurge in teachers‘ resignation rate and low level of

students enrolments (Tsai and Yang, 2015; Jones, 2016 and Garcia and Weiss, 2019).

Hirschfeld (2016); Li and Konstantopoulos (2017); Filges, Sonne-Schmidt and

Nielsen (2018) and the UNESCO (2018) independent empirical studies confirmed that

inadequate teachers during a school session or term remains a formidable challenge and

there is the necessity to retain enough teachers for learners based on the fact that the

availability of teachers in a school determines the teacher-student ration. The research

studies have also found a nexus between the size of a class and improved student academic

performance. Online learning research studies have highlighted the importance of contacts

(between students and the teacher and with the content) and its beneficial influence on

student academic performance (Kurucay and Inan, 2017). Contact between and among

teachers and learners strengthen collegiality (Luo, Zhang and Qi, 2017) and, consequently,

a sense of cohesion.

Also, other researchers like (Nandrup, 2015; Watson, Handal and Maher, 2016 and

Leuven and Løkken, 2017) gathered a body of evidence that those teachers available

during a school term determines the size of its classes and students' academic performance.

Size matters if students must experience optimal learning in classes across schools

(Wekesa, Simatwa and Okwach, 2016). The smaller the dimension of its classes, the better

it is for the learner (Li and Konstantopoulos, 2017).

Granted the aforementioned, it is both cognitive and intellectual to infer that

students of schools with inadequate teacher populations are vulnerable to move schools as

they are sure having problems with the enhancement of subject knowledge based on large

class sizes. Research reports confirm that teachers matter of school-related variables.

Teachers wield the best preponderance influence on students reading and mathematics

proficiency estimated to be up to three times the effect of all other school factors and

variables whether it is leadership, school services, environment, facilities and amenities

(Cowana and Goldhaber, 2018).

Ajayi, Audu and Ajayi (2017) study examined a sample of 128 senior secondary

school teachers from 16 purposely selected secondary schools out of a population of 4529

senior secondary teachers was used for the study. The study revealed that class size had a

huge influence on senior secondary classroom discipline, engagement and communication.

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Similarly, Adimonyemma, Akachukwu and Igboabuchi (2018) study ‗Impact of

Class Size on Students‘ Academic Performance in Biology‘ reported that in Nigeria, the

school class unit size is fast becoming overly large and unmanageable, putting teachers in

an impossible position of giving the individual student the required attention. This has

deprived state school students of the teacher's eye contact within the students‘ class. Where

it nonetheless exists, it has been drastically reduced that some poorly motivated students

can easily form a variety of committees at the rear of the class as teaching is ongoing to

engage in non-school and non-academic discussions. Teachers fear incessant home works

and assignments stemming from the staggering number of books and papers to mark and

record. Under the above condition, it is apparent that parents' propensity to contemplate

and switch or move schools regardless of the time and period of the term is heightened.

Similarly, Obiakor and Oguejioffor (2020) study sought to look at the influence of

classroom size on the academic outcome of secondary school students in Enugu State. The

study obtained data from seven hundred and sixty-one (761) state secondary academy

teachers in Enugu North Local Government Area. The information was analyzed and

interpreted. The findings include that enormous class-size contributes to poor academic

performance; it results in poor teaching, inadequate instructional materials and teacher

difficulty to point out the scholars who are following up and doing with insufficient

instructional materials. Finally, these cause poor academic outcomes.

The aforesaid shows those teachers are comparatively briefly supplied to students.

Some research suggests that, compared with teachers, individual and family characteristics

may exert four to eight times the impact on student achievement. However, policy

discussions focus on teachers because it is arguably easier for public policy to reinforce

teaching than to vary students' personal characteristics or family circumstances (Hansson

and Gustafsson, 2020).

Coenen, Cornelisz, Groot, Maassen van den Brink and Van Klaveren (2017) study

―Teacher Characteristics and Their Effects on Student Test Scores: A Scientific System

Review,‖ noted that teachers are both crucial critical and indispensable to students learning

and there are attempts by many empirical studies to elucidate the differentials in student

performance by evaluating the impact of particular teacher characteristics without

systematic review for over a decade. The study gave an up‐to‐date review, with supportive

empirical findings from several countries and distinguishing between acquired and socio-

demographic teacher characteristics that certification and mastery of disciplinary subject

matter and not general teacher certifications, are positively associated with students

performance and particularly so for Master's degrees in mathematics and science.

72

Moreover, teacher experience contributes to student test scores throughout a teacher's

career, rather than the earliest few years.

The workload has presented over the years as a prominent factor of teachers‘

attrition. The fewer the present teachers in a school, are the heavier the workload for the

teachers Consistent with (David, Albert and Vizmanos, 2019), in the Philippines, two

teachers were reported to have taken their lives (suicide) as a result of workload pressure

(Meteo, 2018). Following the sad occurrence of the death of two state school tutors in

2018, the Department of Education vowed to scale back the workload of teachers. Within

the Philippines, teachers' workload appears to be terrible. Outside the traditional six hours

(at 8 am – 2 pm) daily mandatory classroom instruction time, teachers work extends to

other non-teaching tasks. Given the challenging workload, effective instruction or teaching

time is increasingly abandoned by the plurality and concourse of other roles and duties

teachers perform. The heavy workload could initiate a quit or a transfer among teachers,

especially the newly employed teachers.

Carver-Thomas and Darling-Hammond (2017) analytical study concluded from the

2012 Schools and Staffing Survey and the 2013 Teacher Follow-up Survey that the

severity of quits with replacements varies markedly across the country: Teacher quit rates

are highest in the South to some 16.7%. The Northeast of the USA experiences some

10.3% attrition. Where states tend to offer higher pay, support more compact class sizes,

and make greater investments in education. Exit rates are higher for Title I school teachers

serving in poor schools.

Welsh (2017) study entitled ‗School Hopscotch: A Comprehensive Review of K-12

Student USA student transience review of contemporary literature of K-12 student churn

reported that students‘ mobility is widespread with significant policy implication. The

examination revealed that churning schools were related to a negative influence on

students' academic outcomes; however, transferring to higher-quality schools may offset

and outweigh the churning costs of relocating schools.

Henry and Redding (2018) enquiry for quit the consequences for early school quit:

The effects of within the year and end of the year teacher exit used North Carolina

administrative data that separated classroom teacher exit during the school year from the

end of the year quit. The study submitted that students who lost their teachers during the

school year had significantly lower test scores than those students whose teachers stayed.

Moreover, midsection teacher exit leads to underperformance. At the end of the session,

the teacher quit appears to exert unimportant consequences on the outcome. The

detrimental results of within-session teacher exit cannot be explained by other extraneous

73

outcomes or the quality of quitting teachers. Deserting teachers between December and

April unleash a catastrophic outcome on performance. However, these vary with schools

and subjects.

Researchers and policymakers commonly measure teacher exit using an annual quit

rate. While this measure can be helpful in flagging schools that have experienced recent

staff transfer, it does not describe whether schools may be suffering from temporary (or

even healthy) exit or whether they have struggled with deeper transfer problems for years.

Longer run steps help illuminate the nuances and severity of the transfer problems that

schools face over time (Holme, Jabbar, Germain and Dining, 2018).

Coenen, Cornelisz, Groot, Maassen van den Brink and Van Klaveren (2017) study

―Teacher Characteristics and Their Effects on Student Test Scores: A Scientific System

Review,‖ noted that teachers are both crucial critical and indispensable to students learning

and there are attempts by many empirical studies to elucidate the differentials in student

performance by evaluating the impact of particular teacher characteristics without

systematic review for over a decade. The study gave an up‐to‐date review, with supportive

empirical findings from several countries and distinguishing between acquired and socio-

demographic teacher characteristics that certification and mastery of disciplinary subject

matter and not general teacher certifications, are positively associated with students

performance and particularly so for Master's degrees in mathematics and science.

Moreover, teacher experience contributes to student test scores throughout a teacher's

career, rather than the earliest few years.

The workload has presented over the years as a prominent factor of teachers‘

attrition. The fewer the present teachers in a school, are the heavier the workload for the

teachers Consistent with (David, Albert and Vizmanos, 2019), in the Philippines, two

teachers were reported to have taken their lives (suicide) as a result of workload pressure

(Meteo, 2018). Following the sad occurrence of the death of two state school tutors in

2018, the Department of Education vowed to scale back the workload of teachers. Within

the Philippines, teachers' workload appears to be terrible. Outside the traditional six hours

(at 8 am – 2 pm) daily mandatory classroom instruction time, teachers work extends to

other non-teaching tasks. Given the challenging workload, effective instruction or teaching

time is increasingly abandoned by the plurality and concourse of other roles and duties

teachers perform. The heavy workload could initiate a quit or a transfer among teachers,

especially the newly employed teachers.

Carver-Thomas and Darling-Hammond (2017) analytical study concluded from the

2012 Schools and Staffing Survey and the 2013 Teacher Follow-up Survey that the

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severity of quits with replacements varies markedly across the country: Teacher quit rates

are highest in the South to some 16.7%. The Northeast of the USA experiences some

10.3% attrition. Where states tend to offer higher pay, support more compact class sizes,

and make greater investments in education. Exit rates are higher for Title I school teachers

serving in poor schools.

Welsh (2017) study entitled ‗School Hopscotch: A Comprehensive Review of K-12

Student USA student transience review of contemporary literature of K-12 student churn

reported that students‘ mobility is widespread with significant policy implication. The

examination revealed that churning schools were related to a negative influence on

students' academic outcomes; however, transferring to higher-quality schools may offset

and outweigh the churning costs of relocating schools.

Henry and Redding (2018) enquiry for quit the consequences for early school quit:

The effects of within the year and end of the year teacher exit used North Carolina

administrative data that separated classroom teacher exit during the school year from the

end of the year quit. The study submitted that students who lost their teachers during the

school year had significantly lower test scores than those students whose teachers stayed.

Moreover, midsection teacher exit leads to underperformance. At the end of the session,

the teacher quit appears to exert unimportant consequences on the outcome. The


outcomes or the quality of quitting teachers. Deserting teachers between December and

April unleash a catastrophic outcome on performance. However, these vary with schools

and subjects.

Researchers and policymakers commonly measure teacher exit using an annual quit

rate. While this measure can be helpful in flagging schools that have experienced recent

staff transfer, it does not describe whether schools may be suffering from temporary (or

even healthy) exit or whether they have struggled with deeper transfer problems for years.

Longer run steps help illuminate the nuances and severity of the transfer problems that

schools face over time (Holme, Jabbar, Germain and Dining, 2018).

Amadi and Ezeugo (2017) study ‗Physical Resources Availability and the

Academic Performance of Students in the Universal Basic Education Scheme, Rivers

State‘ revealed that both students and teachers need facilities such as good buildings,

libraries, classrooms, laboratories, good water supply, toilet facilities, security, etc., for

teaching and learning to take place. Regrettably, education facilities at all levels of public

learning institutions are in terrible shape; schools are littered with battered structures;

worn-out equipment (where they are available); rickety and unserviceable vehicles;

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raggedly classroom buildings; overcrowded classrooms; inadequate manpower in quantity

and quality; instability in the academic calendar owing to strikes; exceptionally low

teacher (staff) morale due to poor remuneration and working conditions as earlier reported

by (Undie and Nike, 2016) in a study ‗Teachers class size, job satisfaction and morale in

Cross River State secondary schools, Nigeria.

In support of the foregoing, the World Bank‘s World Development Report (WDR,

2018) entitled ―Learning to Realize Education‘s Promise‖ reported that education is a

fundamental way to achieve development and growth. Therefore, it is important and

necessary to structure school infrastructure to maximise the availability and efficiency of

the education provided. The report averred that education innate benefits are realized if

education policies are evidence-based and targeted properly focused on high-quality.

The study of Okafor, Maina, Stephen and Ohambele (2016) the ‗Impact of School

Environments on Academic Performance: Feedback from Senior Secondary School

Students,‘ revealed the performance of students would be better if the learning milieu is

made adequately comfortable as per facilities such as schoolrooms and conveniences. The

report presented good indoor air quality, visual comfort and adequate space as

determinants of good learning environments. Unfortunately, these are not in most state

secondary schools.

Contrarily, Wunti, Hafsat and Igbagi (2017) studied ‗the impact school facilities

have on academic achievement of students in Senior Secondary Schools in Bauchi State,

Nigeria,‘ did not find a statistically relevant connection in the areas of school plant and

facilities and student academic achievement. This may be because the study did not use

sufficient contrasting samples and subjects. Contrary to the studies of (Chowa, Masa,

Ramos and Ansong, 2015 and Wunti, Hafsat and Igbaji, 2017), the study of (Ahmodu,

Lateef and Sheu, 2018) examined the relationship between amenities, facilities and

scholars‘ tutorial outcome in Oshodi-Isolo, Lagos State. The finding was that facilities and

their components were connected to students‘ academic outcomes and performance.

Ezike (2018) study on how the classroom milieu influences tutorial interest as it

relates to tutorial gains in senior secondary chemistry in Ibadan, Oyo State found the

classroom environment to be a primary force capable of influencing the tutorial outcome

of scholars. The schoolroom environment has the potential to dictate the level of interest,

motivation and subsequent commitment in any activity and students‘ academic interest

was found to be equally crucial and critical since it positively affects achievement. While

most public secondary schools located in urban areas have a proper and conducive

environment for learning, most located in rural areas are not.

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A study ‗Student exit, mobility, and attendance in Detroit‘ (Lenhoff, Pogodzinski,

Singer and Cook, 2019) posited that the issues of student exit, mobility and absenteeism

are only a devolution of the challenges linked with administering state secondary

education facilities in large-size urban districts. Endogenous factors show special

confronting issues in Detroit. For example, Detroit gave a whopping 17% as the recorded

rate for all resident students schools switched between 2016-17 and 2017-18, when they

could have stayed at their previous school. On average, school moves are detrimental to

students‘ academic and social outcomes, and they negatively affect other students.

A critical finding is that students experiencing high teachers‘ transfers do less well

in their end of school exams (Gerritsen, Plug and Webbink, 2017) study ‗Teacher Quality

and Student Achievement: Evidence from a Sample of Dutch Twins.‘ The enquiry

indicated test scores of all students were better with teacher experience; teacher experience

also counts for student performance after the beginning years in the job; the teacher

experience effect is most crucial and conspicuous in earlier years..

The aforementioned effects are incomparable to the ambient effects of quit on other

dimensions of the school systems that have been examined in line with the externalities

from the exit of students in schools (Gibbons and Telhaj, 2016). Also (Gibbons, Silva and

Weinhardt, 2015) study reported a body of evidence supporting teachers employment and

quitting the classroom counts, but it is not more disruptive to teaching and learning than

exit between and among students‘ peers. The teacher quit rubs students of their required

services and benefits. This causes parents to contemplate and approve their mobility to

private schools.

Cook-Harvey, Darling-Hammond, Flook, Barron and Osher (2020) study on the

effect for college and classroom practices of an incipient and nascent general agreement on

the techniques of learning and development, analyzed and interpreted evidence from the

learning and teaching of the sciences and a number of other branches of academic research

on well examined and scrutinize steps in favour of the link and learning chances required

to step up learners‘ academic health and well-being. In addition, they reviewed studies

regarding practices that can encourage educators to answer back to learner‘s idiosyncratic

peculiarities, address challenges, and assist resiliency. The study concluded that good

schooling allows for continuity in relationships, consistency in practices, and predictability

in routines that reduce anxiety and support engaged learning; relational trust and respect

between and among staff, students and parents. A system wherein teachers are inadequate

and are frequently transferred cannot guarantee meaningful learning. Learners in this

condition are prone to seek transfers to other schools.

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Many parents move their children and wards. Students‘ mobility is common and

mostly abrupt. Many students make one or more not promotional switches of schools

before graduating. They do so for multiple reasons. School switches most often arise from

parents. Transferred parents may move with their families as many times as they are

transferred. Such transfers may be voluntary (for example, changing jobs or relocating to

better accommodation) or involuntary (for example, eviction or a family disjunction such

as a separation). However, schools can also initiate school changes, such as when students

are expelled or when schools are closed (Welch, 2017).

Erickson (2018) and EdChoice (2019) studies found that most parents favour

private secondary schools citing a better learning environment, better education, smaller

class sizes, more individual attention, religious education and better preparation for college

as main reasons (Moja, 2000) study for the World Bank titled ‗Nigeria Education Sector

Analysis: An Analytical Synthesis of Performance and Main Issues‘ found that the existing

school buildings are enduring decay caused by neglect of maintenance and repair. The

present conditions of buildings impact negatively on the standard of education offered.

Such conditions have encouraged a brain drain of teaching and administrative personnel

out of the education professionals. The ramshackle school surroundings lead to the high

dropout of learners from school. The fund needed for new buildings is high, and the

projected cost of rehabilitating existing infrastructure is even higher. The need for the

provision of adequate education facilities at all levels of education is urgent.

Rhinesmith (2017) study entitled ‗A Review of the Research on Parent

Satisfaction: Private School Choice Programs' analysis showed that guardians with parents

who choose private schools were more satisfied with their children's schools. Higher

satisfaction for folks with children in privately run schools was reported. School selection

process studies show that private secondary school facility choice is primarily a function of

socio-economic factors like race and income (Sattin-Bajaj, 2015). On what factors

influence the selection of privately owned schools for youngsters (Choi, Moon and Ridder,

2017) research, ‗Within-District School Lotteries, District Selection and Average Partial

Effects of School Inputs‘ and (Suppramaniam, Kularajasingam and Sharmin, 2019) study

entitled ‗Factors Influencing Parents Decision in Selecting Private Schools in Chittagong

City, Bangladesh,‘ supports school popularity, school quality, future option and parents‘

income levels have a link with private schools selection but parents‘ educational levels is

not connected with private secondary school facilities selection.

A preponderance of studies reported that the private schools outperformed public

secondary schools in spite of the government‘s deliberate efforts to enhance the standard

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of state secondary schools (World Health Organization, 2015 and Rong‘uno, 2017)

studies. The study of (Bonsu, 2016) in Ghana reported that non-public schools were better

funded and so were prone to better academic results as shown by Junior High School

students‘ results compared to their counterpart state secondary schools. The research also

reaffirmed most parents leaving above the average constitute the bulk of their patronage

holding on to student-teacher ratio, accreditation, curriculum and courses, college

acceptance rate, religious instruction and standardized test results. Also, public schools

have better-qualified teachers who are less motivated and more dissatisfied. The research

acknowledges the need to sustain the interest of teachers in the work.

The empirical report (Bukari and Abra, 2017) showed that senior secondary

scholars outperformed their counterparts in economics. Also, there was a statistic mean

performance disparity of students in economics between high school students of the state

and private schools. The state secondary school facilities have better structures and better-

furnished libraries than their private counterparts. State secondary school tutors are more

extrinsically motivated. Teaching and learning materials in most private secondary schools

were rarely used in senior secondary schools.

Kalagbor (2016) reaffirmed private secondary school teachers are supervised more

efficacious than those of state secondary institutions because the teachers are directly and

promptly checked and monitored by their respective principals and proprietors to enhance

student‘s academic performance and teacher service delivery. Teachers‘ absence in private

secondary schools may be intolerable. In state secondary schools, teachers could decide to

be absent from school even without permissions.

According to a research study (Dixon, 2018), students move between schools for

varying reasons and the effects of the move may differ consistently with the rationale. Four

primary categories of a move are distinguished: Structural moves, such moves that occur

due to establishment requirements, like moving from a primary school to an intermediate

one. Transitions prompted by residential issues or by parents relocating for any reason may

have been the consequence of relationship fracture, job switch or negative dynamics

related to housing; ‗Strategic‘ moves include that caused by parents, seeking better

learning institution or match for his or her children and moves resulting from a child‘s

misconduct, such as a new school enrolment following an expulsion.

In its broadest definition, students‘ school mobility describes a transfer of an

academic institute or a learning facility. The literature addressing students‘ mobility

employs different terminology to explain such movements. Student shuttle, attrition,

retention, dropout, school switches, exits, and entrances are all terms applied to denote

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students‘ movement to and from a learning facility. Some studies employ one or more of

these terms additionally to, or rather than the term ―mobility‖ to describe the phenomenon.

These differences in nomenclature are frequently linked to variation in how mobility is

defined and operated. In most studies, the broad definition of students‘ mobility provided

above is tailored to the particularities of a given study (Dixon, 2018).

Structural and non-structural mobility is about the common distinction researchers

make when studying students‘ mobility. Structural mobility occurs when a student

completes the terminal grade at his or her school and must, therefore, advance to a special

school that serves a higher grade level. A satisfactory general definition of nonstructural or

no promotional, mobility is presented by (Thomas B. Fordham Institute 2012).

Nonstructural students‘ mobility is the phenomenon of students in grades K–12 changing

schools aside from the customary and conventional promotion from elementary school to

middle school or from middle to high school.

The Fordham Institute (2012) averred that students‘ mobility may be structural; a

feature of the way schooling is organised. Thomas B. This movement is not of interest in

studies of mobility. Researchers are often curious about studying non-structural mobility

rather than examining the built into the institutional structure of the education system. This

sort of mobility is more directly influenced by the behaviour and quality of the learners. It

is connected to other outcomes of interest.

Another key distinction as opined by the Thomas B. Fordham Institute (2012)

study and supported by (Masci, Ieva, Agasisti and Paganoni, 2016) study is that there is a

distinct class differential between voluntary and involuntary students‘ mobility. Voluntary

students‘ mobility is instigated by a student and his or her family. Involuntary students‘

mobility is mandated by a school or a more considerable agent of policy. Examples of

voluntary mobility include mobility that results from a student‘s residential move or from

the decision to seek alternate schooling choices.

Mobility that is occasioned by expulsion or the closure of a school would be

examples of involuntary mobility. Involuntary mobility does not give students and their

parents the privilege to remain in their schools. Structural mobility is unavoidably

involuntary, while non-structural mobility may be either voluntary or involuntary (Dauter

and Fuller, 2011 and Thomas B. Fordham Institute, 2012). Strategic and reactive mobility

forms a further distinction between types of mobility. When families initiate students‘

mobility (that is, make a voluntary move), these school changes can be either strategic or

reactive (Dauter and Fuller, 2011 and Dixon, 2019).

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Strategic moves are those school changes motivated by a desire to seek out better

learning opportunities, e.g., mobile students who made a residential move or transferred to

a private school for higher-order academic activities. Strategic moves ought to ostensibly

result in enrolment in a school that is an improvement over the sending school in some

way, e.g., the presence of adequate teachers, academic achievement or safety deemed

important to the student and his or her family.

Reactive moves are school changes that follow from circumstances unrelated to the

pursuit of higher-quality educational options, e.g., students who made a residential move

that was necessitated by a job loss in the family or parental divorce. This form of students‘

change of school is not for improved schooling options; rather, it is for a neutral change in

school quality and less likely to lead to a positive quality change than a strategic move

(Dixon, 2019).

Rose (2016) study reported that school transfers can be stratified in accordance

with changes occurring in the student‘s life that could initiate moving schools. The extent

of additional changes occurrence is a manifestation of the level of stability of these

learners‘ lives at the time of moving schools. As the level of instability becomes

increasingly worrying, students ―arenas of comfort‖ to aid coping with school and other

challenges change.

The taxonomy of student mobility into residential and non-residential moves was

introduced by (Rumberger, 2015). However (Rose, 2016) separated non-resident moves

into those that occur without any marked change (type 1), those that occur with a change in

school operation (type 2), and those that occur with changes in the educational setting

(types 3 and 4), and residential transfers into those that occur without an unavoidable

change in a family structure (type 5) and such changes that takes place due to sudden

changes in the family structure (types 6 and 7). Types 1 and 2 occur without any change in

the child‘s social group; the remaining types occur when the child transfers alone and thus

does experience change in the social group. Types 3 and 4 occur without any change in the

child‘s residential environment but with changes in the type of educational setting; types 5,

6, and 7 occur with changes in the child‘s residential environment.

Rose (2016) study further breaks down non-residential transfers into those that

occur with no change. Type 1 is those that occur with a change in school organisation and

type 2. Those that occur with a change in an academic setting (types 3 and 4), and

residential switches without remarkable change in a family structure (type 5) and those that

takes place with marked variation in the family structure (types 6 and 7).

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A study in Detroit found that besides geographic indicators, a more considerable

number of Black students moved schools compared to Latinos or white students. Also,

transient students had lower mathematics achievement scores. Eleven (11%) of students

changed residence between school years, 44% of transiting students had changed

residence. Based on the foregoing, 56% of students that moved schools did not move in the

prior year. This suggests that, outside residential issues, parents often choose schools and

students appear to move to poor performing academies for the higher achieving without

records of long-time teacher or student absenteeism rates (Lenhoff, Pogodzinski, Singer

and Cook, 2019).

Rose (2016) study concluded that in contrast to the school changes that an entire

group of students‘ experiences together, there is an individual change. It involves changes

in a social group and school environments. A number of these ―solo‖ changes involve a

change in the educational setting such as the case when students transfer from the private

sector to the state schools and the other way round or from regular education setting to a

specialized program or school. Other personal changes may be consequent upon changes

in the student‘s residence. Residential changes can further affect other family-based

changes. A substantial portion of the considerable number of school changes is often

caused by either parents or school-starting placement decisions.

Parent-initiated transfers occur when families remain at the one residence, but their

children transfer to schools (e.g., private schools or public magnet or charter schools).

School-initiated transfers happen when school heads place learners in a different

educational setting (e.g., atypical educational placement). Institutional and parent-driven

mobility entails a scholar decision that is based on moving (with a view to improve) the

academic setting for the learner. While these students are in school and enjoy the luxury of

security and comfort of the home and neighbourhoods, there may be a differential in the

quality of the schools‘ environments (Rose, 2016).

The Selya Engel-Rebitzer, Dierker, Stephen, Rose, Coffman and Otis (2016) study

found that parents can choose to transfer their children from the public to private schools

(or vice versa) or, where local district and state policies allow, to a magnet, charter, or

other public schools. Further, parents of children at low-performing Title I schools were

provided with the option to transfer to district-designated higher-performing schools. The

available evidence suggests that there may not be any effect on achievement for students in

Title I choice as reported by the (Zimmer, Gill, Razquin, Booker and Lockwood, 2007)

study. However, there has not been much research on the impact of these kinds of transfers

on student achievement.

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According to Rose (2016) 'type 3 and 4 moves could be made on behalf of the

scholar with the aim of enhancing the scholar‘s academic milieu.‖ Although disruptive, a

change in schools can afford an important opportunity to enhance the worth of a student‘s

education. In particular, a different school may provide a new learning environment that

conforms more closely to a family‘s educational value and expectations or better

accommodates the academic needs of a specific student.

Rose (2016) and Lleras and McKillip (2017) studies found that learners

experiencing these kinds of transfers can be understood as experiencing a more drastic

change than that involved in Type 1 transfer. In addition, these students are not

transferring with a group and thus lose relationships not only with teachers but also with

peers. The academic structures and expectations at the receiving school are likely more

different from those in Type 1. The process of adapting to the new school settings is often

expected to be somewhat harder and challenging. Similarly (Welsh, 2017) study reported

that on average, school moves are harmful to individual students‘ academic and social

outcomes and that they have the potential to negatively affect other students.

Many researchers investigated the tutorial outcomes related to students‘ mobility as

it is linked to both changes in residence and changes during school. Some school mobility,

in particular, are linked to declines in academic results (Friedman-Krauss and Raver, 2015)

and a rise in behavioral challenges (McNerney, Hill and Pellicano, 2015; Salisu, Chinyio

and Suresh, 2015; Rumberger, 2015; Long, 2017 and Welsh, 2017); an increased chance

that the learner‘s educational needs could also be hidden and unattended to. The conditions

related to school mobility can limit communication between schools and parents, as well

as between school personnel who may fail to transfer and process school records timely.

Studies on mobility effects on academic aftermath reported that highly transiting

students perform poorly in school, with a high marginal propensity to repeat a grade and

not graduate (Hansson and Gustafsson, 2020). Also (Welsh, 2017) study reported that

school and residential changes cut the chances that a student would graduate by more than

half. Also (Welsh, 2017 and Hansson and Gustafsson, 2020) reported that students who

transferred more than once have a slim chance to be proficient in reading like their stable

peers. Mobile third-grade students performed less in mathematics relative to their stable

counterparts. Behavioural problems are also associated with mobile students. Mobile

students display violent attitudes and are more withdrawn than stable students.

Richard, Matthew and Andrew (2015) study entitled ‗School Choice, Students‘

mobility and School Quality: Evidence from post-Katrina New Orleans,‘ examined

students‘ mobility between and within the various sectors and school types with a

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multinomial framework. The students‘ mobility rate in post-Katrina New Orleans was

almost like those of other traditional urban school districts. The finding revealed a format

in which high-achieving students relocate to high-quality schools whereas low-achieving

students transfer to low-quality schools.

Rumberger (2015) study found that students who change elementary schools

several times are 20% more likely to exhibit violent behaviour in high school. Mobility

also affects stable students. With the entrance of a new student into a class, instruction

lesson time is often lost as teachers struggle to integrate the new student. Teachers in the

new school, without the advantage of familiarity with the students‘ patterns of

achievement and behaviours over time, may not recognise the need to refer such a student

for gifted identification. This may be particularly true if the student exhibits the declines in

achievement and behaviour often associated with moving schools, even if the declines are

temporary (Selya Engel-Rebitzer, Dierker, Stephen, Rose, Coffman and Otis 2016 and

Welsh, 2017).

The availability of motivated teachers who work hard in school helps define a

functional school. What is a school without teachers? If for any reason a school has no

teachers for the subjects offered in it, it becomes obvious it has failed. Consequently, the

students who are negatively affected by the shortage of teachers must seek refuge and

solace by moving to others that can provide the requisite teachers. Since all public schools

are owned, operated and managed by the Government who has so far and well showed

ineffectiveness, corruption, mismanagement, managerial mediocrity, gross unpardonable

and impregnable irresponsibility, then one public secondary school may not be that

different from the other. Therefore, the only available option for those not satisfied with

the public secondary school services is a private secondary school alternative.

In a seeming academic debate for and against the private schools‘ patronage

(McTighe, 2017), advocated the choice of private schools‘ against public schools in a

study entitled ‗The case for private schools after considering the school environment,

teacher and other factors. However (Powers and Potterton, 2017) countered the report of

(McTighe, 2017) in a study entitled ‗The case against private schooling.‘ It is believed that

location has a preponderance influence on the quality of private schools for obvious

reasons. An urban private school may not measure with a rural private school.

Obviously, the report is mixed on whether the private secondary schools are better

than their counterpart publics. While in some respects, they may seem better and in some

places only, in other respects, they may not be as good. The public secondary schools may

obviously be better in more aspects. It may also be true that private secondary schools may

84

never be any formidable rival to public schools. This may not be absolutely true and at all

times.

Teachers’ Compensation and Attrition

An ideal compensation practice should propel workers to double their efforts with

increased zeal and zest. This is a method of offering monetary remuneration in exchange

for work done (Jean, Ungui and Robert, 2017). It has been found that there is a

considerable nexus between compensation strategies and employee performance (Singh,

2019). For example (Inés and Pedro, 2015), reported sales personals‘ salaries system led to

a vital development on personal salesperson outcome and aggregate organisation outcome.

On the other hand (Mayson and Barret, 2016) found that an organisation is able to attract

its employee, motivate, retain and sustain the employees by offering competitive salaries

and matching remuneration. An organisation‘s growth, expansion and development are

largely a function of service matching employee compensation.

Compensation is not centered on regular workers‘ pay only but also salaries paid to

ensure employee retention. It goes above salary transcending pay limits to include other

remuneration and inducements. In this category there are gratis payments, concessions and

bonuses. In Canada, organisations reward staff direct and indirect with monetary

compensation and benefits to motivate and, ultimately, get better performances. Financial

compensation like wages, salaries, performance-related inducements are strictly

maintained in many organisations in order to sustain employees and outplay rivals (Long,

2017).

Employee compensation is both crucial and critical as it determines the prognostic

performance and consequent sustainability of the employee in the organisation whether it

be a profit or non-profit-oriented organisation. The studies (Pepra-Mensah, Adjei and

Agyei, 2017; Sutcher, Darling-Hammond and Carver, 2019; Lavdrim and Altan, 2019) are

consistent with that. The studies reported that while the most working condition variables

in the study models lacked statistically significant relationships with quit, compensation

and administrative support, significantly. The studies found that beginning teacher pay did

not predict teachers quitting in the models; however, the district‘s largest salary package

was related to teacher exit. The studies also found the absence of management support;

scant teacher salaries and remuneration-linked factors are connected to higher quit rates.

Education Week (2018) posted that macro statistics give the notion that the US has

many issues with attrition, but the reality remains at the state levels. Almost all the states

85

have issues with teachers‘ attrition which have been confirmed to be more serious in rural

areas. The report revealed that the poor pay package underlined all the cases of sparing

teacher presence. School climate, level of autonomy to teach, leadership, school funding

and benefits were cited as the next crucial to salaries. This affirms the fact that pay

increase is the one solution to teachers‘ attrition issues. Another report (Staufenberg, 2018)

averred in the school‘s weekly publication of 23 March 2018 that a 5% pay supplement for

early-career science and mathematics teachers could have avoided the increased shortages

of teachers‘ years back.

Darling-Hammond and Carver-Thomas (2019) averred that the pay package of

beginning teachers is not the reason teachers‘ resign their jobs after controlling for the size

of school class rooms, district type, and other school factors. However, the highest possible

district salary was related to teachers‘ resignation. That is, teachers who were likely to earn

more than $78,000 at the highest end of their district salary schedules (the top quintile of

teachers) had an estimated quit rate of 31% lower than those with maximum district

salaries of less than $60,000 at the bottom quintile of teachers. Teachers in districts that

offered salaries up to $72,000 to $78,000 were 20% less likely to quit than those in the

bottom quintile.

In a study conducted in Kenya, secondary school teachers were reportedly highly

discontented with every facet of their remunerations. Basic salaries, inducement and

workplace conditions largely affected teachers‘ job satisfaction (Muguongo, Muguna and

Muriithi, 2015). The report provided strong evidence supporting the connection between

salaries and workers‘ job satisfaction. Also (Sutcher, Darling-Hammond, and Carver-

Thomas, 2016) research had seen a significant and positive correlation between

compensation design and employee satisfaction. The report indicated that compensation

served an important role in staff management. It suggested, therefore, that if the design and

management of a compensation system are appropriate, employees are likely to be

motivated to give their best and shun attrition.

In some states in America, teachers take home is meagre, and that qualifies the

teachers for public benefits. Tutors who are mid-way in to the service have put in up to ten

years of service and are responsible for families of four or more were considered for

benefit programs like the Children‘s Health Insurance Program and the National School

Lunch Scheme (Boser and Straus, 2014). Following tutors scant pay, mid-career teachers

qualified for up to several benefit programmes in Arizona, Colorado, Maine, Minnesota,

Montana, North Carolina, North Dakota, and South Dakota in the year 2014, The enquiry

indicated about 1/2 of state secondary academy tutors were contented with their salaries;

86

45 percent of teachers who reported dissatisfaction offered to quit as soon as they find a

better job offer (NCESS, 2018).

Compensation management is a programme designed to maximise employee

productivity. The concept of employee benefits is treated with regard to other factors.

Several researchers (Bode, Singh and Rogan, 2015 and Cloutier, Felusiak, Hill and

Pemberton-Jones, 2015) have established that compensation and job satisfaction are

positively inter-connected. Job contention is a function of a worker‘s motivation which in

turn brings about higher job performance and organisational engagement.

Singh (2019) study also averred that compensation quality determines the hiring

and retention of employees to attain the objectives of an organization and is the basis of

involvement of individuals to reinforce the performance of employees. Employee

satisfaction is workers‘ contention with their jobs. Compensation is all the benefits and

rewards workers get for their services to the organisation (Salisu, Chinyio and Suresh,

2015). Therefore, employees will be contented (Satisfied) following an adequate

compensation for the services they offer. For most people, the pay is the primary reason

they work.

European Commission/EACEA/Eurydice (2018) reported that in the majority of

European countries, there is a clear statutory salary divide between education levels.

Primary and especially pre-primary teachers receive fewer salaries than secondary level

teachers. Within the secondary education system, secondary education teachers get higher

statutory pay than in lower secondary education. Salaries increase with increasing

education except for Western Europe where salaries are relatively poorer. In Bulgaria and

Romania, starter salary packs are about 1/3 of the EU average salary. At the highest salary

echelons, many countries with lower starting salaries fare less than the EU average

including Malta, Italy, Finland, Sweden, the United Kingdom, Norway and Iceland.

However, in 2016/17, there was a general salary upgrade for teachers in most EU

member countries. A reform in policy on remunerations brought a change in the pay

structure and scales of about 4 % or more (as against salaries in 2015/16) in Ireland and

eight other Member States from Central and Eastern Europe (specific Estonia, Bulgaria,

the Czech Republic, Hungary, Austria, Romania, Latvia and Slovakia). Collective

negotiation led to a salary surge of over 3 % in Denmark, Malta, Sweden, Iceland and

Montenegro (European Commission/EACEA/Eurydice, 2018).

Darling-Hammond and Carver-Thomas (2016) research suggested that many policy

decisions can be considered to relieve teacher shortages. Transient measures may not

resolve the predicament of empty classrooms, but they can often complicate the challenge.

87

For example, if unsuitable, ill-prepared teachers are employed, the much higher quit rates

that result in are costly. Money and time are spent on the process of replacing quitters; a

fall in student achievement in high-teacher quit schools becomes an attendant. Long-term

solutions directed at employing and retaining may relieve shortages while also prioritizing

student learning and a strong teacher workforce. For the aforesaid to be in place, the policy

should provide district incentives to raise teacher salaries statewide.

Dulay and Karadağ (2017) study on the sway of school climate on student

academic achievement performed a meta-analysis of 90 studies of a wide range of

reviewed related literature with a sample of 148,504. The analysis indicated that a school

climate had a moderate-level positive influence on a student‘s achievement, and the school

climate is determined by the leadership of the principal (Horton, 2018). The study

concludes employee engagement brings about increased performance, and an attendant

increase in output is not arguable.

The administration of schools by principals counts. A study (Sitienei, Koech and

Cheboi, 2018) entitled ‗An Empirical Analysis of Employee Engagement on Employee

Performance in Technical Institutions in Kenya‘ showed a beneficial and meaningful

association between employee involvement and employee productivity. The study

concluded that engaged teachers perform above board and discourage students‘ mobility to

other schools.

Principals are indispensable in teacher retention (Murrtedjo and Suharningsih,

2018) study entitled ‗The role of the principal in optimizing school climate in primary

schools,‘ the study of (Holme, Jabbar, Germain, and Dinning, 2018) entitled ‗Rethinking

teacher turnover: measures of teachers‘ attrition in schools‘ and (Hemphill, Richards and

Templin, 2018) study entitled ‗Personal and contextual factors related to teachers‘

experience with stress and burnout,‘ found one reason most cited for exits; dissatisfaction

with the profession. The relationship between the absolute absence of satisfaction,

inadequate satisfaction and leaving the profession has been studied elsewhere with similar

results (Kraft, Marinell and Yee, 2016 and Marinell and Yee, 2016).

Ryan, von Der, Pendergast, Saeki, Segool and Schwing (2017) study probed the

connection between quit intention and test-based accountability policy, teacher test stress

and burnout intentions.‘ The enquiry controlled for experience with data from 1,866

teachers. The investigation showed that accountability predicted significantly higher test-

stress, attrition and burnout. Greater teacher experience was significantly linked to a lower

teacher transition between schools. The findings showed across several states that greater

88

teacher quit intent and a higher teacher stress level are a function of the policy of

accountability.

The aforementioned study and that of (Rodriguez, Springer and Swain, 2018)

entitled ‗Sorting through Performance Evaluations: The Effects of Performance Evaluation

Reform on Teachers‘ attrition and Mobility‘ established the link between test stewardship

practice, teacher test stress, burnout and quit intents with data and structural equation

models. They reported that test accountability policies may account for the higher teacher

stress records and quit intent.

Von der Embse, Nathaniel and Pendergast, Laura and Segool, Natasha and Saeki,

Elina and Ryan, Shannon (2016) study entitled ‗The influence of test-based accountability

policy on school climate and teacher stress across four states,‘ examined the relationship

between teacher test stress accountability and school climate in four states of the United

States. Structural data analysis of 6,428 tutors shows higher stewardship strain predicts

stress surges in the environment, curriculum-related tension, teacher tension in general,

and teacher strains specific to testing. Pressures build up with more negative intra student

relationships connected to cumulative teacher strains and stresses. The study averred test-

based accountability programmes are not favourably linked with school conditions and

teacher pressure and strains.

Jonyo and Jonyo (2017) in a conceptual paper titled ‗Teacher Management:

Emerging Issues in Kenya,‘ assessed emerging issues on tutors management in Kenya. The

review focused on the Act establishing the commission of teacher‘s service in the

constitution of Kenyan, 2010; its transformation into an independent commission and the

implication of its improved mandate. The review found a concatenation of emerging

education challenges like teacher inadequacy, teacher conduct and provision of qualitative

education, professionalizing teaching, litigation, teacher performance, information,

promotion of teachers, communication and technology-driven HIV and AIDS,

management, industrial disputes, and promotion of teachers into leadership positions.

The primary school teachers‘ association of New Zealand‘s (NZPPTA, 2016)

narrative is not different. It averred the secondary school teacher supply discount reflected

the non-financial benefits or disadvantages of the job. It recognised salaries alternatives

expected in jobs outside teaching in exchange for non-financial benefits perceived to be

part of teaching. In a job with a high vocational component, employees will be willing to

forego salaries they could earn in the other sectors. Teacher pay also fared very poor in the

international scene. American teachers worked more hours than teachers in some Member

89

Countries of the (OECD) countries but receive less pay relative to other educated workers

at par with them (OECD, 2017).

In line with the above, the (NZPPTA, 2016) Secondary school teacher supply

report submitted that the factors affecting the rate of teacher discount in the profession

among secondary school teachers included the heavy workload, large class sizes, job-

related stress, teacher morale, health issues, student-teacher rapport, support, societal

value, job satisfaction, work-life balance and employee security. Quit may be a critical

integral of recruitment and retention for teachers of subject areas with fewer teachers.

Non-financial factors, along with the economic choices made by teachers, interact to

determine how many teachers continue to make themselves, available to schools each year.

Carver-Thomas and Darling-Hammond (2017) research study reported most

teachers often cite dissatisfaction as a critically significant reason for resigning from the

profession. The most occurred area of dissatisfaction shown by voluntary quitters in 2012–

13 was tests and accountability records (25%), followed by unhappiness with the school

management (21%) and dissatisfaction with the teaching job (21%), which could have

been a factor of many variables. Some of these teachers may be among those who left to

pursue another job (31%) and those who left for financial reasons (13%) as teachers could

cite multiple reasons for leaving.

The second largest bulk of quitters consist of tutors who left for personal reasons or

family. This includes moving to a more conveniently located job or accommodation,

health reasons and caring for family members. A research study had reported the stress of

the heavy workload and no support of teachers remains the primary predictor of teacher

exit of the profession much faster than they can be replaced in England. However, schools

with dwindling budgets that are facing inflation may not improve the welfare condition of

teachers (Carver-Thomas and Darling-Hammond, 2017).

The findings of (Stanley, 2018) study entitled ‗Teachers are at breaking point. It's

time to push wellbeing up the agenda‘ supported the stress factor. Teachers seeking mental

health support have risen by 35% in the past 12 months. Many of them are in crisis. This is

also supported by (Tapper, 2018) paper entitled ‗burned out: why are so many teachers

quitting or off sick with stress? Between April 2017 and March 2018, there was a 35%

surge of support seeking teachers from to 3,136 from 2,321. Teachers are struggling with

the task of greater accountability, increasing testing culture and workload. The study noted

that growth in demand for mental health support underlines the 2017 health survey in

which a third of education professionals said their job had made them feel stressed most or

all of the time in the past few weeks, compared to a paltry 18% of the UK workforce. A

90

staggering 53% had also contemplated leaving teaching within the past two years under

health pressures.

Geiger and Pivovarova (2018) policy brief reported the causes of a teacher quit

worldwide include poor salaries, poor teacher preparation programmes, a massive

workload and poor service conditions. Qualitative and quantitative public schools‘

teachers‘ data analysis and working conditions survey reports were used to determine the

link between quit patterns, perceived working conditions at their schools and the

characteristics of their employers‘ schools.

It is obvious that private school operators, whether pre-primary, primary or

secondary, generally do not pay better salaries than the public except in very few and

extraordinary instances. There are no pension schemes and opportunities for in-service

training, which, of course, influence reasons for attrition. Observation shows that on the

average, the entry-point salary for a university graduate and HND holders is between 30

and 35 thousand Naira monthly. In better-paying schools, the average pay is between 25

and 30 thousand Naira without a significant increase over time. This is a pittance

compared to the stable average of 45 thousand Naira the Delta State Government pays for

now.

In the face of this glaring salary differential, the teachers serving in the private

secondary schools keep hoping to secure a civil service job. As soon as these hopefuls get

the public service teaching or other jobs, they move; leaving the private secondary schools

without enough teachers. Most of the private school teachers are, however, not members of

the Teachers Registration Council (TRC); therefore, they are not paid as teachers ought to

be paid. The Nigeria Union of Teachers (NUT) has not been able to achieve a uniform

salary for her teachers. Private secondary school teachers registered with the Teacher

Registration Council are paid less than their state civil servant counterparts in some of the

private schools.

Geiger and Pivovarova (2018) policy brief also indicated that three rigorous studies

of the effects of programs designed to increase the supply of teachers in high‐need schools

supported better remuneration for teachers. It is obvious that the teacher exit is usually

initiated by a concatenation of factors ranging from the three main components of the

teacher working conditions; principal effectiveness, such as teaching aid, professional

development and salaries. Other are school characteristics like enrolment, geographic

location, and student characteristics.

Also (Partelow and Konoske-Graf, 2017) reporting for the American Centre for

Progress in a study entitled ‗Starting Strong: How to Improve Teachers‘ Entry into the

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Profession,‘ reported that many residency programmes require teacher candidates to spend

part of their time delivering lessons to students under the guidance of a mentor teacher

who provides feedback on both the delivery and management of classes. Also (Scharp,

2019) study had noted that an induction period similarly allows new teachers to ease into

the profession with help from more experienced mentors.

Scharp (2019) study entitled ‗Impact of New Teacher Induction on Beginning

Teachers,‘ examined new teachers‘ perceptions of induction programmes created by the

Federation of Related Christian Churches school system to help new teachers and increase

retention rates in their schools. Professional development opportunities, mentoring and

principal engagement were considered the best of the NTI to teacher self-efficacy support.

Fresh graduates of private teacher training schools of a three-year period that participated

in the NTI program comprised the sample. The study found both pragmatic and gloomy

perceptions of the NTI program on the trainees. Some new teachers were not satisfied with

the programme. They recommended the development of the procedure, mentor proximity

and policies. There was no perceived link between the programme and intentions to quit

teaching.

The Selya Engel-Rebitzer, Dierker, Stephen, Rose, Coffman and Otis (2016) study

used 2010 public high school data of 319 10th graders to estimate how students‘ mobility

affects numerals, science and writing scores in an academic performance test. After

matching mobility against qualification for free or low-cost lunches; students on gender,

race, ethnicity, analyses indicated lower performers were not eligible for free, reduced

lunches, and they moved more but not among eligible students. Also, mobile students

performed poorly in science examinations. The study concluded that mobility had a

negative impact on test performance.

Tonda (2019) in a study entitled ‗The Effects of Alternative Certification Program

Type on Teacher Self-Efficacy: A Causal-Comparative Study‘ analysed each domain of

teacher self-efficacy statistically with a one-way test of mean differences among teacher‘s

efficacy scores. The study found statistically remarkable disparity in teachers‘ average

scores in three domains of teacher self-efficacy and recommended further testing with

mixed methods continue. The study concluded that comprehending different teachers‘

perception training experiences of sense of efficacy gives program developers a realistic

view on methods that support teachers more as the basis for teacher retention.

However, there are mixed views as regards the causes of teachers‘ attrition as there

are writers on it. Each of these three components of the teacher working condition of

service, like school resources, and other school characteristics has some influence on

92

teachers‘ attrition and transfer, principal effectiveness has the strongest influence on

teachers‘ retention (Fuller, Pendola and Young, 2018). In the same vein, it is important to

note that the factors of teachers‘ attrition are strongly endogenous, kaleidoscopic, volatile

and largely moderated by government policies and actions. This is basically because of

endemic, differential, prevailing conditions, situations and circumstances. Therefore,

attrition and transfer predictors in Bayelsa and Delta States may differ in nearby and

surrounding states.

Reasons for Teachers’ Transfer

The Delta State of Nigeria Public service rules revised to 1st July 2001, defined

transfer as the rather permanent drafting of officers from some scheduled teaching

assignments to another or from one class in a school to another within the same work

jurisdiction. In all countries, there are provisions for the transfer of teachers. These

transfers are usually involuntary or voluntary. Voluntary transfers are requested by

teachers‘ consequent upon personal or family situations, circumstances or probably to

obtain wider teaching experience. A significant number of transfers in Botswana, Malawi

and Uganda are granted to allow wives to follow their spouses. These transfers, while

helpfully to the teachers generally, do little to correct the imbalance or disparity between

schools districts or regions (Göttelmann-Duret and Hogan, 1996).

Göttelmann-Duret, and Hogan (1996) study entitled ‗The Utilization, deployment

and management of teachers in Botswana, Malawi, South Africa and Uganda: synthesized

report of a sub-regional workshop and publications. The analyses averred compulsory

teachers‘ transfers appeared to only occasionally help level up the number of teachers both

qualitatively and quantitatively hence the overall effect is that marked discrepancies in

workers distribution between similar-sized schools. In Botswana, the compulsory transfer

is not only legal but also actually implemented with the help of certain compensatory

measures, e.g. transportation and other special allowances. In Bayelsa and Delta States,

regrettably, teachers do not enjoy such compensatory transportation and special benefits

because the policies of the school‘s management Boards do not guarantee that. When a

teacher is transferred, a deadline is given for the teacher to resume in the new posting or

risk a query.

Yi and Sen (2019) study entitled ‗Are Better Teachers More Likely to Move?

Examining Teacher Mobility in Rural China‘ probed teacher mobility in China as a critical

issue in China education with the aid of teacher-level and school-level data from Gansu

93

province middle and primary schools in western China. The investigation indicated that of

the school-level factors, the location of a school was the most consistent factor for teachers

in western China. The link between higher salaries diminished with the factoring in of

districts and effects of the fixed wave. In addition, the probe discovered that higher

professional ranks had a connection with a higher probability of teacher mobility. Also

failing the annual teacher evaluation popped up the chances of quitting the school. It could

be deduced that the desire to work nearer home was the most potent factor of teachers‘

transfer in China.

Luschei and Chudgar (2017) in their study entitled ‗Teacher distribution in

developing countries: Teachers of marginalized students in India, Mexico, and Tanzania,‘

found the absence of facilities, the heavy work load, demanding teaching conditions,

constrained chances for professional development and involuntary transfer by the

education bureau were explanation for teacher mobility inadequate or irregular

compensation were the major factors of teachers‘ transfers in Tanzania, India and

Mexico. These conditions conflict with the conventional teachers‘ preferences for work

in pleasant environments and to be closer home.

In addition (Luschei and Chudgar, 2017) study indicated how a teacher‘s age

(experience), gender and marital status influence teachers‘ preferences and decisions as

to where they teach. The investigation also indicated there was no dissimilarity in the

propensity to move between both genders of teachers. Also, possessing a college degree at

entering teaching, being single and teaching in middle schools were associated with a

lower chance of transferring schools. This does not conform to prior findings that teachers

with a higher level of education tend to have higher mobility rates.

Engel and Cannata (2015) found next to teachers‘ residence choices and work

locations that national and local policies on employment, posting and transferring teachers

affect teachers‘ flexibility in choosing a teaching location. The American teachers market

is small and local consequently the resolution to engage teachers is sectional and not

centralized. It is decided by local school administrators unlike in both states studied where

school principals lack control over teachers‘ transfers. The position of Korean and

Japanese teachers are those of civil servants employed at the national or local level. The

regional governments draft tutors to institutions in need and circulate teachers among

schools to guarantee even spread of teachers as in many European countries, where

teachers are also civil servants and could be assigned to particular schools or compelled to

move between schools as the need arises (Robinson and Yi, 2008).

94

OECD (2020) reported that as per the movement of teachers in Denmark, 10% of

teachers prefer changing schools where possible (20% OECD average). On average, the

teachers transiting schools are mostly dissatisfied teachers who are not teachers from the

start and did not choose to teaching as a first-choice career and are fairly youthful without

significant experience in their current school. They are also more likely to work full-time

and to report teaching in a target class with a moderately higher concentration of

disadvantaged students, modest academic achievers and students with behavioural

problems.

Appraisal of Reviewed Literature

The researcher reviewed the literature in the study covering the following areas.

The Theory of Reasoned Action (TRA), the implication of the theory for teachers‘

attrition, transfers and students‘ mobility to private schools. Secondary school teachers‘

attrition rate; the rate of secondary school students‘ mobility from state secondary schools

to private-owned secondary schools; the pattern of students‘ mobility to private secondary

schools; reasons for students‘ mobility from the state schools to the privates; the link

between teachers‘ attrition and students‘ mobility from the public to private secondary

schools; the link between teachers‘ transfers within the public secondary school system

and students‘ mobility to private secondary schools; the link between teachers‘ transfers

within the public secondary school system and teachers‘ attrition link with students‘

mobility to private secondary schools. Others are teachers‘ demographic factors and

seeking transfers, causes of teachers‘ attrition in public and reasons teacher seek transfers

in state schools.

The reviewed literature focused on teachers‘ attrition and transfer. There is a

paucity of research on the connection between teachers‘ attrition, transfers and students‘

mobility from the public to private secondary schools in Bayelsa and Delta States of

Nigeria. Research has not devoted much attention to secondary school students‘ mobility

in Bayelsa and Delta States. However, there is the perception that students‘ mobility exists

at high rates among candidates entering Junior Secondary School III and Senior Secondary

School III. Also, a better proportion of students‘ mobility appears to take place in the first

terms which is the beginning of new academic sessions. The researcher could not find

any. This gap is what this study seeks to fill by examining the relationship between

teachers‘ attrition, transfer and public secondary schools students‘ mobility from the public

to private secondary schools.

95

96

CHAPTER THREE

RESEARCH METHOD AND PROCEDURE

This chapter describes the method and procedure used in this study under the

following headings, Research Design, Population of the Study, Sample and Sampling

Techniques, Research Instruments, Validity of the Research Instrument, Reliability of the

Instruments, administration, Collection of Data and Method of Data Analysis.

Research Design

The research design is causal-comparative. The choice of this design is based on

the researcher‘s desire to find out the causes and influence of teachers‘ attrition and

transfers on students‘ mobility to private secondary schools. Also, the design gave the

current status of the level of teachers‘ attrition, transfers and students‘ current data on

mobility from the public to private secondary schools.

Population of the Study

The population of the study consists of 1,671 principals and 15,631 public

secondary school teachers in Bayelsa and Delta States. It also includes 1030 private

secondary schools and 1,206 students who left the public for private secondary schools in

Bayelsa and Delta States. There are 178 secondary schools with 3,744 teachers in Bayelsa

State and 463 secondary schools with 11,887 teachers in Delta State as at the 2017/2018

academic session. The data is displayed in table 1.

TABLE 1: Distribution of Public/Private Secondary Schools, Principals and Teachers

in Bayelsa and Delta States of Nigeria 2017/2018 Academic Session

S/N States No of Pub. Sec.

SchoolPrincipals

No of Private

Secondary

Schools

Total Public

Secondary Schools

Teachers

1 BAYELSA 178 178 91 3,744

2 DELTA 463 463 939 11,887

Total 641 641 1,030 15,631

Sources: EMIS, Ministry of Education, Yenagoa and PPEB, Asaba, Delta State. February

2017.

Bayelsa State like Delta State is made up of three senatorial districts: Bayelsa West

Senatorial District has only two Local Government Areas: Ekeremor and Sagbama. It has

44 public secondary schools. Bayelsa Central Senatorial district comprises

Kolokuma/Opokuma, Southern Ijaw and Yenagoa Local Government Areas. It has 77

public secondary schools and principals and the Bayelsa East Senatorial District. It

97

comprises Brass, Nembe and Ogbia Council Areas. It has 57 public secondary schools and

principals. They are shown in Table 2.

TABLE 2: Distribution of Public/Private Secondary Schools, Principals, and

Teachers by LGA and Senatorial Districts in Bayelsa States of Nigeria, 2017/2018

Academic Session

S/N Local Government

Areas

No of Public

Secondary

Schools and

principals

No of Public

Secondary

School Teachers.

No of

Private

Secondary

Schools

Bayelsa West

1 Ekeremor 20 229 1

2 Sagbama 24 441 1

3 Total 44 740 2

Bayelsa Central

4 Kolokuma/Opokuma 11 305 3

5 Southtern Ijaw 32 451 1

6 Yenagoa 34 1286 76

Total 77 2042 80

Bayelsa East

7 Brass 10 108 3

8 Nembe 15 158 1

9 Ogbia 32 696 5

Total 57 962 9

Grand Total 178 3,744 91

Source: Ministry of Education, Yenagoa, Bayelsa State. February 2017.

Delta State consists of 25 Local Government Areas divided into 3 senatorial

districts. They are Delta North Senatorial District made up of nine (9) Local Government

Areas with 165 secondary school and principals, 4,210 public secondary school teachers

and 276 private secondary schools; Delta Central is made up of eight (8) Local

Government Areas with 176 private secondary schools and principals, 5,405 public

secondary school teachers and 526 private secondary schools while Delta South Senatorial

Districts consists of eight (8) Local Government Areas, 115 public secondary schools and

principals, 2,272 teachers and 939 private secondary schools. This data is presented in

Table 3.

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TABLE 3: Distribution of Public Sec Schools, Principals, Teachers and Private

Secondary Schools by Senatorial Districts in Delta State

S/N Local Government

Area

No of Public

Secondary Schools

and principals

No. of Public

Secondary

School

Teachers

No of Private

Secondary

Schools

Delta Central

1 Ethipe East 24 580 41

2 Etiope West 21 399 23

3 Okpe 17 438 32

4 Sapele 15 655 34

5 Udu 14 612 119

6 Ughelli North 45 1233 117

7 Ughelli South 28 475 22

8 Uvwie 12 1015 138

Total 165 4,210 276

Delta North

1

2

Ethiope East

Ethiope West

17

21

580 41

399 23

3 Ika North East 20 438 32

4 Ika South 19 653 34

5 Ndokwa East 27 612 119

6 Ndokwa West 21 1233 117

7 Oshimili North 14 475 22

8 Oshimili South 12 1015 138

9 Ukwani 14 293 20

Total 183 5405 526

Delta South

1 Bomadi 10 104 2

2 Burutu 20 159 4

3 Isoko North 18 346 22

4 Isoko South 20 359 12

5 Patani 10 105 2

6 Warri North 11 133 3

7 Warri South 18 957 88

8 Warri South West 8 109 4

Total 115 2,272 137

Grand Total 463 11,887 939

Source: Ministry of Education, Asaba. February 2017

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Sample and Sampling Technique

TABLE 4: Population Sample Sizes for Public and Private Secondary Schools,

Teachers and Principals in Bayelsa and Delta States, 2017/2018 Academic Session.

Bayelsa State Delta State Both States

Variables Pop. (N) Sample

sizes

%age Pop. (N) Sample

sizes

%age Total

Samples

Pub. Schools

and Principals

178 122 69 463 204 44 326

Teachers 3, 744. 350 9.3 11,887 373 3.1 723

Private schools 91 26 9 939 266 91 292

Students 424 41 782 76 1030

Sources: EMIS, Ministry of Education, Yenagoa and PPEB, Asaba, Delta State. February

2017.

The samples for the study consisted of 326 public secondary schools/principals of

whom 122 (69%) are of Bayelsa State and 204 (44%) are of Delta State; 723 teachers of

whom 350 (9.3%) are of Bayelsa State and 373 (3.1%) are of Delta State. The 1,030

private-owned secondary schools gave 292 which were proportionally brought to 26 in

Bayelsa and 266 in Delta State.

The study adopted the Cochran‘s formula (Cochran, 1977) for establishing sample

sizes for the principals, teachers and private secondary schools for students studied. In

Bayelsa State, out of a total population of 178 principals, the Cochran‘s formula gave a

sample size of 122 and in Delta State, out of a principal‘s population of 463; the formula

gave a sample size of 373, To obtain respondents (principals) for the study in Bayelsa

State, the public secondary schools were coded 01 to 178 on pieces of papers and squeezed

in to an opaque container, shaken up very well to ensure a proper mix up before every

pick. Research assistants were blindfolded and guided to shake the container before every

pick for the sample of 122 principals in Bayelsa State. In all, 41 public secondary schools

were randomly selected from Bayelsa Central, 40 from Bayelsa East and 39 from Bayelsa

West totaling 122. A similar procedure was carried out for the 204 principals sampled in

Delta State. Proportionately, Delta central had 72, Delta North 81 and Delta South 51 (See

Appendix II page 176) for calculations.

For Bayelsa State teachers‘ sample, out of the total population of 3,744 in Bayelsa

State, the Cochran‘s formula gave 350 and for Delta State, out of 11,887, it gave 373. The

teachers were then sampled randomly by proportion and by senatorial district. In Bayelsa

West with 740 teachers, 90 were sampled. To obtain the teacher sample, they were coded 1

to 740 on pieces of papers and squeezed into an opaque can and mixed up properly after

every pick as a blindfolded student picked out 90 teachers as Bayelsa West sampled

teachers. The same procedure was carried out to get the sample of 191 teachers from

100

Bayelsa Central and 69 from Bayelsa East totaling 350 (See Appendix II page 175) for

calculations.

For Delta State, the same procedure was carried out to get proportion samples of

373. For Delta North, a proportion of 132 teachers were obtained; 170 from Delta Central

and 71 from Delta South Senatorial District, totaling 373 sampled teachers. To obtain the

sampled teachers in Delta State states, the teachers were coded oo1 to 081 for Delta

Central, 72 for Delta North and 54 for Delta South. Assistants were blindfolded to pick the

subjects after every mix in an opaque container.

To obtain the schools whose students will be used for the study, the Cochran‘s

formula gave a sample size of 277 out of which Bayelsa has 24 and Delta 253. For Bayelsa

State, the Bayelsa senatorial district gave 3 schools, Bayelsa Central 20 and Bayelsa West

1 only (See Appendix II page 176) for calculations.

For the students, a proportional sample size of 277 private secondary schools was

obtained from a total population of 1,030. Proportionally, it gave 24 for Bayelsa State and

253 for Delta State. To obtain student subjects, 26 private secondary schools were sampled

randomly from the 91. The schools were coded 1 to 90 and squeezed into a container. An

assistant was blind folded to do the picking of the private secondary schools whose

students who have left the state-owned and operated secondary schools were sampled. The

same was done for the Senatorial Districts of Delta State to obtain 20 private schools for

Delta Central, 3 from Delta North and 1 from Delta South (See Appendix II page 176) for

calculations. A proportional random sampling technique was, therefore, used in selecting

principals, teachers and students from each of the three senatorial districts in the two states

studied.

101

TABLE 5: Distribution of sampled Public Secondary Schools, Principals, Teachers

and Private Secondary Schools by Senatorial Districts in Bayelsa State of Nigeria

2018/2019

S/N Local

Government

Area

No of Public

Secondary Schools,

Principals and

Samples

No of Public

Secondary School

Teachers and

Samples

No of Private

School Samples

Bayelsa East Schools

Principals Teachers. Samples Private

Schools

Samples

1 Kolokuma/

Opokuma

11 53 305 90 3 1

2 Southern Ijaw 32 451 1 1

3 Yenagoa 34 1286 76 19

Total 77 53 2,042 90 80 21

B/Central

4 Brass 10 39 108 191 1 1

5 Nembe 15 158 1 1

6 Ogbia 32 696 7 1

Total 57 39 962 191 9 3

Bayelsa West

7 Ekeremo 20 299 69 1 1

8 Sagbama 24 441 1

Total 44 30 740 69 2 1

Grand Total 178 122 3,744 350 91 26

Source: Ministry of Education, Yenagoa, Bayelsa State. February, 2018.

Research Instrument

Two research instruments were used. They are a set of three questionnaires designed to

elicit information from secondary school principals, teachers and students. The other was

detailed data on teachers‘ attrition and transfers obtained from the secondary schools‘

management boards of Bayelsa and Delta States. The three questionnaires are the

‗Relationship between Teachers‘ attrition, Transfer and Students‘ mobility from Public to

Private Secondary Schools Principal‘s Questionnaire (RBTATASMFPTPSSPQ),‘‗

Relationship between Teachers‘ attrition, Transfer and Students‘ mobility from Public to

Private Secondary Schools Teachers‘ Questionnaire (RBTATASMFPTPSSTQ)‘ and

‗Relationship Between ‗Teachers‘ attrition, Transfer and Students‘ mobility from Public to

Private Secondary Schools Student‘s Questionnaire (RBTATASMFPTPSSSQ).‘

The ‗Teachers‘ Transfers and Students‘ mobility from Public to Private Secondary

Schools Principal‘s Questionnaire‘ (RBTATASMFPTPSSPQ) have fifty four (54) items

made up of four sections (A-F). Section ‗A‘ has six (6) items on teacher demography.

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Section ‗B‘ a table of students who left the school; section C carried eighteen (18) items on

the principal‘s report on teachers‘ attrition factors and factors that could encourage a

teacher to stay in secondary schools in the two states studied. Section ‗D‘ comprised ten

(10) items on principals‘ views on students‘ mobility requests in secondary schools in 2

states under study. Section ‗E‘ contains eleven (11) items on principals‘ reports on the

extent to which teachers transfer influence on students‘ mobility to private secondary

schools. Section ‗F‘ has nine items on the extent to which teachers‘ transfers influences

students‘ mobility to private secondary schools. The items in sections C to E are a-4-point

numerical rating scale.

The second questionnaire, ‗Relationship between Teachers‘ attrition, Transfer and

Students‘ mobility from Public to Private Secondary Schools Teachers‘ Questionnaire‘

(RBTATASMFPTPSSTQ) comprises sixty nine (69) items of four sections A - D. Section

‗A‘ contained eight items on teacher demography. Section ‗B‘ carried 18 items on

teachers‘ attrition factors. Sections ‗C‘ carried 35 items and Section D 9 items. Sections B-

D carried a 4-point numerical rating scale. The third questionnaire is the ‗Relationship

between Teachers‘ attrition, Transfers and Students‘ mobility from ublic to rivate

Secondary Schools Student‘s Questionnaire (RBTATASMFPTPSSSQ). It has 25 items

with two sections (A and B). Section ‗A‘ sought data on teacher demography with seven

items while Section ‗B‘ elicited information on factors with 18 items of the Likert scale.

Validity of the Instruments

The instruments were subjected to Content, Face and Construct Validation

procedures. Specifically, Principal Component Analysis, Varimax Rotation Method and

Kaiser Normalization were applied. The instrument administered on the Principals consists

of 54 items. Six sought principals‘ demography, 18 factors of teachers quit; 10 items

sought principals‘ view on reasons for teachers transfer request, 11 items on principals‘

views on students‘ mobility request and 9 items on principals‘ views on the extent to

which teachers' transfers influence students mobility. All the items were treated to

Principal Component Analysis and Varimax Rotation Method, with Kaiser Normalization.

Content validity readings showed that factors of teacher quit had a 76.41% variance.

Principals‘ view on reasons for teachers transfer recorded a 71.48% variance; principals‘

view on reasons for teachers transfer scaled 65.23% variance while principals‘ views on

the extent to which teachers transfer influence students‘ mobility accounted for 59.64%

variance.

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The instrument administered on teachers was 70 items of instrument of 4 sections.

Section A sought teachers‘ demography with 8 items while section B had 18 items on the

teachers‘ report on attrition factors and 35 items on the teachers‘ report on reasons for

transfer while 9 items probed the personal reason for teachers‘ transfers. Principal

Component Analysis and Varimax Rotation Method, with Kaiser Normalization Content

validity readings indicated item on teachers report on Attrition factors accounted for

74.65% variance; items on teacher report on reasons for transfer showed an 80.43%

variance while the items focused on personal reason for teachers transfer accounted for

77.43% variance.

The instrument administered to students carried 26 items. Seven probed

demographic characteristics while 19 sought students‘ mobility factors. They were treated

to Principal Component Analysis and Varimax Rotation Method, with Kaiser

Normalization Content validations. The analysis showed that items on students‘ mobility

factors accounted for a 78.71% variance. The construct validity of the instrument

administered on the students was determined using the Factor Matrixes with a reading

ranging from .63 to .74, principals‘ report on teachers quitting the job factors ranged from

.61 to .79. Principals‘ views on reasons for teachers transfer ranged from .59 to .71,

Principals‘ view on students‘ mobility request scale ranged between .76.43 and 85.66

while the overall construct validity of principals report on the extent to which teachers

transfer influence students mobility to private schools ranged from .59 to .70.

The construct validity of the instrument administered on the teachers was

determined using the Factor Matrixes for teachers report on teacher attrition factors

ranging from .71 to .88, teacher report on reasons for teacher transfer, and teachers quitting

the job factors ranging from .61 to .79. Principals‘ views on reasons for teachers transfer

ranged from .59 to .71, Principals‘ view on students‘ mobility request scale ranged

between .76.43 and 85.66 while the overall construct validity of principals report on the

extent to which teachers transfer influence students mobility to private schools ranged

from .59 to .70. On the whole, the validity of the instruments was determined using

Principal component Analysis, Factor Matrixes, Varimax Rotation Method, with Kaiser

Normalization Content validations test; therefore, the instruments were considered valid.

Reliability of the Instrument

A set of three questionnaires was administered to 90 respondents (30 principals, 30

teachers and 30 students) who were not part of the sampled population in Delta State only.

The reliability values were determined using Cronbach‘s alpha statistical tool. The choice

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of Cronbach‘s alpha was informed by the fact that the items are not dichotomously scored,

and it is a case of attitude instruments that used the Likert Rensis scale with scores that fell

along a continuum. Cronbach‘s alpha reliability readings indicated 0.87 for the principals‘

questionnaire: 0.73 for the teacher‘s questionnaire and 0.77 for the student‘s questionnaire.

The values exceeded the Benchmark of 0.7. Therefore, the instruments were considered

reliable.

Administration of the Instrument

The researcher with ten (10) trained assistants visited the sampled schools,

administered 122 questionnaires to principals in Bayelsa State and 350 to the teachers. The

researcher retrieved 120 principals‘ questionnaires and 346 teachers‘ questionnaires in

Bayelsa State. In Delta State, 204 questionnaires were administered to principals and 373

to teachers. Two hundred and one (201) of the principals‘ questionnaires were retrieved,

while 370 only of the teachers‘ questionnaires were retrieved. The questionnaires were

collated for further statistical applications.

Method of Data Analysis

The data analysis was based on the research questions and hypotheses formulated

for the study. The data were analysed and expressed using descriptive statistical tools such

as frequencies, means and percentages for research questions 1 to 5, 12 and 13.

Specifically, the testing of hypotheses was done using Pearson‘s Product Moment

Coefficient statistics after any other variance was accounted for at the 0.05 level of

significance; meaning the results will have a 95% chance of being true and will be 5%

only due to chance.

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CHAPTER FOUR

PRESENTATION OF RESULTS AND DISCUSSION This chapter presents the results obtained from the data analyzed. The chapter is

presented in the following order.

Demographic representation of the respondents

Answering the research questions and analyzing the hypotheses

Discussion of the findings

Demographic Presentation of Respondents (principals)

Table 6: Demographic Representation of Respondents (Principals) in Bayelsa and

Delta States

Variables Sub groups Frequency Percentage

Bayelsa State Gender Male 61 50.8

Female 59 49.2

Age 36yrs and above 120 100.0

Qualification Bachelor‘s

degree 100 83.3

Master‘s Degree 20 16.7

Location Rural 51 42.5

Suburban 51 42.5

Urban 18 15.0

Sub total 120

Delta State Gender Male 102 50.7

Female 99 49.3

Age 36yrs and above 201 100.0

Qualification Bachelor‘s

degree 169 84.1



Suburban 74 36.8

Urban 29 14.4

Sub total 201

Source: Fieldwork 2019/2020.

Three hundred and twenty one (321) school principals were sampled for the study.

While 120 were of Bayelsa State, 201 were of Delta State. Their gender, age, qualification,

years of experience as a principal, the number of years spent in their current schools and

their locations were elicited through the questionnaires administered to them. The result is

presented in Tables 6 and 7.

Table 6 shows that 120 schools and principals were sampled in Bayelsa State. 61

(50.8%) of the principals are male and 59 (49.2%) females. All the principals in Bayelsa

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State are above 36 years of age. Based on their educational qualifications, one hundred

(83.3%) are bachelor‘s degree holders, and 20 (16.7%) are master‘s degree holders. Data

revealed that 51 (42.5%) of the schools in Bayelsa State are cited in rural areas; 51

(42.8%) of the schools are in suburban areas while 18 (15%) are in urban areas.

Table 7 also shows that 201 schools were sampled in Delta State. From the

sampled schools, 102 represents 50.7% in Delta State are males and 99 are females. All the

principles are 36 years old and above. Based on their educational qualification, 169

(84.1%) are bachelor‘s degree holders, and 32 (15.9%) are master‘s degree holders. While

98 (48%) of the schools and their principals are in rural areas in Delta State, 74 (36.8%)

live in suburban areas and 29 (14.4%) live in urban areas.

Table 7: Demographic Representation of Respondents (Principals) in both Bayelsa

and Delta States

Variables Sub groups Frequency Percentage

Gender Male 163 50.8

Female 158 49.2

Age 36 years and above 321 100

Qualification Bachelor‘s degree 269 83.8



Suburban 125 38.9

Urban 47 14.6

Grand Total 321


For both states studied, Table 7 shows that 321 school principals were sampled in

Bayelsa and Delta States. A sample of 163 (50.8%) was male principals and 158 (49.2%)

were female principals. All the principals were 36 years old and above. Based on their

educational qualification, 269 (83.8%) are bachelor‘s degree holders, and 52 (16.3%) are

master‘s degree holders. Also, 149 (46.4%) of the schools in Bayelsa and Delta States are

in rural areas; 125 (38.9%) are in suburban areas and 47 (14.6%) in urban areas of both

states as shown in table 7.

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Demographic Representation of Teachers in Bayelsa and Delta States

Table 8: Demographic Representation of Teachers in Bayelsa, Delta and Both States

Studied

Bayelsa Sate Delta State Both states

Variables Sub groups N % N % N %

Gender Male 139 40.2 154 41.6 293 40.9

Female 207 59.8 216 58.4 423 59.1

Age 25 – 35 years 82 23.7 86 23.2 168 23.5

36 years and

above 264 76.3 284 76.8 548 76.5

Qualification Bachelor‘s degree 299 86.4 321 86.8 620 86.6

Master‘s Degree 47 13.6 49 13.2 96 13.4

Experience as

Teacher

Above 4 years 346 100.0 370 100.0 716 100.0

Location Rural 95 27.5 99 26.8 194 27.1

Suburban 181 52.3 211 57.0 392 54.7

Urban 70 20.2 60 16.2 130 18.2

Marital Status Married 272 78.6 300 81.1 572 79.9

Single 74 21.4 70 18.9 144 20.1

Total 346 100.0 370 100.0 716 100.0


Seven hundred and sixteen (716) secondary school teachers were sampled from

Bayelsa and Delta States. Three hundred and seventy (370) teachers were from Delta State

and 346 were from Bayelsa State. The demographic representation of the teachers based

on their gender, age, qualification, experience, location and marital status are presented in

table 8.

Table 8 shows that 40.2% of Bayelsa State teachers are male and 59.8% of them

are female. The teachers in the age range of 25 and 35 years of age are 83, representing

23.7% of the teachers while 76.3% of them are above 35 years of age. A higher percentage

(86.4%) of bachelor degree holders is bachelor degree holders. Only 13.6% have master‘s

degrees. Also, 27.5% teach in rural areas of Bayelsa State while 52.3% teach in suburban

areas and 20.2% teach in urban areas of Bayelsa State. For their marital status, 21.4% of

the teachers are not married; the remaining 78.6% are. All the teachers sampled are public

secondary school teachers who have taught for over four years.

Table 8 shows that in Delta State, 41.6% of the teachers sampled for the study were

male and 58.4% were female. Twenty three point two percent (23.2%) were between the

ages of 25 and 35 while 76.8% were above 35 years of age. While 86.8% of the teachers

are first degree holders, 13.2% of the sampled teachers in Delta are master‘s degree

holders. All the teachers had over four years of teaching experience with 26.8% teaching

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in rural areas, 57.0% teaching in suburban areas and 16.2% teaching in urban areas. All the

teachers sampled are from public secondary schools. As regards matrimonial status, 81.1

% are married as against 18.9%.

Table 8 also shows that in both states studied, 40.9% of the teachers sampled were

male and 59.1% female. 23.5% were between the ages of 25 and 35 years, while 76.5%

were above 35 years of age. While 86.6% of the teachers are first degree holders, the

remaining 13.4% of teachers in Delta and Bayelsa State are master‘s degree holders. All

the teachers had over four years of teaching experience with 27.1% teaching in rural areas,

54.7% teaching in suburban areas and 18.2% teaching in urban areas of the Delta and

Bayelsa States. Of all teachers sampled, 79.9 % are married while 20.1% are single.

Demographic Presentation of Students Sampled for the Study

Table 9: Demographic Representation of Rate of Students’ Mobility from the Public

to Private Schools in Bayelsa, Delta, and both States Studied

Bayelsa Sate Delta State Both states

Variables Subgroups N % N % N %

Gender Male 296 69.8 563 72.0 859 71.2

Female 128 30.2 219 28.0 347 28.8

Age 12 – 15 years 175 41.3 352 45.0 527 43.7

16-20 years and

above 249 58.7 430 55.0 679 56.3

Class JSS 175 41.3 350 44.8 525 43.5

SSS 249 58.7 432 55.2 681 56.5

Subject Area Science Students 149 35.1 265 33.9 414 34.3

Art Students 275 64.9 517 66.1 792 65.7

Total 424 782 1206


One thousand two hundred and six (1,206) secondary school students were

sampled from Bayelsa and Delta States. While 782 of these students were from Delta

State, 424 of them were from Bayelsa State. The demographic representation of the

students based on their gender, age, class, location and subject area is presented in Table 9.

Table 9 shows that in Delta State, 72% of the students are males and 28% are

females. Their ages range from 12 to 15 (45%) and 16 to 20 (55%). 44.8% are in junior

secondary schools while the remaining 55.2% are in senior secondary schools. 33.9% of

the students are in science class and the remaining 66.1% are art students. In Bayelsa State,

109

as shown in Table 10, 69.8% of the students are male and 30.2% are females. Their ages

range from 12 to 15 (41.3%) and 16 to 20 (58.7%). 41.3% are in junior secondary schools

while the remaining 58.7% are in senior secondary schools. 35.1% of the students are in

science class and the remaining 64.9% are art students.

In Both Bayelsa and Delta States, 71.2% of the students are males and 28.8% are

females. Their age ranges from 12 to 15 (43.7%) and 16 to 20 (56.3%). 43.5% are in junior

secondary schools while the remaining 56.5% are in senior secondary schools. 34.3% of

the students are science students while the remaining 65.7% are art students.

Answering the Research Questions

Research Question 1

What is the rate of teachers’ attrition in public secondary schools in Bayelsa and

Delta States?

To answer this research question, the percentage was used to determine the rate of

teachers‘ attrition in Bayelsa and Delta States. The result is represented in Table 11.

Table 10: Rates of Teachers’ Attrition in Public Secondary Schools in Bayelsa, Delta

and Both States Studied

State Year Total Number

of teachers

Teachers’

Attrition (N)

Rate of

Attrition (%)

Bayelsa 2015 5185 999 19.27%

2016 3806 1379 36.23%

2017 3746 60 1.60%

2018 3543 203 5.42%

2019 3260 283 8.68%

Total 19540 2924 71.20%

Mean 3908 584 14.24%

Delta 2015 9561 398 4.16%

2016 9163 912 9.95%

2017 12228 396 3.24%

2018 11832 708 5.98%

2019 12007 531 4.42%

Total attrition 54791 2945 27.75%

Mean 10958 598 5.55%

Both State 2015 14746 1397 9.47%

2016 12969 2291 17.67%

2017 15974 456 2.85%

2018 15576 911 5.85%

2019 15267 814 5.33%

Total number of teachers‘ attrition 5869 41.17%

Grand mean 1174 8.23%

Source: Field work 2019/2020.

110

Table 10 shows the rate of teachers‘ attrition between 2015 and 2019 for the states

studied. In Bayelsa State, the rate of attrition in 2015 was 19.23%. The attrition rate

increased to 36.23% in 2016; fell to 1.6% in 2017 and increased in 2018 to 5.42% and

8.68% in 2019. The mean rate of attrition across the years of study in Bayelsa State is

14.24%.

In Delta State, it shows that in 2015, the rate of teachers‘ attrition was 4.16%. In

2016, the attrition rate was 9.95%. The rate dropped in 2017 to 3.24% and increased to

5.98% in 2018. It further dropped to 4.98% in 2019. The mean rate of attrition across the

years of study in Delta State is 5.55%. Both states of the study recorded an attrition rate of

9.47% in 2015, 17.67% in 2016, 2.85% in 2017, 5.85% in 2018 and 5.33% in 2019, and a

mean attrition rate of 8.23%.

A graphic comparison of both states Table 10 shows that Bayelsa State had a

higher attrition rate than Delta State in 2015, 2016 and 2019. Delta State recorded a higher

attrition rate in 2017 and 2018.The graph is presented in Figure 1.

111

Figure 1: Comparison of Teachers’ Attrition Rates between Bayelsa and Delta States

Bayelsa State

Delta State0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

20152016

20172018

2019

2015 2016 2017 2018 2019

Bayelsa State 19.27% 36.23% 1.60% 5.42% 8.68%

Delta State 4.16% 9.95% 3.24% 5.98% 4.42%

112

Research Question 2

What is the Rate of Teachers’ transfer in Public Secondary Schools in Bayelsa and

Delta and both states?

Table 11: Rates of Teachers’ Transfer in Bayelsa, Delta and both States

STATE YEAR Total Number

of teachers

Teachers

Transfer (N)

Rate of

Transfer (%)

Bayelsa 2015 5185 388 7.48%

2016 3806 412 10.83%

2017 3746 528 14.10%

2018 3543 170 4.54%

2019 4160 615 18.87%

Total 2113 55.82%

Mean 423 11.16%

Delta 2015 9561 823 8.61%

2016 9163 249 2.72%

2017 12228 309 2.53%

2018 11832 463 3.91%

2019 12007 2280 18.99%

Total 4124 36.31%

Mean 825 7.26%

Both states 2015 14746 1211 8.21%

2016 12969 661 5.10%

2017 15974 837 5.24%

2018 15576 632 4.06%

2019 15267 2895 18.96%

Total 6236 41.57%



Table 11 shows that in 2015, in Bayelsa State, 388 teachers (7.48%) were

transferred. The number increased to 412 (10.83%) in 2016; 528 (14.10%) in 2017,

reduced to 126 (4.54%) in 2018 and increased again to 615 (18.87%) in 2019 with a mean

of 423 (11.16%) The mean transfer rate for Bayelsa state is 11.16%.

Delta State recorded 823 (8.61%) rate of teachers‘ transfers in 2015,249 (2.72%) in

2016, 309 (2.53%) in 2017, 463 (3.91%) in 2018 and 2280 (18.99%) in 2019. The mean

transfer rate of teachers in Delta State per year is 825 (7.26%). Combining both states of

study, the transfer rate in 2015 was 1211 (8.21%), 661 (5.10%) in 2016, 837 (5.24%) in

2017, 632 (4.06%) in 2018 and 2895 (18.96%) in 2019. In all, a total of 4,124 (36.31%) of

secondary school teachers was transferred within the public secondary schools between

2015 and 2019 in Delta State. In Bayelsa State, 2113 (55.82%) of teachers were transferred

113

between 2015 and 2019. For both States, the transfer rate between 2015 and 2019 is 6236

(41.57%). The grand mean rate of transfer is 1247 (8.31%).

Comparing the transfer rate of both states, Figure 2, shows that in 2015, Delta State

had a higher transfer rate than Bayelsa, while Bayelsa state had a higher transfer rate than

Delta in 2016, 2017 and 2018. Delta State recorded a higher transfer rate than Bayelsa in

2019.

114

Figure 2: Comparison of Teachers’ Transfer Rates in Bayelsa and Delta States

0.00%

2.00%

4.00%

6.00%

8.00%

10.00%

12.00%

14.00%

16.00%

18.00%

20.00%

2015 2016 2017 2018 2019

Bayelsa Delta

115

Research Question 3

What is the rate of students’ mobility from the public to private secondary schools in


To answer this research question, a descriptive statistic was conducted using a

frequency count and percentage. The information used to answer this research question

was based on the students‘ and principals‘ responses.

Table 12: Rate of Students’ Mobility from the Public to Private Secondary Schools in

Bayelsa, Delta and both States

State Year Total Number

of Students

Number of

Students that

Moved to Private

Schools (N)

Rate of

Students’

mobility (%)

Bayelsa 2015 52,727 71 0.13

2016 53,510 97 0.18

2017 52,190 122 0.23

2018 50,871 109 0.21

2019 47,117 135 0.29

Total 534 1.04%

Mean 107 0.21%

Delta 2015 124,849 166 0.13

2016 132,333 192 0.15

2017 127,947 241 0.19

2018 124,057 266 0.21

2019 130,090 307 0.24

Total 1174 0.92%

Mean 235 0.18%

Both states 2015 177,576 237 .13

2016 185,843 289 .16

2017 180,137 363 .20

2018 174,928 375 .21

2019 177,207 442 .25

Total 1708 0.95%



Table 12 and Figure 3 show that in Bayelsa State, 71 (0.13%) of students moved

from the pubic to private schools in the year 2015; 97 (0.18%) moved in 2016, 122

(0.23%) moved in 2017, 109 (0.21%) moved in 2018 and 135 (0.29%) moved in 2019. A

116

mean of 107 (0.21%) of students in the schools studied moved to private schools, giving a

mobility rate of 0.21% in Bayelsa State between 2015 and 2019.

In Delta State, 166 (0.13%) students of the sampled schools moved to private

secondary schools in 2015. In 2016, 192 (0.15%) moved, 241 (0.19%) of students moved

to private schools in 2017, 266 (0.21%) in 2018 and 307 (0.24%) in 2019. In addition, an

average of 235 students moved schools representing a 0.18% rate of mobility from the

public to private secondary schools within the five years of study.

In both states of the study, 237 (0.13%) of the students moved schools in 2015, 289

(0.16%) moved schools in 2016, 363 (0.20%) moved in 2017, 375 (0.21%) in (2018) and

442 (0.25%) moved in 2019. Both States studied recorded mean students‘ mobility rate of

342 (0.19%) to private secondary schools between 2015 and 2019.

117

Figure 3: Rates of Students’ Mobility from the Public to Private Secondary Schools in Bayelsa and Delta States

Bayelsa

Delta0.00%

0.05%

0.10%

0.15%

0.20%

0.25%

0.30%

20152016

20172018

2019

2015 2016 2017 2018 2019

Bayelsa 0.13% 0.18% 0.23% 0.21% 0.29%

Delta 0.13% 0.15% 0.19% 0.21% 0.24%

118

Research Question 4

What is the Pattern of Students’ Mobility from the Public to Private

Secondary Schools in Bayelsa and Delta States?

Table 13: Pattern of Students’ Mobility from the Public to Private Secondary Schools

in Bayelsa, Delta and both states

State Class Year Total

2015 2016 2017 2018 2019

N (%) N (%) N (%) N (%) N (%) N(%)

Bayel

sa

State

JSS1 13(18.3%) 09(9.3%) 11(9.0%) 12(11.0%) 13(9.6%) 58(10.9%)

JSS2 0(0.0%) 4(4.1%) 12(9.8%) 15(13.8%) 16(11.9%) 47(8.8%)

JSS3 18(25.4%) 23(23.7%) 19(15.6%) 14(12.8%) 26(19.3%) 100(18.7%)

SS1 0(0.0%) 11(11.3%) 25(20.5%) 17(15.6%) 24(17.8%) 77(14.4%)

SSS2 16(22.5%) 22(22.7%) 24(19.7%) 22(20.2%) 27(20.0%) 111(20.8%)

SSS3 24(33.8%) 28(28.9%) 31(25.4%) 29(26.6%) 29(21.5%) 141(26.4%)

Total 71(100%) 97(100%) 122(100%) 109(100%) 135(100%) 534(100%)

Mean 11.83 16.17 20.33 18.17 22.50 89.00

Delta

State

JSS1 18(10.8%) 21(10.9%) 26(10.8%) 31(11.7%) 35(11.3%) 131(11.2%)

JSS2 22(13.3%) 27(14.1%) 25(10.4%) 36(13.5%) 38(12.3%) 148(12.6%)

JSS3 39(23.5%) 43(22.4%) 56(23.2%) 61(22.9%) 79(25.6%) 278(23.7%)

SS1 12 (7.2%) 21(10.9%) 29(12.0%) 30(11.3%) 33(10.7%) 125(10.6%)

SS2 31(18.7%) 33(17.2%) 47(19.5%) 36(13.5%) 45(14.6%) 192(16.4%)

SS3 44(26.5%) 47(24.5%) 58(24.1%) 72(27.1%) 79(25.6%) 300(25.6%)

Total 166(100%

)

192(100%) 241(100%) 266

(100%)

309(100%) 1174(100%)

Mean 27.67 32 40.17 44.33 51.5 195.67

Both

states

JSS1 31(13.1%) 30(10.4%) 37(10.2%) 43(11.5%) 48(10.8%) 189(11.1%)

JSS2 22(9.3%) 31(10.7%) 37(10.2%) 51(13.6%) 54(12.2%) 195(11.4%)

JSS3 57(24.1%) 66(22.8%) 75(20.7%) 75(20.0%) 105(23.6%

)

378(22.1%)

SSS1 12(5.1%) 32(11.1%) 54(14.9%) 47(12.5%) 57(12.8%) 202(11.8%)

SSS2 47(19.8%) 55(19.0%) 71(19.6%) 58(15.5%) 72(16.2%) 303(17.7%)

SSS3 68(28.7%) 75(26.0%) 89(24.5%) 101(26.9%

)

108(24.3%

)

441(25.8%)

Total 237(100%

)

289(100%) 363(100%) 375(100%) 444(100%) 1708(100%)

Grand

mean

39.5 48.17 60.5 62.50 74.00 284.67


The pattern of students‘ mobility from the public to private secondary schools was

made based on the class from which the students left and the year the students moved to

private schools. The result as presented in Table 13 shows that in Bayelsa State, a total of

534 students moved from the public to private schools. In 2015, 13 (18.3%) students in JS

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1 moved from the public to private schools. None moved when they were in JS 2. Eighteen

(18) students (25.4%) moved when they were in JS 3. For the senior secondary school

students, no student moved from the public to private schools in SS 1. Sixteen students

(22.5%) moved in SS 2 and 24 (33.8%) in SS 3. In 2016, nine (9.3%) of the total students

that moved changed schools when they were in JS 1. Four students (4.1%) moved schools

in JS 2; 23 (23.7%) in JS 3, 11 (11.3%) in SS1, 22 (22.7%) in SS 2 and 28 (28.9%) in SS

3.

In 2017, 11 (9%) moved from the public to private schools in JS1; 12 (9.8%) in JS

2, 19 (15.6%) in JS 3, 25 (20.5%) in SS 1, 24 (19.7%) in SS 2 and 31 (24.4%) in SS 3. In

2018, 12 (11.0%) students moved from the public to private schools when they were in JS

1, 15 (13.8%) in JS 2, 14 (12.8%) in JS 3, 17 (15.6%) in SS 1, 22 (20.2%) in SS 2 and 29

(26.6%) in SS 3. In the year 2019, 13 (9.6%) students moved from public to private

secondary schools in JS 1, 16 (11.9%) in JS 2, 26 (19.3%) in JS 3, 24 (17.8%) in SS 1, 27

(20%) in SS 2 and 29 (21.5%) in SS 3. In all, from 2015 to 2019, 58 (10.9%) students

moved from public to private schools in JS 1, 47 (8.8%) in JS 2, 100 (18.7%) in JS 3, 77

(14.4%) in SS 1, 111 (20.8%) in SS 2 and 141 (26.4%) in SS 3.

Table 13 also shows that in Delta State, 1,174 students moved from public to

private schools based on the result the principals gave. In 2015, 18 (10.8%) students in JS

1 moved from the public to private schools, 22 (13.3%) moved when they were in JS2. A

total of 39 (23.5%) students moved schools in JS 3. For the senior secondary school

students, only 12 (7.2%) moved from the public to private schools in SS 1, 31 (18.7%) in

SS 2 and 44 (26.5%) in SS 3. In 2016, 21 (10.9%) of the total students that moved changed

schools when they were in JS 1, 27 (14.1%) in JS 2 and 43 (22.4%) in JS 3. In SS 1, 21

(10.9%) moved in SS 1, 33 (17.2%) in SS 2 and 47 (24.5%) in SS 3. In 2017, 26 (10.8%)

students left the public schools in JS1, 25 (10.4%) in JS 2, 56 (23.2%), 29 (12.0) in SS 1,

47 (19.5%) in SS 2, and 58 (24.1%) in SS 3.

In 2018, 31 students (11.7%) moved to private schools in JS 1; 36 (13.5) moved in

JS 2; 61 (22.9) moved in JS 3 and 30 (11.3%) in SS 1. In SS 2, 36 (13.5%) students moved

schools and 72 students representing (27.1%) moved to private schools in SS 3. In the year

2019, 35 students representing 11.3% moved to private schools in JS 1;38 (12.3%) moved

in JS 2, 79 (25.6%) in JS 3, 33 (10.7%) in SS 1, 45 (14.6%) in SS 2 and 79 (25.6%) in

SS3. In all from 2015 to 2019, 11.2% of students moved to private schools in JS 1, 12.6%

in JS 2, 23.7% in JS 3, 10.6% in SS 1, 16.4% in SS 2 and 25.6% in SS 3. A total of 1174

students moved from the public to private secondary schools from 2015 to 2019.

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For both states studied, Table 13 shows that a total of 1708 students moved to

private schools. In 2015, 31 (13.1%) of students in JS 1 moved to private schools, 22

(9.3%) moved when they were in JS 2. A total of 57 (24.1%) moved when they were in JS

3. For the senior secondary school students, 12 (5.1%) of the student moved to private

schools in SS 1, 47 (19.8%) in SS 2 and 68 (28.7%) in SS 3. In 2016, 30 (10.4%) students

moved schools when they were in JS 1; 31 (10.7%) moved in JS 2 and 66 (22.8%) in JS 3.

In SS 1, 32 (11.1%) students moved to private schools. In SS 2, 55 (19.0%) moved and 75

(26%) moved to private schools in SS 3. In 2017, 37 (10.2%) students moved to private

schools in JS 1; another 37 (10.2%) moved in JS 2, 75 (20.7%) in JS 3, 54 (14.9%) in SS

1, 71 (19.6%) in SS 2 and 89 (24.5%) in SS 3.

In 2018, 43 (11.5%) students moved from public to private schools when they were in JS

1, 51 (13.6%) in JS 2, 75 (20.0%) in JS 3, 47 (12.5%) in SS 1, 58 (15.5%) in SS 2 and 101

(26.9%) in SS 3. In the year 2019, 48 (10.8%) students moved from the public to private

schools in JS 1; 54 (12.2%) in JS 2, 105 (23.6%) in JS 3, 57 (12.8%) in SS 1, 72 (16.2%)

in SS 2 and 108 (24.3%) in SS 3. In all, from 2015 to 2019, 189 (11.1%) of students

moved from public to private schools in JS 1, 195 (11.4%) in JS 2, 378 (22.1%) in JS 3,

202 (11.8%) in SS 1, 303 (17.7%) in SS 2 and 441 (25.8%) in SS 3.

The graphic presentation of the pattern of students‘ mobility from the public to

private secondary school results is presentedfor comparison in figure 4 for Bayelsa

andDelta States.

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Figure 4: Comparison of total students’ mobility pattern from the public to private secondary schools in

Bayelsa and Delta States from 2015-2019.

BAYELSA

DELTA

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

JS1JS2

JS3SS1

SS2SS3

JS1 JS2 JS3 SS1 SS2 SS3

BAYELSA 10.90% 8.80% 18.70% 14.40% 20.80% 26.40%

DELTA 11.20% 12.60% 23.70% 10.60% 16.40% 25.60%

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Figure 4 shows that for the Junior Secondary classes (that is, JS 1-3),Delta State

students‘ mobility rate was higher than that of Bayelsa State, while Bayelsa State recorded

higher students‘ mobility in the senior secondary classes. From the graph (figure4), it was

obvious that the classes where external examinations take place, that is, JS 3 and SS 3 had

the highest mobility rates from the public to private secondary schools. While the rate of

students that moved in JS 3 for Delta State is higher than that of Bayelsa State, the number

that moved in SS 3 is higher for Bayelsa State than for Delta State. Students‘ mobility in

Bayelsa and Delta States followed a similar pattern across the classes studied.

Research Question 5

What are the reasons for students’ mobility from the public to private

secondary schools in Bayelsa and Delta States?

Table 14: Reasons for Student’s Mobility from the Public to Private Secondary

Schools in Bayelsa, Delta and both states

No. Bayelsa Delta Both State

Mean Std.

Dev.

Mean Std.

Dev.

Mean Std.

Dev

1 High rate of teacher transfer. 3.31* 0.56 3.35* 0.57 3.33* 0.57

2 No teachers for most of my

subjects.

3.34* 0.53 3.43* 0.54 2.71* 1.01

3 No teachers for more than four

subjects that I offer.

3.44* 0.55 3.32* 0.60 3.36* 0.59

4 No replacement for transferred

teachers.

3.39* 0.49 3.27* 0.68 3.32* 0.62

5 Delay in replacing transferred

teachers

3.36* 0.51 3.25* 0.63 3.29* 0.59

6 Unsuitable replacement of

transferred teachers.

3.42* 0.49 2.89* 0.68 3.08* 0.67

7 My school is rural with fewer

teachers hence I moved.

3.42* 0.50 2.98* 0.78 3.13* 0.73

8 My school is sub-urban with

fewer teachers hence I moved.

1.70 0.55 3.09* 0.70 2.60* 0.93

9 My poor health condition

makes me change school.

1.75 0.56 1.99 0.74 1.91 0.69

10 My teachers were mostly

Youth Corpers hence I moved.

1.72 0.54 1.74 0.66 1.74 0.62

11 My teachers were mostly 1.68 0.58 1.82 0.65 1.77 0.63

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Community teachers hence I

moved.

12 My teachers were mostly N-

Power hence I moved

1.68 0.55 1.65 0.60 1.66 0.58

13 Lesson flows were frequently

disrupted by transfers

3.41* 0.51 3.27* 0.58 3.32* 0.56

14 The lessons I received were

not qualitative hence I moved.

2.81* 0.83 1.58 0.58 2.01 0.88

15 If I was to change schools, I

would consider moving to a

Public Secondary school.

1.62 0.53 1.68 0.56 1.66 0.55

16 If I was to change schools, I

would consider moving to a

Private Secondary school.

3.47* 0.51 3.23* 0.52 3.31*

0.53

17 I moved because I am in

certificate class

3.48* 0.50 3.27* 0.50 3.34* 0.51

18 I was afraid I cannot pass my

external examinations in my

school hence I moved.

3.43* 0.53 3.43* 0.54 3.44*

0.54

19 I fear my teachers will not

assist me to pass my

examinations hence I moved.

3.45* 0.53 3.42* 0.54 3.43* 0.54


A benchmark of 2.50 was used to determine the reason why students moved from

public to private schools, reasons with a mean score above 2.50 are accepted reasons for

movement. Based on the students‘ view in Bayelsa State, it was accepted that the high rate

of teacher transfer. (3.31); No teachers for most of my subjects (3.34), No teachers for

more than four subjects that I offer (3.44), No replacement for a transferred teacher (3.39),

Delay in replacing transferred teachers (3.36); Unsuitable replacement of transferred

teachers (3.42), My school is rural with fewer teachers hence I moved (3.42), lesson flows

were frequently disrupted by transfers (3.41). The lessons I received were not qualitative

hence I moved (2.81), If I was to change schools, I would consider moving to a Private

Secondary school (3.47), I moved because I am in certificate class (3.48), I was afraid I

may not pass my external examinations in my school hence I moved (3.43) and I fear my

teachers will not assist me to pass my examinations hence I moved (3.45) were the reasons

for students mobility from the public to private secondary schools.

In Delta State, students are of the opinion that the High rate of the teacher transfers

(3.35); No teachers for most of my subjects (2.37), No teachers for more than four subjects

that I offer (3.32), No replacement for transferred teachers (3.27), Delay in replacing

transferred teachers (3.25), Unsuitable replacement of transferred teachers (2.89) and My

school is rural with fewer teachers hence I moved (2.98). Others are My school is sub-

124

urban with fewer teachers hence I moved (3.09), Lesson flows were frequently disrupted

by transfers (3.27), If I was to change schools, I would consider moving to a Private

Secondary school (3.23); I moved because I am in certificate class (3.27), I was afraid I

cannot pass my external examinations in my school hence I moved (3.43) and I fear my

teachers will not assist me to pass my examinations hence I moved (3.42) were reasons for

students mobility from the public to private schools in Delta State.

In both State studied, the students were of the opinion that High rate of teachers‘

transfers (3.33); No teachers for most of my subjects (2.71), No teachers for more than

four subjects that I offer (3.36), No replacement for transferred teachers (3.32), Delay in

replacing transferred teachers (3.29); unsuitable replacement of transferred teachers (3.08)

and My school is rural with fewer teachers hence I moved (3.13) were some of the reasons

for students mobility from the public to private schools. Other reasons for students‘

mobility are My school is sub-urban with fewer teachers hence I moved (2.60), Lesson

flows were frequently disrupted by transfers (3.32), If I was to move schools, I would

consider moving to a private secondary school (3.31), I moved because I am in certificate

class (3.34), I was afraid I cannot pass my external examinations in my school hence I

moved. (3.44) and I fear my teachers will not assist me to pass my examinations, hence I

moved (3.43) are reasons for students‘ mobility to private secondary schools in Bayelsa

and Delta States.

Research Question 6/Hypothesis 1

What is the relationship between teachers’ attrition and students’ mobility

from the public to private secondary schools in Bayelsa and Delta States?

Hypothesis 1: There is no significant relationship between teachers’ attrition

andStudents’ mobility from the public to private secondary schools in Bayelsa and

DeltaStates

Pearson Product-Moment Correlation Coefficient was used to answer research

question 6 and hypothesis 1.

Table 15: Pearson Product-Moment Correlation Coefficient of the Relationship

between Teachers’ Attrition and Students’ Mobility from the Public to Private

Secondary Schools in Bayelsa, Delta and both states

STATE R r2

Ρ

Bayelsa -0.495 0.245 0.397

Delta State -0.029 0.001 0.063

Both Sates -0.257 0.066 0.475


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Table 15 shows that there was a negative negligible connection between teachers‘

attrition and students‘ mobility from the public to private secondary schools (r = -0.495, p

> 0.05) in Bayelsa State, In Delta State, there was also a negative negligible link between

teachers‘ attrition and students‘ mobility to private secondary schools in Delta State (r = -

0.029, p> 0.05). The link was not remarkable. In both states of the study, the result in

Table 15 shows that there is a negative link between teachers‘ attrition and students‘

mobility from the public to private secondary schools (r = -0.257, p > 0.05). The

connection between students‘ mobility from the public to private schools and teachers‘

attrition was also not significant. It was just6.6% for both states. The teachers‘ attrition had

a 6.6% correlation with students‘ mobility from the public to private secondary schools in

both states.


What is the relationship between public secondary school teachers’ transfer

and students’ mobility from the public to private secondary schools in Bayelsa and

Delta States?

Hypothesis 2: There is no significant relationship between teachers’ transfer and

students’mobility from the public to private secondary schools in Bayelsa and Delta

States.




between Teachers’ Transfer and Students’ Mobility from the Public to Private


STATE R r2

Ρ

Bayelsa 0.091 0.008 0.884

Delta 0.460 0.212 0.435

Both Sates -0.181 0.033 0.697


Table 16 shows that in Bayelsa State, there was a positive non-relevant link

between teachers‘ transfer and students‘ mobility from the public to private secondary

schools (r = 0.091, p > 0.05). There was a nonrelevant connection between teachers‘

126

transfer and students‘ mobility from the public to private schools in secondary schools in

Delta State (r = 0.460, p> 0.05). The relationship was not relevant, but the r2 values of

0.212 for Delta State indicates that teachers‘ transfer influenced students‘ mobility from

the public to private secondary schools by 21.2%.

In both states of the study, the result in Table 16 shows that there is a negligible

negative nexus between teachers‘ transfer and students‘ mobility from the public to private

secondary schools (r = -0.181, p > 0.05). For both states, teachers‘ transfer influenced

students‘ mobility to private secondary schools by 3.3% (r2 values of 0.033).


What is the Relationship between Teachers’ Compensation and Teachers’

Attrition among Public Secondary School Teachers in Bayelsa and Delta States?

Hypothesis 3: There is no significant relationship between teachers’ compensation

and teachers’ attrition in public secondary schools in Bayelsa and Delta States.

Pearson Product-Moment Correlation Coefficient was used to answer

research question 8 and hypothesis 3.


between Teachers’ Compensation and Teachers’ Attrition in Bayelsa, Delta and both

States

State N R r2

Ρ

Principals

view

Bayelsa 120 0.582 0.339 0.000

Delta 201 0.718 0.516 0.000

Both Sates 321 0.354 0.125 0.000

Teachers view Bayelsa 346 0.718 0.516 0.000

Delta 370 0.422 0.178 0.000

Both Sates 716 0.441 0.195 0.000


Based on the principals‘ views, Table 17 shows that in Bayelsa State, there was a

remarkable link between teachers‘ compensation and attrition in public secondary schools

(r = 0.582, p < 0.05). The r2 value of 0.339 indicates that in Bayelsa State, teachers‘ scant

compensation has an influence of 33.9% on teachers‘ attrition in public secondary schools.

Also, there was a relevant link between teachers‘ compensation and attrition in public

secondary schools in Delta State (r = 0.718, p< 0.05). The sway of teacher scant

compensation on attrition is 51.6%. In both states of the study, the result in Table 17 shows

there is a relevant link between teachers‘ compensation and attrition among public

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secondary school teachers (r = 0.354, p < 0.05). The r2 values of 0.125 for both states

indicate that teachers‘ scant compensation influences their attrition from public school by

17.8%.

From the teachers‘ point of view, Table 17 shows there was a remarkable link

between teachers‘ compensation and attrition in public secondary schools in Delta State (r

= 0.422, p< 0.05). The influence of teacher scant compensation on their attrition is 17.8%.

Also, in Bayelsa State, there was a positive, remarkable link between teachers‘

compensation and attrition in public secondary schools (r = 0.718, p < 0.05). The r2 value

of 0.516 indicates that in Bayelsa State, teacher scant compensation has an influence of

51.6% on teachers‘ attrition in public secondary schools. In both states of the study, the

result in Table 17 shows that there is a relevant link between teachers‘ compensation and

teachers‘ attrition in public secondary schools (r = 0.441, p < 0.05). The r2 value of 0.195

for both states indicates that teacher scant compensation influences their attrition from

public school by 19.5%.


What is the relationship between teacher age and seeking a transfer in Bayelsa and

Delta States?

Hypothesis 4: There is no significant relationship between a teacher’s age and seeking

a transfer in Bayelsa and Delta States.




between a Teacher’s Age and Seeking a Transfer in Bayelsa, Delta and both States

Personal

factors

School-related

factors

STATE Age N R P r2 P

Bayelsa (N =

346)

25- 35 years 82 0.055

0.304

-

0.016

0.767

36 years and

above 264

Delta (N

=370)

25- 35 years 86 0.012 0.821 0.049 0.348

36 years and

above 284

Both states (N

= 716)

1.00 25-35 years 168 0.023 0.546 0.006 0.866

2.00 36 years

and above 548


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Table 18 shows that there was no remarkable connectionbetween a teacher‘s age

and seeking a transfer in Delta State (r = 0.012, ρ > 0.05), Bayelsa (r = 0.0055, ρ > 0.05),

and in both states (r = 0.023, ρ > 0.05). There was also no remarkable link between a

teacher‘s age and seeking a transfer in Delta State (r = 0.0049, ρ > 0.05), Bayelsa (r = -

0.016, ρ > 0.05), and in both states (r = 0.006, ρ > 0.05). Age, therefore, does not have a

link with teachers seeking transfers in public secondary schools in the states studied.


What is the relationship between a teacher’s gender and seeking a transfer in Bayelsa

and Delta States?

Hypothesis 5: There is no significant relationship between a teacher’s gender and

seeking atransfer in Bayelsa and Delta States.



Table 19: Pearson Product-Moment Correlation Coefficient between a Teacher’s

Gender and Seeking a Transfer in Bayelsa, Delta and both States

Personal factors School related factors

STATE Gender N R Ρ r2 Ρ

Bayelsa (N=

346) Male 139 -0.037 0.497 -0.069 0.203

Female 207

Delta (N = 370) Male 154 0.033 0.531 0.048 0.357

Female 216

Both states (N

=716) Male 293 0.007 0.859 0.006 0.866

Female 423


Table 19 shows that there was no relevant link between teachers gender (sex) and

seeking a transfer in Bayelsa and Delta States (r = 0.033, ρ > 0.05), Bayelsa (r = -0.037, ρ

> 0.05), and in both states (r = 0.007, ρ > 0.05). There was also no remarkable link

between a teacher‘s gender and seeking transfer in Delta State (r = 0.0048, ρ > 0.05),

Bayelsa (r = -0.069, ρ > 0.05) and in both states (r = 0.006, ρ > 0.05). Gender, therefore,

does not have a linkwith teacher changing schools in the studied states.

129


What is the relationship between a teacher’s marital status and seeking a transfer

among public secondary school teachers in Bayelsa and Delta States?

Hypothesis 6: There is no significant relationship between a teacher’s marital status

and seeking a transfer in Bayelsa and Delta States.



Table 20: Pearson Product-Moment Correlation Coefficient between a Teacher’

Marital Status and Seeking a Transfer in Bayelsa, Delta and both States

Personal factors School-related factors

STATE Marital

Status

N R Ρ r2 Ρ

Bayelsa Single 272 0.049 0.360 0.036 0.504

Married 74

Delta Single 300 -0.072 0.169 -0.004 0.941

Married 70

Both Sates Single 572 0.016 0.669 0.034 0.362

Married 144


Table 20 shows that there was no remarkable link between a teacher‘s marital

status and seeking a transfer in Delta State (r = -0.072, ρ > 0.05), Bayelsa (r = 0.049, ρ >

0.05), and in both states (r = 0.016, ρ > 0.05). There was also no remarkable link between a

teacher's marital status and seeking a transfer. Therefore, marital status had no influence on

a teacher seeking a transfer in Delta State (r = -0.004, ρ > 0.05), Bayelsa (r = -0.036, ρ >

0.05), and in both states (r = 0.034, ρ > 0.05). Marital status, therefore, does not have a link

with teachers transferring schools in the states studied.

130

Research Question 12

What are the Reasons for Teachers’ Attrition in Public Secondary Schools in


Using the mean statistical tool to determine the reasons for teachers‘ attrition in

secondary schools in Delta and Bayelsa States, the principals‘ and teachers‘ views were

sought. The result is presented in Tables 21 and Table 22.

Table 21: Principals View on the Reason for Teachers Attrition in Bayelsa, Delta and

bothstates

Reasons Bayelsa State Delta State Both Sates

Mean SD Mean SD Mean SD

1 Scant remuneration 3.61* 0.51 3.36* 0.53 3.46* 0.54

2 Poor condition of service outside

salary. 3.65* 0.48 3.39* 0.57 3.49* 0.55

3 Undue delays in payment of salaries. 1.53 0.52 1.52 0.50 1.52 0.51

4 Poor promotion prospect. 3.43* 0.51 2.90* 1.01 3.10* 0.90

5 Insignificant promotion monetary

additions. 1.56 0.50 1.63 0.52 1.60 0.52

6 Uniform salary structure for all skills. 2.79* 0.70 3.34* 0.56 3.13* 0.67

7 Attraction from other sectors. 3.49* 0.64 3.11* 0.96 3.25* 0.87

8 Cultism in secondary schools 1.98 0.73 3.19* 0.52 2.74* 0.84

9 Unruly students 1.88 0.57 3.44* 0.50 2.86* 0.92

10 Attractions from the private sectors. 3.54* 0.50 3.55* 0.50 3.55* 0.50

11 The high demand for the teaching

job. 1.54 0.52 3.40* 0.51 2.71* 1.04

12 The heavy workload of teachers 2.91* 0.72 3.50* 0.50 3.28* 0.66

13 The Teaching job is not sufficiently

challenging. 2.42 0.79 3.45* 0.50 3.07* 0.80

14 Lack and insufficient teaching

equipment 3.14* 0.54 3.51* 0.50 3.37* 0.55

15 Teachers low esteem in society. 3.43* 0.54 3.51* 0.50 3.48* 0.52

16 Lack of prestige and recognition

accorded teachers 3.50* 0.50 3.43* 0.50 3.46* 0.50

17 Boring nature of teaching job. 3.54* 0.50 3.46* 0.50 3.49* 0.50

18 Teaching as a spring board to other

lucrative jobs 2.56* 0.89 2.52* 0.84 2.53* 0.86

Grand Mean 2.80* 3.12* 3.00*


Key * Significant factors

Using a benchmark of 2.50 to determine the reasons for teachers‘ attrition, the

reasons with a mean score above 2.50 are accepted reasons for teachers‘ attrition. Based on

the principals‘ views, in Delta State, it was accepted that scant remuneration (3.36), poor

condition of service outside salaries (3.39), Poor promotion prospect (2.90), uniform salary

131

structure for all skill (3.34), Attraction from other sectors (3.11), Cultism in secondary

schools (3.12), Unruly students (3.44), Attractions from the private sectors (3.55), High

demand of the teaching job (3.40), Heavy workload of teachers (3.50), Teaching job is not

sufficiently challenging (3.45), Lack and insufficient teaching equipment (3.51), Teachers

low esteem in the society (3.51), Lack of prestige and recognition accorded teachers

(3.43), Boring nature of teaching job (3.46), Teaching as a spring board to other lucrative

jobs (2.52) are all reasons for teachers attrition in secondary schools.

In Bayelsa State, the principals are of the opinion that scant remuneration (3.61),

poor condition of service outside the salaries (3.65), Poor promotion prospect (3.42),

uniform salary structure for all skill (2.79), Attraction from other sectors (3.49),

Attractions from the private sectors (3.54), Heavy workload of teachers (2.91), Lack and

insufficient teaching equipment (3.14), Teachers low esteem in the society (3.43), Lack of

prestige and recognition accorded teachers (3.50), Boring nature of teaching job (3.54) and

Teaching as a spring board to other lucrative jobs (2.56) are all reasons for teachers

attrition in secondary schools.

In both states of the study, the principals were of the opinion that scant

remuneration (3.46), poor condition of service outside salary (3.49), Poor promotion

prospect (3.10), uniform salary structure for all skill (3.13), Attraction from other sectors

(3.25), Cultism in secondary schools (2.74), Unruly students (2.86), Attractions from the

private sectors (3.55), High demand of the teaching job (2.71), Heavy workload of teachers

(3.28), Teaching job is not sufficiently challenging (3.07), Lack and insufficient teaching

equipment (3.37), Teachers low esteem in the society (3.48), Lack of prestige and

recognition accorded teachers (3.46), Boring nature of teaching job (3.49), Teaching as a

spring board to other lucrative jobs (2.53) are all reasons for teachers attrition in secondary

schools.

132

Table 22: Teachers View on the Reasons for Teachers’ Attrition in Bayelsa, Delta and

both States

Teachers View on the reasons

for their transfers

Bayelsa State Delta State Both Sates


1 Inadequate teacher for particular

subjects taught. 3.55* 0.50 3.50* 0.50 3.52* 0.50

2 Delayed replacement of transferred

teachers 3.45* 0.50 3.45* 0.50 3.45* 0.50

3 The rural location of school. 2.52* 0.51 2.51* 0.51 2.52* 0.50

4 The Insecurity of life and

properties. 3.45* 0.58 2.49 0.58 2.96* 0.72

5 No standard nurseries and primary

schools for teachers‘ children and

wards.

3.45* 0.53 1.50 0.53 2.44 1.10

6 Lack of Laboratories 1.51 0.52 1.50 0.52 1.51 0.51

7 Lack of Libraries 1.57 0.53 1.58 0.53 1.57 0.52

8 Lack of social amenities 3.50* 0.50 3.50* 0.50 3.50* 0.50

9 Community hostility 3.50* 0.50 3.50* 0.50 3.50* 0.50

10 Cultism 3.50* 0.50 3.50* 0.50 3.50* 0.50

11 Tough terrain of the school. 2.09 0.88 1.50 0.88 1.78 0.77

12 The heavy workload of teachers. 3.32* 0.68 1.50 0.68 2.38 1.09

13 Lack of access road to the school 3.05* 0.79 1.50 0.79 2.25 1.02

14 The school community poor

electricity supply. 1.51 0.50 1.52 0.50 1.52 0.50

15 Principal‘s non-support of career

development. 1.55 0.50 1.53 0.50 1.54 0.50

16 Unruly and rascally students 3.45* 0.58 3.37* 0.58 3.41* 0.63

17 Poor access roads 3.26* 0.66 1.50 0.66 2.35 1.06

18 Conflict with school authority 1.50 0.50 1.50 0.50 1.50 0.50

19 Conflict with students 1.50 0.50 1.50 0.50 1.50 0.50

20 Conflict with colleagues 1.64 0.74 1.50 0.74 1.57 0.63

21 Conflict with host community 3.34* 0.67 1.52 0.67 2.40 1.08

22 Poor principal appreciation of

teachers efforts 1.53 0.50 1.53 0.50 1.53 0.50

23 Difficulty in commuting to work. 3.49* 0.50 3.29* 0.50 3.39* 0.66

24 Poor teacher mentoring. 1.70 0.69 1.61 0.69 1.65 0.60

25 Principal‘s non-inclusion of

teachers in decision making 3.50* 0.50 3.50* 0.50 3.50* 0.50

26 Difficulty in commuting to work. 3.50* 0.50 3.50* 0.50 3.50* 0.50

27 Lack of cooperation among staff. 3.38* 0.67 3.50* 0.67 3.44* 0.59

28 Farmlands to encourage teachers to

stay 1.63 0.54 1.61 0.54 1.62 0.51

29 Cooperative societies to financially

support teachers 1.81 0.69 3.50* 0.69 2.68* 1.03

30 Induction programmes to support

new teachers. 1.57 0.50 1.61 0.50 1.59 0.50

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31 Free accommodation to support

teachers 1.84 0.61 1.50 0.61 1.66 0.58

32 There is collaboration among staff

members. 3.19* 0.70 1.58 0.50 2.36 1.01

33 Students‘ poor academic

performance 1.67 0.62 1.61 0.49 1.64 0.56

34 Youthfulness of a teacher. 2.73* 0.94 1.56 0.50 2.13 0.95

35 Resettlement because of marriage. 2.95* 0.80 1.51 0.50 2.20 0.98

36 Domestic responsibility 3.15* 0.65 3.50* 0.50 3.33* 0.60

37 Poor relationship with the school

authority 3.46* 0.53 3.50* 0.50 3.48* 0.52

38 Poor relationship with colleagues 2.83* 0.68 1.54 0.50 2.16 0.88

39 Fear of the heavy work load

caused by insufficient teachers. 3.50* 0.50 3.50* 0.50 3.50* 0.50

40 Stresses of the heavy workload

make teachers seek transfer. 3.50* 0.50 3.50* 0.50 3.50* 0.50

41 Fear of riverine settlements 3.50* 0.50 3.50* 0.50 3.50* 0.50

42 Ill health conditions. 3.49* 0.50 3.50* 0.50 3.49* 0.50

Grand Mean 2.37* 2.65* 2.51*


Key * Significant factors

Using a benchmark of 2.50 to determine the reason for teacher‘s attrition, reasons

with a mean score above 2.50 are accepted reasons for teacher‘s attrition. In Bayelsa State,

teachers are of the opinion that scant remuneration (3.61), poor condition of service

outside salaries (3.56). Poor promotion prospect (3.46), insignificant promotion monetary

additions (3.46), Attraction from other sectors (3.45), Cultism in secondary schools (3.47),

Attractions from the private sectors (3.48), The heavy workload of teachers (3.36), Lack

and insufficient teaching equipment (3.45), Teachers low esteem in society (2.84), Lack of

prestige and recognition accorded teachers (3.49), and Teaching as a spring board to other

lucrative jobs (2.86) are all reasons for teachers attrition in secondary schools. Uniform

salary structure for all skill (2.29), Unruly students (2.39), High demand of the teaching

job (2.29) and Boring nature of teaching job (2.86) are reasons for teachers‘ attrition in

Bayelsa State.

Based on the Teachers‘ views, in Delta State, it was accepted that scant

remuneration (3.48), poor condition of service outside salaries (3.50), Poor promotion

prospect (3.49), insignificant promotion monetary additions (3.49), Attraction from other

sectors (3.51), Cultism in secondary schools (3.50), Attractions from the private sectors

(3.50), High demand of the teaching job (3.50), Heavy workload of teachers (2.50),

Teaching job not sufficiently challenging (2.50), Lack and insufficient teaching equipment

(3.50), Teachers low esteem in the society (3.45), Lack of prestige and recognition

134

accorded teachers (3.49), Boring nature of teaching job (3.50) and teaching as a spring

board to other lucrative jobs (3.50) are all reasons for teachers attrition in secondary

schools.

In both states studied, the teachers were of the opinion that scant remuneration

(3.53), poor condition of service outside salaries (3.53), Poor promotion prospect (3.47),

insignificant promotion monetary additions (3.46), Attraction from other sectors (3.50),

Cultism in secondary schools (3.48), Attractions from the private sectors (3.49), High

demand of the teaching job (2.91), Heavy workload of teachers (2.91), Lack and

insufficient teaching equipment (3.47), Teachers low esteem in the society (3.15), Lack of

prestige and recognition accorded teachers (3.49), Boring nature of teaching job (2.60),

Teaching as a spring board to other lucrative jobs (3.19) are all reasons for teachers

attrition in secondary schools in Bayelsa and Delta States. Teachers in both states of the

study did not see undue delays of payment in salaries (1.51), uniform salary structure for

all skill (1.93), Unruly students (1.93) and Teaching job is not sufficiently challenging

(2.21) as reasons for teachers‘ attrition in both State.

Comparing the principals‘ and teachers‘ views on the reasons for teachers‘ attrition

in secondary schools in the States studied, a graph (Figure 5) was plotted using the mean

values for the various reasons and numbers one to 18 to represent each reason as presented

in Tables 21 and 22.

135

Figure 5: Comparison of Principals’ and Teachers’ views on reasons for teachers’ attrition in Bayelsa and Delta States

Principals

0

0.5

1

1.5

2

2.5

3

3.5

4

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Principals 3.46 3.39 1.52 3.1 1.6 3.13 3.25 2.74 2.86 3.55 2.71 3.28 3.07 3.37 3.48 3.46 3.49 2.53

Teachers 3.54 3.52 1.51 3.47 3.45 1.93 3.48 3.48 1.93 3.49 2.91 2.91 2.21 3.47 3.15 3.49 2.6 3.19

136

Research Question 13

What are the Reasons for Teachers’ Transfers in Public Secondary Schools in


The reasons teachers are transferred in public secondary schools in Bayelsa and Delta

States are stated in Tables 23 and 24 for principals and teachers respectively.

Table 23: Principals’ Views on Reasons for Teachers’ Transfer in Public Secondary

Schools in Bayelsa, Delta, and both States Principals views on Reasons for

Teachers Transfer

Bayelsa State Delta State Both states


1 Inadequate teacher for particular

subjects taught. 3.51* 0.50 3.21* 0.65 3.32* 0.62

2 Delayed replacement of transferred

teachers. 3.40* 0.49 3.23* 0.59 3.30* 0.56

3 The rural location of the school. 2.57* 0.76 3.09* 0.64 2.89* 0.73

4 The insecurity of life and

properties. 3.01* 0.82 1.56 0.52 2.10 0.96

5 No standard nurseries and primary

schools for teachers‘ children and

wards.

3.33* 0.49 3.18* 0.67 3.24* 0.61

6 The desire of teachers to be with

their spouses. 3.47* 0.50 3.59* 0.50 3.55* 0.50

7 Tough terrain of the school. 2.99* 0.61 1.62 0.51 2.13 0.86

8 The heavy workload of teachers

makes them seek a transfer. 3.33* 0.47 3.06* 0.68 3.16* 0.62

9 Lack of access road to the school. 3.10* 0.65 1.71 0.54 2.23 0.89



Grand Mean 3.08 2.59 2.77


137

Figure 6: Comparison of Principals’ views on reasons for teachers’ transfers in public Secondary Schools in Bayelsa and Delta States

q1 q2 q3 q4 q5 q6 q7 q8 q9 q10

3.51 3.42.57

3.01

3.333.47

2.99 3.32

3.1

2.11

3.21 3.23 3.08

1.56

3.18

3.59

1.62

3.06

1.71 1.6

Bayelsa Delta

138

Using a Benchmark of 2.50, in Bayelsa State, inadequate teachers for particular

subjects taught (3.51), The Delayed replacement of transferred teachers (3.40): Rural

location of school (2.57). The insecurity of life and properties (3.01), No standard

nurseries and primary schools for teachers‘ children and wards (3.33), The desire of

teachers to be with their spouses (3.37). Tough terrain of the school (2.99), The Heavy

workload of teachers makes them seek transfer (3.33) and Lack of access road to the

school (3.10) were viewed as reasons teachers seek a transfer in public schools.

In Delta State, the Principals are of the opinion that the Inadequate teachers for

particular subjects taught (3.21), Delayed replacement of transferred teachers (3.23), Rural

location of school (3.09), No standard nurseries and primary schools for teachers‘ children

and wards (3.18), Desire of teachers to be with their spouses (3.59) and the heavy

workload of teachers make them seek a transfer (3.07) are reasons teachers seek a transfer

in state secondary academies in Delta State.

In both states, principals are of the view that Inadequate teachers for particular

subjects taught (3.32), Delayed replacement of transferred teachers (3.30), The Rural

location of the school (2.89): No standard nurseries and primary schools for teacher‘s

children and wards (3.24), Desire of teachers to be with their spouses (3.54) and Heavy

workload of teachers make them seek transfer (3.16) are all reasons teachers seek a

transfer in public secondary schools.

Table 24: Teachers View on the Reasons for Teachers’ Transfers in Bayelsa, Delta

and both States

Teachers view on the reasons

for teachers’ transfer

Bayelsa State Delta State Both Sates


1 Inadequate teacher for

particular subjects taught. 3.55* 0.50 3.50* 0.50 3.52* 0.50

2 Delayed replacement of

transferred teachers 3.45* 0.50 3.45* 0.50 3.45* 0.50

3 The rural location of school. 2.52* 0.51 2.51* 0.51 2.52* 0.50

4 The Insecurity of life and

properties. 3.45* 0.58 2.49 0.58 2.96* 0.72

5 No standard nurseries and

primary schools for teachers‘

children and wards.

3.45* 0.53 1.50 0.53 2.44 1.10

6 Lack of Laboratories 1.51 0.52 1.50 0.52 1.51 0.51

7 Lack of Libraries 1.57 0.53 1.58 0.53 1.57 0.52

8 Lack of social amenities 3.50* 0.50 3.50* 0.50 3.50* 0.50

9 Community hostility 3.50* 0.50 3.50* 0.50 3.50* 0.50

10 Cultism 3.50* 0.50 3.50* 0.50 3.50* 0.50

11 Tough terrain of the school. 2.09 0.88 1.50 0.88 1.78 0.77

139

12 The heavy workload of

teachers. 3.32* 0.68 1.50 0.68 2.38 1.09

13 Lack of access road to the

school 3.05* 0.79 1.50 0.79 2.25 1.02



15 Principal‘s non-support of

career development. 1.55 0.50 1.53 0.50 1.54 0.50

16 Unruly and rascally students 3.45* 0.58 3.37* 0.58 3.41* 0.63

17 Poor access roads 3.26* 0.66 1.50 0.66 2.35 1.06

18 Conflict with school authority 1.50 0.50 1.50 0.50 1.50 0.50

19 Conflict with students 1.50 0.50 1.50 0.50 1.50 0.50

20 Conflict with colleagues 1.64 0.74 1.50 0.74 1.57 0.63

21 Conflict with host community 3.34* 0.67 1.52 0.67 2.40 1.08

22 Poor principal appreciation of

teachers efforts 1.53 0.50 1.53 0.50 1.53 0.50

23 Difficulty in commuting to

work. 3.49* 0.50 3.29* 0.50 3.39* 0.66

24 Poor teacher mentoring. 1.70 0.69 1.61 0.69 1.65 0.60

25 Principal‘s non-inclusion of

teachers in decision making 3.50* 0.50 3.50* 0.50 3.50* 0.50

26 Difficulty in commuting to

work. 3.50* 0.50 3.50* 0.50 3.50* 0.50

27 Lack of cooperation among

staff. 3.38* 0.67 3.50* 0.67 3.44* 0.59

28 Farmlands to encourage

teachers to stay 1.63 0.54 1.61 0.54 1.62 0.51

29 Cooperative societies to

financially support teachers 1.81 0.69 3.50* 0.69 2.68* 1.03

30 Induction programmes to

support new teachers. 1.57 0.50 1.61 0.50 1.59 0.50

31 Free accommodation to support

teachers 1.84 0.61 1.50 0.61 1.66 0.58

32 There is collaboration among

staff members. 3.19* 0.70 1.58 0.50 2.36 1.01

33 Students‘ poor academic

performance 1.67 0.62 1.61 0.49 1.64 0.56

34 Youthfulness of a teacher. 2.73* 0.94 1.56 0.50 2.13 0.95

35 Resettlement because of

marriage. 2.95* 0.80 1.51 0.50 2.20 0.98

36 Domestic responsibility 3.15* 0.65 3.50* 0.50 3.33* 0.60

37 Poor relationship with the

school authority 3.46* 0.53 3.50* 0.50 3.48* 0.52

38 Poor relationship with

colleagues 2.83* 0.68 1.54 0.50 2.16 0.88

39 Fear of the heavy work load

caused by insufficient teachers. 3.50* 0.50 3.50* 0.50 3.50* 0.50

140

=15340 Stresses of the heavy workload

make teachers seek transfers. 3.50* 0.50 3.50* 0.50 3.50* 0.50

41 Fear of riverine settlements 3.50* 0.50 3.50* 0.50 3.50* 0.50

42 Ill health conditions. 3.49* 0.50 3.50* 0.50 3.49* 0.50

Grand Mean 2.37* 2.65* 2.51*


141

Figure 7: Comparison of teachers’views on reasons for teachers’ transfers in public Secondary Schools in Delta and Bayelsa States from 2015-

2019

Bayelsa

0

0.5

1

1.5

2

2.5

3

3.5

4

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42

Bayelsa 4 3 3 3 3 2 2 4 4 4 2 3 3 2 2 3 3 2 2 2 3 2 3 2 4 4 3 2 2 2 2 3 2 3 3 3 3 3 4 4 4 3

Delta 3 3 3 2 1 2 2 4 4 4 1 2 2 2 2 3 1 2 1 2 2 2 3 2 4 4 3 2 4 2 2 2 2 2 2 4 4 2 4 4 4 3

Teachers‘ views were grouped into two: School-related factors and personal

factors. Table 24 shows that the school-related factors that could necessitate the transfer of

tutors in state secondary academies in Delta State are Inadequate teachers for particular

subjects taught (3.50), Delayed replacement of transferred teachers (3.45), Rural location

of school (2.51), Insecurity of life and properties (2.50), Lack of social amenities (3.50),

Community hostility (3.50), Cultism (3.50), Unruly and rascally students (3.37), Difficulty

in commuting to work (3.29), Principal‘s non-inclusion of teachers in decision making

(3.50), Difficulty in commuting to work (3.50), Lack of cooperation among staff (3.50)

and Cooperative societies to financially support teachers (3.50) are the factors that could

lead a teacher to seek a transfer. The following personal factors are reasons teachers seek a

transfer in Delta State. Domestic responsibility (3.50): Poor relationship with the school

authority (3.50): Fear of the heavy workload caused by insufficient teachers (3.50),

Stresses of the heavy workload make teachers to seek transfers (3.50). Fear of riverine

settlements (3.50) and ill-health conditions (3.50).

For teachers in Bayelsa State, Inadequate teachers for particular subjects taught

(3.55), Delayed replacement of transferred teachers (3.45), Rural location of school (2.52)

Insecurity of life and properties (3.45), No standard nurseries and primary schools for

teachers‘ children and wards (3.45), Lack of social amenities (3.50), Community hostility

(3.50), Cultism (3.50), the Heavy workload of teachers (3.32), Lack of access road to the

school (3.06), Unruly and rascally students (3.45), Poor access roads (3.26), Conflict with

host community (3.34), Difficulty in commuting to work (3.50): Principals‘ non-inclusion

of teachers in decision making (3.50), Difficulty in commuting to work (3.50), Lack of

cooperation among staff. (3.37); and there is a collaboration among staff members (3.19).

The personal reasons for seeking transfer are Domestic responsibility (3.15), Poor

relationship with the school authority (3.46), Poor relationship with colleagues (2.83), Fear

of the heavy workload caused by insufficient teachers (3.50), Stresses of the heavy

workload make teachers seek transfer (3.50), Fear of riverine settlements (3.50) and Ill

health conditions (3.49).

For teachers in both states, Inadequate teachers for particular subjects taught

(3.52), Delayed replacement of transferred teachers (3.45), Rural location of school (2.52)

Insecurity of life and properties (3.00), Community hostility (3.50), Cultism (3.50), Unruly

and rascally students (3.41), Difficulty in commuting to work (3.50): Principal‘s non-

inclusion of teachers in decision making (3.50), Difficulty in commuting to work (3.39),

Lack of cooperation among staff (3.37); Principals non-inclusion of teachers in decision

making (3.50), the Lack of cooperation among staff (3.44), Cooperative societies to

cxliii

financially support teachers (2.68). The personal reasons for seeking transfer are Domestic

responsibility (3.33), Poor relationship with the school authority (3.48), Fear of the heavy

workload caused by insufficient teachers (3.50), Stresses of the heavy workload make

teachers seek transfer (3.50), Fear of riverine settlements (3.50) and Ill health conditions

(3.49) remain factors of the transfer. These findings are consistent with that of (Luschei

and Chudgar, 2017) who reported conflict with the management, that the absence of

fundamental school amenities, huge and difficult workloads, compelling teaching

circumstances, constrained chances for occupational advancement, desire to work closer

home were the primary determinants of teachers transfer.

Discussion of Results

The first research question sought to find out teachers‘ attrition rates in public

secondary schools for Bayelsa and Delta States for 5 years between 2015 and 2019. The

findings showed an average attrition rate of 5.55% for Delta State. Bayelsa had a mean

attrition rate of 14.24% while the average attrition rate for both states is 8.23%. The study

further revealed that Bayelsa State recorded a higher attrition rate than Delta State in 2015,

2016 and 2019, while Delta State recorded a higher attrition rate in 2017 and 2018. This

finding agrees with that of (Meyer et al., 2019) who reported 12% attrition in state

secondary academies in four states of America.

Also, the ‗Centre for Education Statistics School and Staffing survey (2014) found

incredible teachers‘ attrition rate of 24% annually in Arizona. Similarly, there was an

alarming 23% in New Mexico (Learning Policy Institute, 2014). The rates reported in this

present study in Nigeria are relatively lower than those of the U.S. The results differentials

may have been the outcome of disparities in the levels of societal development which may

have a relationship with the economic status of the teachers.

Here in Nigeria (Adamu, 2010) reported that the rate of teachers‘ attrition varied

from one geographical and political divide to another. In the South-South political

division, teachers‘ attrition is milder with about 10-15% compared to the Northern part

with between 15 and 20% teachers‘ attrition rate (Adamu, 2010). The variations between

the rates obtained in the present study and that reported by (Adamu, 2010) are probably

due to the time or period of study. While the finding of Adamu was reported in 2010, the

present study is from 2015 to 2019.

It is both vital and necessary to note that between the year 2010 and 2019; the

economy of Nigeria has been unstable with a growing inflation rate; crashing crude oil

price, currency devaluation and the falling value of money, the rising cost of living, falling

cxliv

standard of living, unemployment and corruption that has negatively affected the economy

in spite of a six percent rate of growth for six years period from 2004 to 2010 (Jaiyeola

and Bayat, 2020). The outcome is dissatisfied teachers with no alternative than to remain

in teaching in support of the findings of the New Zealand Post Primary Teacher

Association (NZPPTA, 2016) that reported alternative salaries in jobs outside teaching is

part of the problems of teachers‘ attrition. Also (Thorpe, 2016) reported for many teachers,

higher wages and easier work available outside teaching accounted for up to 30% of the

teacher quit rate. This is consistent with the finding (Mumtaz and Hasan, 2018) that

lucrative job opportunities outside the school organisation are a major distraction for

teachers,especially the newly employed. This is the likely reason for the relatively low rate

of attrition reported in this study.

However, against popular findings that beginning teachers salaries are a major

determinant of their retention in the job (Darling-Harmond and Thomas, 2019) study

reported beginning teachers‘ pay did not predict teachers quitting; instead, compensation

and administrative support did. This is also compactable with the study (Makarova, 2018)

that found scant salaries constitute the primary reason for teachers‘ job resignation.

The second research question was posed to find out the rate of public secondary

school teachers‘ transfer for Bayelsa and Delta States for 5 years between 2015 and 2019.

The findings showed an average transfer rate of 11.6% for Bayelsa State, 7.26% for Delta

State and 8.31% for both States studied. In both states, the transfer rates were highest in

2019, 18.87% in Bayelsa State and 18.99% in Delta State. Comparison of transfers in both

states of the study shows in 2015, Delta State had a higher transfer rate than Bayelsa State,

while Bayelsa State had a higher transfer rate than Delta in 2016, 2017 and 2018. Delta

State recorded a higher transfer rate than Bayelsa State in 2019. However, on average, the

rate of transfer was low (less than 10%) in both states.

The Institute for Statistics of the (UNESCO, 2016) reported earlier that the rate of

teacher‘s transfer was so high. This is not in agreement with the findings in the present

study. The UIS added that up to 24.4 million teachers are required for the UBE

programme. Also (Adnot et al. 2017) found that teachers‘ transfers exert a disastrous

impact on the education sector of the affected states. Similarly (Mack et al., 2019) found

that high transfer rates among teachers in public school classrooms undermine school

stability, impedes educational reform and hurts student achievement.

cxlv

The third research question sought to determine the rates of students‘ mobility

from the public to private secondary schools in Bayelsa and Delta States in the years

studied. The findings revealed a low rate of students‘ mobility from the public to private

secondary schools was low in both states. Average students‘ mobility rate of 11.16% was

found for Bayelsa State students, 7.26% for Delta State and 8.35% for both States. Delta

State reported a lower rate than Bayelsa State. However, for both states, the rate was

higher in 2019, 26.1% in Delta and 21.5% in Bayelsa, students‘ mobility is a constant

occurrence in life.

The reasons for students‘ mobility may include the following: Students and their

families opting to move a student‘s school with an increase in income resulting in access

to private schools that were previously not affordable because of the high cost of tuition.

Schools can initiate students‘ mobility through the expulsion of students. Parents may be

transferred to a faraway town across local government areas or states boarders for federal

employees. That may lead to students‘ mobility to other learning facilities (Rumberger,

2015, 2017).

Consistent with the report of this study (Welsh et al., 2016) reported that students‘

mobility is widespread and unheralded and those other reasons for school mobility are

often caused by families and comes from the change of residences attendant to sudden and

impromptu occurrences such as job changes or relocation to better homes, eviction or

complicated family conflicts with cataclysmic outcomes such as a divorce.

The lower students‘ mobility rate reported in Delta State probably suggest that

some schools are disproportionately affected by transfers and the economic status of some

parents in Delta State may have been better than those of parents in Bayelsa State. Also,

the higher transfer rate reported in 2019 in both states probably suggests that there was a

slacked compliance with strict students transfer policy, ethics and practise in 2018 than in

previous years; hence, parents backed their children‘s movement from the public

secondary schools to private secondary schools is significant, but not on the high side,

neither is it a new phenomenon. Since the loss of the glory of state secondary academies in

Nigeria, a lot of students have started schools mobility and until the issues responsible for

this practice are resolved by the authorities, there may not be an end to the drift (Jerinde,

2007; Agwu, et al., 2020 and Okoye and Onwuzuruoha).

Obviously, most public secondary schools, especially in the urban areas, are better

than the private ones judged by school plant; quality of teachers, available amenities, and

different equipment to mention only a few. Also, the public secondary schools pay better

salaries than the private ones. In spite of this, there has been a continuous drift of students

cxlvi

out of public secondary schools to the privates. The obvious reason is some moving

students do so for better results obtained by examination malpractices based on the fear of

failing because they may not be aided to pass their examinations by fraudulent means.

The fourth research question was asked to determine the pattern of students‘

mobility from the state to private secondary academies in both states studied between 2015

and 2019. The findings revealed that the majority of students moved in the first term when

they were in JS 3 and SS 3 in the two states studied. This agrees with the findings of

Taniguchi (2015), who reported that in Uganda, the number of students that switched

schools grew to 67.8% and 55.5%, respectively, of Grade 3 and 6 students. Students who

transited more than one time were not less than 39.0%. Those who moved more than two

times were 34.7%. It is obvious most of the students moving schools do so in the first term

to catch up with certificate examination enrolments.

The fifth research question was posed to know the explanation for students‘

mobility from the public to private secondary academies in both states studied. The

findings showed that a high rate of students‘ mobility, absence of tutors for many subjects,

the untimely replacement for the transferred teacher and unsuitable replacement of

transferred teachers were some reasons students moved from the public to private schools.

Others were the rural location of the school with fewer teachers, frequently disrupted

lessons flow by teacher transfers and low-quality lessons that caused a dislike of public

schools and a move to private secondary schools. However, most moves to private

secondary schools were made in certificate classes because the students knew they would

not be assisted to pass the examinations and the worry of failing the examinations in their

previous schools accounted for students‘ mobility from the public to private secondary

schools. For Delta State, the results were similar.

It is reasonable to move schools lacking in adequate tutors. However, moving to a

worse school with fewer qualified tutors, inadequate materials resources in certificate

classes is questionable. Students‘ mobility from better state schools to poor ill-equipped

private secondary schools with poorly paid teachers negated the findings of (Chowa,

Masa, Ramos and Ansong, 2015; Wunti, Hafsat and Igbaji, 2017 and Ahmodu, Lateef and

Sheu, 2018) that there is a nexus between a school‘s amenities and learners‘ academic

output.

In keeping with the outcomes of this investigation (Jerinde, 2007; Jekayinfa,

Omosewo, Yusuf and Ajidagba, 2011; Onyedinefu, 2019; and Okoye and Onwuzuruoha,

cxlvii

2020) reported the manifestation of syndicates with innovations in fraudulent and criminal

techniques for examination malpractices across the country called Examination Miracle

Centre. This is often the reason some candidates move schools to take the JSSCE and

SSCE outside the colleges they attend, especially if they were state schools. In the place of

their schools, they prefer enrolling in private schools charging unreasonably high fees for

guaranteed success called miracle centre in the local parlance in order to perpetrate

examination malpractice. In these fraudulent examination centers, answers to exam

questions are solved and shared with students (Omoniyi, 2019; Agwu, et al. 2020; Okoye

& Onwuzuruoha, 2020). It is proposed that adequate staffing of schools, an improvement

of the quality of secondary school environments, friendly principal management and

leadership style, flexible schools dress code as regards female students‘ hairdos and

footwear might present as remedy to the challenges of students‘ mobility to non state

secondary school facilities.

The sixth research question and Hypothesis 1 sought the connection between

teachers‘ attrition and students‘ mobility from the public to private secondary academies

in the studied states. The findings showed that there was no relevant nexus between

teachers‘ attrition and students‘ mobility from the public to private secondary schools in

Bayelsa State. In Delta State, there was also a negative negligible link between teachers‘

attrition and students‘ mobility to private secondary schools. In both states of the study,

the findings indicated a negative relationship between teachers‘ attrition and students‘

mobility from the state to private secondary academies. This report is probably as a result

of the fact that fewer students moved schools for lack of teachers for some subjects offered

in their schools while the bulk of students‘ mobility to the private secondary schools from

government schools was for guaranteed success through examination malpractices

(Jerinde, 2007 and Okoye and Onwuzuruoha, 2020).

Also, inadequate public schools may be the reason for students mobility as found

by Martinez-Vazquez and Seaman (1985) and Hamilton and Macauley (1991) who

revealed that when communities of various populations have comparatively few schools;

there is a high marginal propensity for the emergence of more private schools. Evidence

indicates private enrolments are increased when public schools discourage varying

options; consequently, greater numbers of investors schools provide more exit chances for

requesters.

Hirschfeld (2016); Li and Konstantopoulos (2017); Filges, Sonne-Schmidt and

Nielsen (2018) and the education unit of the United Nations Agency (2018) independent

cxlviii

studies stressed the necessity to retain enough tutors for learners because the availability of

teachers in a school spell the teacher-student ratio, class size, learners‘ comfort and

academic performance. Additionally,(Sieberer-Nagler, 2016; Jayaron and Mohamma,

2016 and Adnot et al. 2017) agreed on the positive influence of teachers on student

achievement. These studies revealed that learners with the requisite teachers registered

higher academic achievements against those with few teachers. The marginal propensity to

move schools is higher for students of public secondary schools with inadequate teachers.

The seventh research question and Hypothesis 2 sought the connection between

teachers‘ transfer and students‘ mobility from the public to non-state secondary schools in

Bayelsa and Delta States. The findings indicated a positive, non-relevant link between

teachers‘ transfer and students‘ mobility to personal secondary school facilities with

0.08% in Bayelsa State and 21.2% in Delta State. For both States studied, teachers‘

transfer influenced a student‘s mobility to personal secondary schools by 3.3%. There was

a negligible nexus between teachers‘ transfer and students‘ mobility from the state to

private-owned secondary facilities. This is so because students switch to private schools

that run Miracle Examination Centers during SSCE and NECO registrations (Onyedinefu,

2019). This situation exerts an unfortunate impact on the education sector of the affected

states (Adnot, 2017). Similarly (Mack et al., 2019) found that high transfer rates among

tutors of state school classrooms undermine school stability, hinder educational reforms

and hurt student achievement.

In support of the findings of this study (Taniguchi, 2017) research averred that

school-related factors like insufficient academics and constant teachers transfers

additionally predict students‘ mobility. Equally (Von der Embse et al. 2016) showed that

early career academics could be more likely to transfer schools until they notice a

permanent college placement. The previous finding reflects a departure from previous

studies that indicated early career academics are at risk of transferring schools.

Also (Adnot, Katz, Dee and Wyckoff, 2017) reported that prime transfers among

teachers of state school classrooms wear away school stability, hinders academic reform

and hurts student achievement. This negates the report of (Darling-Hammond, Flook,

Cook-Harvey, Barron and Osher, 2020) that good schooling permits continuity in links,

consistency in practices, and predictability in routines that scale back anxiety and support

engaged learning; relative trust and respect between and among workers, students and

parents. A system wherein academics are deficient and are frequently transiting cannot

cxlix

assure meaningful learning. Learners in this condition are prone and susceptible to moving

schools.

Henry and Redding (2018) reported the consequences for the interval and the end

of the year teachers‘ loss that students who lost their tutors during the school year had

considerably lower test scores than those students whose academics stayed. Moreover,

midsection teachers‘ transfers caused students‘ underperformance. At the tip of the

session, teachers appear to exert unimportant consequences of the outcome. The


outcomes or the quality of quitting teachers. Transiting teachers between December and

April exerts a catastrophic outcome on performance. However, these vary with schools

and subjects.

A key finding is that students experiencing high teachers‘ transfers do less well in

their end of term examinations (Gerritsen et al., 2017). The study found that the test

performance of all students improves with knowledgeable tutors. It was also consistent

with (Gerritsen et al., 2017) and (Aeschlimann et al., 2019) who reported in Switzerland

that irregular teacher loss affected each category on the average. Irregular teacher losses

have a more or less pronounced undesirable outcome on students‘ academic and

educational outcomes. Also (Wei, et al., 2020) reported teachers who have swapped

colleges at least once and indigenous teachers tended to stay at their first schools of

posting longer than non-local teachers. Their analysis indicated that the non-local teachers

were not more likely to transfer schools within the first 5 years of a teaching career; they

tended to teach at the first school for a shorter period.

There are indications that the fundamental drawback is not a shortage of academics

returning into the system since there are several other idle graduate academics. The

particular downside appears to be government employment embargoes and plenty of the

contemporary graduate tutors offering not to teach at all or quitting after just a few years

(Carvar-Thomas, 2016).

The eighth research question and Hypothesis 3 sought to establish the link between

teachers‘ compensation and teachers‘ quit in Bayelsa and Delta States. The findings

supported the principals‘ views that in Bayelsa State, there was a positive vital connection

between teachers‘ compensation and attrition in public secondary schools.

Teachers‘ scant compensation had an influence measure of 33.9% on teachers‘ exit and

there was a vital worthwhile link between teachers‘ compensation and quit in state

secondary academic facilities in Delta State. The sway of teacher scant compensation on

cl

attrition is 51.6% in Delta State. In both states of the study, there is a notable bond

between teachers‘ compensation and attrition among public secondary school teachers.

The r value of 0.354 indicates that teachers‘ compensation correlated with teachers‘

attrition by 12.5% in both states as perceived by the principals.

From the teachers‘ point of view, in Bayelsa State, there was a remarkable link

between teachers‘ compensation and quit in state secondary school facilities. In Bayelsa

State, teacher scant compensation has an influence of 51.6% on teachers‘ attrition in

public secondary schools. There was a remarkable helpful connection between teachers‘

compensation and attrition in public secondary schools in Delta State. The influence of

teacher scant compensation on their attrition is 17.8%. In both states studied, the result

shows that there is a vital link between teachers‘ compensation and teachers‘ attrition in

public secondary schools. For both states, the study indicates that teacher scant

compensation governed their attrition from state school by 19.5%. This is in agreement

with the report of Singh (2019) who noted that compensation quality spelled the

engagement and retention of employees to attain the objectives of an organisation. Also, it

is the basis of involvement of individuals in reinforcing the performance of workers.

Two studies (Kaur and Vijay, 2016 and Aeschlimann et al., 2019) also reported

that retention is more economical than recruiting new employees; therefore, organisations

ought to have a good retention policy to keep their existing workers. Similar to the

findings of this study (Gemeda et al., 2015), a similar study showed in Ethiopia that poor

salary and failure to reward performance demotivated teachers. The implications of

demotivated workers‘ exit on schools include poor syllabus coverage as the school Boards

may not immediately replace transferred academics. Also (Mulwa and Mbaluka, 2016)

study divulged that timely syllabus coverage was critical to learners as it enables students

to perform well at the end of their studies.

Confirming the findings of this study (Education Week, 2018) disclosed that the

scant pay package underlined all the cases of sparing teacher presence in the USA. Other

factors were cited as the next crucial factor to salaries. Confirming that pay increase is the

one solution, another report (Staufenberg, 2018) was unveiled in the school‘s weekly

publication of 23 March 2018 that a 5% pay supplement for early-career science and

mathematics teachers could have eschewed the incremental dwindle of teachers‘ years

back. The report of the Education week agrees with the position of (Pepra-Mensah et al.,

2017; Lavdrim and Altan, 2019 and Sutcher et al. 2019) that worker‘ compensation is both

crucial and critical as it determines the prognostic performance and consequent

sustainability of the employee in the organisation.

cli

Similarly (Carver-Thomas and Darling-Hammond, 2017) reported 13% of teachers

left the profession for financial reasons. The (Kuensel Cooperation 2018) averred teachers

are quitting the profession not because they are unhappy with their jobs but for greener

pastures and better opportunities in the private sector and abroad. While this may be true

for greener pasture search by the teacher, the report that teachers quit teaching for better

opportunities outside teaching is, however, contrary to the findings of this study.

Consistent with the study of (Kuensel Cooperation 2018), a report (Goldstein,

2018) averred that paying teachers as the professionals they are remains the only solution

to the issue of teachers‘ attrition. Similarly, a recent New York Times poll posited nearly

three-fourths of U.S. adults agreed that teacher remuneration is scant and 2/3 support

raising taxes to improve the pay of public school teachers (Goldstein and Casselman,

2018). In addition, an unprecedented number of teachers have been fighting for increased

education funding, higher teacher pay and fully funded pensions. In line with the finding

of this study (Lavdrim and Altan, 2019), compensation was related significantly to

attrition and the district‘s largest salary package was related to teacher exit. A study

(Singh, 2019) averred that compensation quality determined the employment and retention

of employees.

Also (Sutcher et al., 2018) found that teachers‘ attrition is worse in states paying

scant salaries. Arizona, New Mexico, and Louisiana, where the average teacher salary is

$50,000 or less, have higher teacher quit rates. Only a few young people join teaching.

This may be the reason for the youthfulness of a teacher not counting for reasons for

teachers‘ compensation significantly. Similarly (Mumtaz and Hasan, 2018) posited that

lucrative job opportunities outside the school organisation serve as a major distraction for

employees, especially the new employees. This is not true for the states studied as there is

no vacancy outside teaching for the teachers.

Forty five percent (45%) of teachers who agreed were discontented with their

remunerations claimed they would quit the service as soon as possible if they could find a

better offer (the Center for National Education Statistics survey, 2018). This is most likely

one reason for poor student tutorial performance among middle school students. The

teachers quitting the teaching profession had also increased in the last 25 years. The

academics quitting the job had additionally risen over the years in the USA as it is in many

other sovereign states. This includes high-performing nations such as Singapore and

European nations (Carver-Thomas and Darling-Hammond, 2018).

Pay could also be among the primary problems with our teachers when weighed

against the enormous workload that they have to endure (Lam, 2016). It has been

clii

projected that a hike in the teacher inducement allowance from the current 27.5% of the

teacher inducement allowance to at least 70% may help the issue of teachers‘ resignation

and absconds. Consistent with this study, Harmsen, van Veen, Maulana and Helms-Lorenz

(2018) reported dissatisfaction with the salary related to teachers quitting.

The ninth research question and Hypothesis 4 sought after the relationship between

a teacher‘s age and seeking a transfer in Bayelsa and Delta States. The findings indicate a

teacher‘s age was not considerably connected as a personal factor to a transfer in Bayelsa

State (-1.6%) and Delta states (4.9%). Also, a teacher‘s age was not sufficiently linked

with school-related factors predicting teachers‘ seeking transfers in Bayelsa and Delta

States. These results most likely imply that age has no relationship with academics

transferring schools at intervals in the state secondary school facilities in Bayelsa and

Delta States. However (Collins and Schaaf, 2020) study reported first-year tutors were

more likely to move or leave than intimate with long-standing teachers. Between 2017-

2018 and 2018-2019 tutorial sessions, less than 70 percent of novice academics stayed at

their school compared to 85 percent of more experienced and veteran academics.

Contrarily (Fuller et al., 2018) did not report any relationship between a teacher‘s

age, gender and seeking a transfer, which agrees with the findings of this study. Some

studies (Sutcher et al., 2016 and Elfers et al., 2017) reported that novice teachers (0-4

years of experience) and veteran teachers (25 or more years of experience) stay in their

schools at lower rates (47% and 48%, respectively) than moderately experienced teachers

60%, and those with about 15-14 years of experience 64%, implying that age has an

influence on teachers‘ transfer. A report (Ryan et al., 2017) supported greater teacher

experience was significantly linked to lower teachers‘ transfers between schools.

(Koopman et al., 2017) reported that teachers‘ age and skills in the superior

grades, their education content, data and thereafter the degree of student participation in

their lessons yielded helpful effects. The study established that tutors‘ experiences

contributed to student test scores throughout a teacher's career, rather than the first few

years. However, the study did not show how tutors experiences predicted their transfers.

Contrarily (Vonm der Embse et al., 2016) reported that teachers experience primarily

predicted tutors‘ transfers, but did not predict the teacher's intent to exit the profession.

This is in contrast with the findings of this study. Similarly, some studies (Sutcher,

Darling-Hammond and Carver-Thomas, 2016 and Elfers et al., 2017) averred that age had

an influence on teachers‘ seeking transfers. Also (Mack et al. 2019) reported demographic

cliii

and occupational factors are linked to quit intent within one year against the finding of this

study.

The tenth research question and Hypothesis 5 sought to find out the relationship

between teachers‘ gender and seeking transfers in Bayelsa and Delta States. The findings

indicate a teacher‘s gender was not remarkably related to teachers‘ seeking a transfer in

Bayelsa (-6.9%) and Delta States (4.8%). A teacher‘s gender was also not related as a

school-related factor influencing teachers‘ transfer in Bayelsa and Delta States (0.06%).

Summarily, gender, therefore, does not correlate with teachers transferring schools in

Bayelsa and Delta State. Marital status also has no link with academics seeking transfers

in state secondary school facilities in Bayelsa and Delta States.

Again, the long period of employment embargo and skeletal employment of over

10 years in the states studied may have been responsible for the non-significant

relationships between gender, and seeking a transfer observed in this study. Contrary to

the finding of this study (Koopman et al., 2017), the report did not indicate there was any

connection between demographics like age, gender and teachers seeking transfers.

However, another study (Wei et al., 2020) reported that a male teacher was likely to

transfer once more than females. Single teachers and low certificated teachers are less

likely to transfer more than once than their counterparts. However, a study (Luschei and

Chudgar, 2017) found no differences between female and male teachers in the likelihood

to transfer schools and the frequency of transfers.

The eleventh research question and Hypothesis 6 sought to establish the link

between tutors‘ marital status and seeking transfers in Bayelsa and Delta States. The

findings indicate there was no remarkable link between the marital status of a teacher and

seeking a transfer in Delta State (r = -0.072, ρ > 0.05), Bayelsa (r = 0.049, ρ > 0.05) and in

both states (r = 0.016, ρ > 0.05). Therefore, from the coefficient, marital status had no

influence on a teacher seeking a transfer in Bayelsa and Delta States. Marital status,

therefore, does not have a link with teachers transferring schools in Bayelsa and Delta

States as against the finding of the study (Mocheche et al., 2018) that marital status

influences job satisfaction with married teachers less much transferring schools.

A teacher‘s gender also did not correlate with a school-related factor influencing

teachers‘ transfer in Bayelsa and Delta States. Marital status had no relationship with

teachers changing schools in state secondary colleges in Bayelsa and Delta States.

Summarily, gender, therefore, does not correlate with tutors transferring colleges in

cliv

Bayelsa and Delta State. This finding is contrary to that of (Mocheche et al., 2018) that

reported marital status influences job satisfaction with fewer married tutors transferring

schools. Against the finding of this study (Luschei and Chudgar, 2017), reported that a

teacher‘s age, gender and experience influence teachers‘ preference and decision as to

where they live and teach.

The twelfth research question sought the explanation for teachers‘ attrition in

Bayelsa and Delta States. The findings indicated that for teachers in Bayelsa and Delta

States, the heavy workload was a component of attrition as found by (Smith and Ulvik,

2017) study. That some teachers resign the job as a result of high accountability

requirements; the Insufficient teachers for particular subjects that could make the only

available tutors of a particular subject teach across all the classes in a school (that is JS I to

SS 3), disruptive delayed replacement of transferred tutors and rural setting of the school,

insecurity of life and properties, absence of standard nurseries and primary schools for

teachers‘ children/wards.

The others are the desire of teachers to be with their spouses and tough terrain of

the schools were the factors that predicted teacher transfer, heavy workload and lack of

access roads to the school was viewed as the reason teachers seek transfers in public

schools. The school-related and personal factors in Bayelsa and Delta States include

inadequate teachers for a particular subject, delayed replacement of transferred teachers,

rural location of the school, insecurity of life and properties, lack of social amenities,

community hostility and cultism.

The others are the desire of teachers to be with their spouses and tough terrain of

the school. The factors that predicted teacher transfer include heavy workload and lack of

access roads to the school. These were the reasons teachers sought transfers in public

schools. The school-related and personal factors in Bayelsa and Delta States include

inadequate teachers for a particular subject, delayed replacement of transferred teachers,

rural location of the school, insecurity of life and properties, lack of social amenities,

community hostility and cultism.

The others are domestic responsibility, poor relationship with the school authority,

fear of the heavy workload caused by large student population and insufficient teachers,

stresses of the heavy workload, fear of riverine settlements unruly and rascally students,

difficulty in commuting to work, principals‘ exclusion of teachers from decision making,

difficulty in commuting to work lack of cooperation among staff and the presence of

cooperative societies to financially support teachers and Ill health conditions remain

clv

factors of the transfer. Responses given in both states studied were similar. What varied

was the degree of acceptance of each item.

The findings of this study supports that of (Stanley, 2018) who reported that stress

of the heavy workload and lack of support for teachers remains the primary predictor of

teacher exit of schools and the profession much faster than they can be replaced in

England. This finding subsumes the finding that the number of teachers seeking mental

health support has raised by 35% in the past 12 months. Many of them are in crisis. This

finding is also supported by (Tapper, 2018) report that stress of the heavy workload and

burned out are reasons many teachers are quitting or off sick with stress. Annual

employment of teachers to replace the exited as regards subjects may help to a larger

extent.

The thirteenth research question was raised to determine the reasons for teachers‘

transfers in public secondary schools in Bayelsa and Delta States. The findings indicate

that the reasons for teachers‘ transfers as perceived by principals in Bayelsa State include

but not limited to inadequate teachers, delayed replacement of transferred teachers, rural

location of the college, insecurity of life and properties, absence of standard nurseries and

primary schools for teachers‘ children/wards and the desire of teachers to be with their

spouses. Others are the tough terrain of the school, the heavy workload of teachers and the

lack of access to the school. These were viewed as reasons teachers look for transfers in

state school facilities.

In Delta State, the principals are of the thinking that the scant teachers, retarded

replacement of transferred teachers, rural location of the school, absence of standard

nurseries and primary schools for teachers‘ children and wards, the desire of teachers to be

with their spouses and the heavy workload of teachers are reasons teachers seek transfers

in public secondary schools in Delta State. In both states, principals are of the notion that

inadequate teachers, retarded replacement of transferred teachers, the rural location of the

school, lack of standard nurseries and primary schools for teacher‘s children and wards,

the desire of teachers to be with their spouses and the heavy workload of teachers are

reasons teachers seek a transfer in public secondary schools consistent with the findings

(Luschei and Chudgar, 2017).

Both states principals are of the view that inadequate teachers for particular

subjects taught, delayed replacement of transferred teachers, the rural location of the

school, no standard nurseries and primary schools for teacher‘s children and wards, the

desire of teachers to be with their spouses and heavy workload of teachers are reasons

clvi

teachers seek transfers in public secondary schools. This finding is not consistent with the

findings of (Luschei and Chudgar, 2017) that involuntary transfer by the education boards

was the commonest for teacher mobility.

According to the teachers, school-related factors and personal factors influence

teachers‘ transfers in Bayelsa State. For the teachers, the school-related factors of

teachers‘ transfers included inadequate teachers for particular subjects taught, delayed

replacement of transferred teachers, rural location of the school, insecurity of life and

properties, No standard nurseries and primary schools for teachers‘ children and wards,

lack of social amenities, community hostility, cultism, difficulty in commuting to work

and the heavy workload of teachers.

Also, lack of access road to the school, unruly and rascally students, poor access

roads, conflict with the host community and principals‘ exclusion of teachers from

decision making were the reasons for teachers‘ transfers in Bayelsa State. Other issues are

the lack of cooperation between members of staff and the absence of collaboration

between staff members. The personal reasons for seeking transfers are domestic

responsibility, poor relationship with the school authority, poor relationship with

colleagues, fear of the heavy workload caused by insufficient teachers; stresses of the

heavy workload, fear of riverine settlements and ill-health conditions.

The school-related factors that could prompt the transfer of teachers in public

secondary schools in Delta State are inadequate teachers for particular subjects taught,

delayed replacement of transferred teachers, rural location of the school, insecurity of life

and properties, lack of social amenities and community hostility and cultism. Others are

unruly and rascally students, difficulty in commuting to work, principal‘s exclusion of

teachers from decision making, lack of cooperation between members of staff and absence

of cooperative societies to financially support teachers. The following personal factors are

reasons teachers seek a transfer in Delta State: Domestic responsibility, poor relationship

with the school authority, fear of the heavy workload caused by insufficient teachers,

stress of the heavy workload, fear of riverine settlements and ill-health conditions.

For teachers in both states, inadequate teachers for particular subjects taught,

delayed replacement of transferred teachers, rural location of the school, insecurity of life

and properties, community hostility, cultism, unruly and rascally students, principal‘s

exclusion of teachers from decision making and difficulty in commuting to work were

cited as reasons teachers seek a transfer. Also, principals ‗exclusion of teachers from

decision making, absence of cooperation between members of staff and the absence of

cooperative societies to financially support teachers were factors of teachers‘ attrition.

clvii

Others are personal reasons for seeking a transfer. They include domestic responsibility,

poor relationship with school authority, and fear of the heavy workload caused by

insufficient teachers; stress of the heavy workload; fear of riverine settlements and ill-

health conditions.

Some findings of this study such as the curiosity of a teacher to teach at a different

school level, the academic success of the school, the school being far away from home and

the socio-economic level of the school environment are contrary to the report of (Duran

and Kösterelioğlu, 2017) as regards the reasons for teachers‘ transfers in secondary

schools. The rest of the reasons for teachers‘ transfer in this study are consistent with the

report of (Duran and Kösterelioğlu, 2017). The finding of this study is also consistent with

the report of (Luschei and Chudgar, 2017) that those involuntary transfers by the

education boards were the commonest reason for teachers‘ transfers.

clviii

clix

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary of the Study

This study was carried out to search out how teachers‘ attrition and transfers

influence students‘ mobility from the state to non-state secondary schools in Bayelsa and

Delta states of Nigeria. The design is ex-post facto. It used proportionate and simple

random probability sampling techniques. A sample of 321 principals was drawn in

Bayelsa and in Delta States, of which 163 were male principals and 158 were females.

Also, a total sample of 716 tutors was drawn from Bayelsa and Delta States. Two hundred

and ninety three (293) were male tutors and 423 were female tutors. To guide the

researcher in the course of the study, 13 research questions were asked and six hypotheses

developed. The research questions were geared towards finding out how teachers‘ attrition

and transfer influence students‘ mobility from the public to private secondary schools.

Precisely, this study has unveiled the amount and frequency of teachers‘ quit in the years

of study (between 2015 and 2019) for state schools in both Bayelsa and Delta States was

moderately low with 8.23%. The attrition rate is expected to vary with time/year. Also, the

teachers‘ transfer rate was largest in 2019, and the rate of movement of students from

public to private schools was low in both states. The majority of students moved colleges

when they were in JS 3 and SS 3 in both Bayelsa and Delta States. Teachers‘ quits and

transfers did not remarkably influence students‘ mobility to non-state secondary schools;

however, it was found from the students that the primary reason for students‘ mobility was

to enrol in the citification examinations in private schools where success is guaranteed

through examination malpractice. Teachers‘ exit did not exert a remarkable influence on a

student‘s mobility from the public to private schools. Also, the teachers‘ compensation

exerted a modest influence on teachers‘ attrition. The compensation of teachers

determined their attrition significantly in both Bayelsa and Delta States. Teachers‘ scant

compensation influences their attrition from state schools. In conclusion, age, gender and

marital status had a negligible nexus with teachers transferring public schools in Bayelsa

and Delta States within the period studied as transfers are mainly at the discretion of the

schools‘ management boards.

clx

Summary of the Research Findings

The data analysis and interpretation of the results of the study revealed the

following findings:

1. The mean rate of teachers‘ attrition for the years studied for Bayelsa and Delta

States was 8.23%. Bayelsa State recorded teachers' attrition man rate of 14.24%,

while Delta State recorded a 5.55% average teachers‘ attrition rate.

2. The mean rate of teachers‘ transfered for the states studied was 8.31%. Average

teachers transfer rate was 11.16% for Bayelsa State and 7.26% in Delta State. The

teachers‘ transfers‘ rate was highest in 2019 with 18.99% in Delta State and

18.87% in Bayelsa State.

3. The average rate of students‘ mobility from the public to private schools was low

in both states with a mean of 0.19%. It was 0.21% in Bayelsa State and 0.18% in

Delta State.

4. The majority of students‘ mobility was made by students in the certificate classes

i.e. JS 3 and SS 3 in both Bayelsa and Delta States.

5. Students‘ mobility to private secondary schools is not influenced by teachers‘

attrition and transfer; instead, it is influenced by students‘ desire and intensions to

enroll in the certification examinations in private secondary schools where they

fraudulently pass.

6. Teachers‘ attrition did not significantly influence students‘ mobility to private

secondary schools in Bayelsa and Delta States. The teachers‘ attrition influenced

students‘ mobility from the public to private schools by an insignificant mean

record of 6.6%.

7. Teachers‘ transfers did not significantly influence students‘ mobility from the

public to private secondary schools in Bayelsa State. The transfers of teachers had

an influence of 3.3% on students‘ mobility to private secondary schools.

8. Teachers‘ scant remuneration had an influence of 12.5% on teachers‘ attrition in

both states in the view of principals and 19.5% influence on teachers‘ attrition in

the view of teachers.

9. A teacher‘s age had no significant relationship with seeking a transfer in public

secondary schools in Bayelsa and Delta States.

10. The gender of a teacher had no significant relationship with seeking a transfer in

public secondary schools in Bayelsa and Delta States.

11. The marital status of a teacher also had no significant relationship with seeking a

transfer in public secondary schools in Bayelsa and Delta States.

clxi

12. The reasons given for attrition in Bayelsa and Delta states by both principals and

teachers include but not limited to poor remuneration, poor condition of service

outside the salaries, poor promotion prospect, attraction from other sectors, cultism

in secondary schools in Delta State only, attractions from the private sectors, high

demand for the teaching job.

13. The reasons given for teachers‘ transfers in both states studied include but not

limited to inadequate teachers for particular subjects taught, delayed replacement

of transferred teachers, rural location of the school, insecurity of life and properties,

community hostility, cultism, unruly and rascally students, principal‘s exclusion of

teachers from decision making and difficulty in commuting to work.

Conclusion

Based on the findings of the study, it was concluded that the rate of teachers‘

attrition and transfer of teachers varied with time and year, and it has been increasing over

the years. Hence, it is anticipated to shoot up in the upcoming years. Teachers‘ quits had a

non-outstanding negative influence on students‘ mobility from the public to private

secondary schools in Bayelsa and Delta states of Nigeria. The rate of scholars‘ mobility

from the state to non-state secondary schools varied and was influenced by teachers‘

attrition and transfer rates. However, it is primarily driven by the guaranteed success

promised by some private secondary school operators in the studied states. Compensation

of teachers determines their attrition to a remarkably large extent, and teachers‘ transfers

are uninfluenced by a teacher‘s age, gender and marital status in Bayelsa and Delta States.

Recommendations

Based on the findings, it is recommended that:

1. Teacher remuneration and condition of service should be improved upon not only

to attract teachers to the profession but also to retain and encourage teachers to put

their best into the profession.In this regard, the 2020 Teachers Day proposed new

Teachers‘ Salary Structure by President Mohammadu Buhari should be

implemented speedily to enhance teachers‘ welfare as this will result in increase

productivity that will ultimately reduce the teachers‘ attrition. This will help to

discourage students‘ mobility to private secondary schools.

2. Teachers' employment should not be politicised. The state governments should

employ teachers annually with regards to subject area vacancies and should

discontinue the practice of waiting for a lengthy period before employing teachers.

clxii

3. Teachers‘ transfers disproportionally affect the equitably distribution of teachers if

not properly done, it is recommended that transfers be done in a way that no school

will be disadvantaged.

4. There should be a federal government policy that the private and public sector

transfers should be synchronized to coincide with students‘ holidays to ensure the

fewest effects on learners since the transfer of parents influence students‘ mobility.

5. Transferred teachers should be replaced promptly with teachers of the same

subjects to keep teachers in class to ultimately maintain students in public

secondary schools.

6. The state government should do more to maintain the school plant and structure to

attract students and parents. In this regard, libraries should be stocked with recent

prints and publications and should be conducive to learners. Also, hostel facilities

should be in order and meet standards.

7. The state governments should improve on the quality and standard of teaching and

learning by optimal use of instructional time by the supply of mowers to keep

fields clean to save instruction time. This will give teachers and students more time

to teach and learn.

Contributions to Knowledge

The findings from the study have contributed to knowledge in the following ways:

1. The study established that public secondary school teachers‘ attrition is fairly

moderate in Bayelsa and Delta States of Nigeria.

2. The study has averred again that the teachers‘ attrition and transfers in public

secondary schools are not the cause of students‘ mobility to private secondary

schools.

3. The enquiry reaffirmed that the majority of students‘ mobility is done by certificate

class students.

4. The study again ascertained that students‘ mobility from the public to private

secondary schools in Bayelsa and Delta States is caused by the desire to enroll in the

certification examinations in private secondary schools.

Suggestion for Further Studies

1. This study could be extended to cover a broader scope. This is to enable the

geographic, political divisions or zones of the country to have teachers‘ attrition

records, and by implication, aid the entire nation to establish national teacher

attrition transfer data.

clxiii

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APPENDIX 1

QUESTIONNAIRES

DEPARTMENT OF EDUCATIONAL MANAGEMENT AND FOUNDATIONS,

DELTA STATE UNIVERSITY, ABRAKA, NIGERIA

‘RELATIONSHIP BETWEEN TEACHER ATTRITION, TRANSFER AND STUDENT MOBILITY FROM

PUBLIC TO PRIVATE SECONDARY SCHOOLS PRINCIPAL’S QUESTIONNAIRE

(RBTATASMFPTPSSPQ)

All information collected in this study will be treated confidentially. Your cooperation is highly

solicited. Thank you in advance for your time and cooperation.

Please tick (√) in the appropriate option space below.

SECTION A: Demographic information

1. Gender Male ( ) Female ( )

2. Kindly indicate your age bracket 25 – 35 years ( ) 36 and above

3. What is your highest academic qualification?

( ) Bachelors ( ) Masters ( ) M. Phil, ( ) Ph. D

4. How many years have you served as a Principal?

Less than 5 years ( ) 6 – 10 years ( ) 11 – 15 years ( ) 16 years and above ( )

5. How many years have you served in this present school as a Principal?

Less than 1 year ( ) 2 – 3 years ( ) 4 – 5 years ( ) Over 5 years ( )

6. Please indicate the location of your school.

Rural ( ) suburban ( ) Urban ( )

SECTION B: PRINCIPALS DATA ON ANNUAL STUDENT CHANGE OF SCHOOL

2015 - 2019.

Fill the boxes below with the exact figures.

NO OF STUDENTS WHO LEFT PUBLIC SEC. SCHOOLS

CLASS OF

STUDENTS

2015 2016 2017 2018 2019

JS1

JSII

JS111

cxc

SSI

SSII

SSIII

TOTAL

SECTION C: PRINCIPALS REPORT ON TEACHER QUITTING THE JOB FACTORS IN SECONDARY

SCHOOLS IN DELTA AND BAYELSA STATES.

Please, tick (√) in the appropriate option space below: SA: Strongly Agree A: Agree D: Disagree

and SD: Strongly Disagree.

SN JOB CONDITIONS AND MOTIVATIONAL CHARACTERISTICS SA A D SD

1 Scant remuneration

2 The poor condition of service outside salaries.

3 Undue delays in payment of salaries. ~

4 Poor promotion prospect.

5 Insignificant promotion monetary additions.

6 Uniform salary structure for all skills.

7 Attraction from other sectors.

8 Cultism in secondary schools.

9 Unruly students.

10 Attractions from the private sectors.

11 The high demand for the teaching job.

12 The heavy workload of teachers

13 The Teaching job is not sufficiently challenging.

14 Lack and insufficient teaching equipment.

15 Teachers low esteem in society.

16 Lack of prestige and recognition accorded teachers.

17 The boring nature of teaching job.

18 Teaching as a spring board to other lucrative jobs

cxci

SECTION D: Principals’ view of Reasons for Teachers Transfer

SN REASONS FOR TEACHER TRANSFER SA A D SD

1 Inadequate teachers for particular subjects taught.

2 Delayed replacement of transferred teachers

3 The rural location of the school. ~

4 The insecurity of life and properties.

5

No standard nurseries and primary schools for teachers’ children and

wards.

6 The desire of teachers to be with their spouses.

7 Tough terrain of the school.

8 The heavy workload of teachers makes them seek a transfer.

9 Lack of access road to the school.

10 The school community poor electricity supply.

SECTION E: Principals’ view of students’ mobility requests in secondary schools in Bayelsa and

Delta States.

SN Reasons for student mobility. SA A D SD

1 Teachers are not available for compulsory subjects in my school

because of incessant teacher transfers.

2 Some subjects have no teachers because of teacher transfers.

3 Teacher transfers increase the workload for the remaining teachers

thereby making them seek transfer.

4

It takes a long time to find suitable replacements for transferring

teachers

5 I receive complaints from the students about the lack of teachers’

replacements.

6 Students complain about the suitability of the replacements.

7 The school is science teachers deficient.

8 The school is arts teachers deficient.

9 Teachers do not like staying because of students large population.

cxcii

10 Some students move schools because they cannot cope with

academic work.

11 Some students move school because they cannot pass without being

assisted to.

SECTION F: Principals’ report on the extent to which teachers’ mobility influence students’

mobility to private schools

SN TEACHER TRANSFER FACTORS SA A D SD

1 There is a teacher retention programme such as mentoring of the new

teacher to encourage their stay.

2 There is a teacher retention networking programme such as paid

seminars, work shop and symposia.

3

The school has free accommodation to encourage teachers to stay.

4 The school laboratories are well equipped to discourage science

teachers’ transfers.

5 The school offers farmlands to teachers who are interested in farming

to encourage their stay.

6 The school has thrift, cooperative society and other financial bodies

teachers can benefit from to discourage teacher transfer.

7 There is a teacher induction programme for new teachers to

discourage transfer.

8 The principal encourages collaboration between and among teachers

to discourage transfers.

9 The principal assist new teachers to adjust to the school environment.

cxciii

cxciv

DEPARTMENT OF EDUCATIONAL MANAGEMENT AND FOUNDATIONS,

DELTA STATE UNIVERSITY, ABRAKA, NIGERIA

RELATIONSHIP BETWEEN ‘TEACHER ATTRITION, TRANSFER AND STUDENT MOBILITY FROM

PUBLIC TO PRIVATE SECONDARY SCHOOLS TEACHERS’ QUESTIONNAIRE (RBTATASMFPTPSSTQ)

All information collected in this study will be treated confidentially. Your cooperation is highly

solicited. Thank you in advance for your time and cooperation. Please, tick (√) in the appropriate

option space below.

Please, tick (√) in the appropriate option space below:

SECTION A: Demographic information

1. Sex: Male ( ) Female ( )

2. Kindly indicate your age bracket 25 – 35 years ( ) 36 years and above

3. What is your highest academic qualification attained?

NCE ( ) Bachelors ( ) Masters ( ) M. Phil, ( ) Ph. D ( )

4. How many years have you served as a Teacher?

Less than 4 years ( ) above 4 years ( )

5 When were you transferred to this school?

6. Please indicate the location of your school.

Rural ( ) suburban ( ) Urban ( )

7. Marital status ( ) Married ( ) Single ( )

8. Type of school ( ) Public Private ( )

SECTION B: TEACHER’S REPORT ON TEACHER ATTRITION FACTORS IN SECONDARY SCHOOLS IN

DELTA AND BAYELSA STATES.

Please, tick (√) in the appropriate option space below: SA: Strongly Agree A: Agree D: Disagree

and SD: Strongly Disagree.

SN JOB CONDITIONS AND MOTIVATIONAL CHARACTERISTICS SA A D SD

1 Poor remuneration.

2 Poor condition of service outside the salary.

3 Undue delays in payment of the salary. ~

4 Poor promotion prospect.

5 Insignificant promotion monetary additions.

cxcv

6 Uniform salary structure for all skills.

7 Attraction from other sectors.

8 Cultism in secondary schools.

9 Unruly students.

10 Attractions from the private sectors.

11 High demand of the teaching job.

12 Heavy work load of teachers.

13 Teaching job is not sufficiently challenging.

14 Lack and insufficient teaching equipment.

15 Teachers low esteem in the society.

16 Lack of prestige and recognition accorded teachers.

17 Boring nature of teaching job.

18 Teaching as a spring board to other lucrative jobs.

SECTION C: TEACHER’S REPORT ON REASONS FOR TEACHER TRANSFER.

SN REASONS FOR TEACHER TRANSFER (SCHOOL RELATED FACTORS) SA A D SD

1 Inadequate teachers for particular subjects taught.

2 Delayed replacement of transferred teachers.

3 Rural location of school.

4 Insecurity of life and properties.

7 No standard nurseries and primary schools for teachers’ children and

wards.

6 Lack of Laboratories.

8 Lack of Libraries.

9 Lack of social amenities.

10 Community hostility.

11 Cultism.

12 The difficult terrain of the school.

13 Heavy work load of teachers.

cxcvi

14 Lack of access road to the school.

15 The school community poor electricity supply.

16 Principal’s non-support of career development.

17 Unruly and rascally students.

18 Poor access roads.

19 Conflict with the school authority.

20 Conflict with students.

21 Conflict with colleagues.

22 Conflict with the host community,

24 Poor principal appreciation of teachers’ efforts.

25 Difficulty in commuting to work.

26 Poor teacher mentoring.

27 Principal’s non-inclusion of teachers in decision making

28 Difficulty in commuting to work.

29 Lack of cooperation among staff.

30 Farm lands to encourage teacher stay.

31 Cooperative societies to financially support teachers.

32 Induction programmes to support new teachers.

33 Free accommodation to support teachers.

34 There is collaboration among staff members.

35 Students’ poor academic performance.

cxcvii

SECTION D: TEACHER’S REPORT ON PERSONAL REASONS FOR TEACHER’S TRANSFER.

SN REASONS FOR TEACHER TRANSFER (PERSONAL FACTORS) SA A D SD

1 Youthfulness of a teacher.

2 Resettlement due to marriage.

3 Domestic responsibility.

4 Poor relationship with the school authority

5 Poor relationship with colleagues

6 Fear of heavy workload caused by insufficient teachers.

7 Stresses of heavy workload make teachers seek transfer.

8 Fear of riverine settlements

9 Ill health conditions.

DEPARTMENT OF EDUCATIONAL MANAGEMENT AND FOUNDATIONS, DELTA STATE

UNIVERSITY, ABRAKA, NIGERIA

‘RELATIONSHIP BETWEEN TEACHER ATTRITION, TRANSFER AND STUDENT MOBILITY FROM

PUBLIC TO PRIVATE SECONDARY SCHOOLS STUDENT’S QUESTIONNAIRE (RBTATASMFPTPSSSQ’)

All information collected in this study will be treated confidentially. You are guaranteed

confidentiality. [Participation in this study is voluntary). Your cooperation is highly solicited.

Thank you in advance for your time and cooperation.

SECTION A: Background Information

1. Sex: Male ( ) Female ( ).

2. Kindly mark your age bracket 12 – 15 years ( ) 16 – 20 years ( )

3. I am in ( ) JSS ( ) SSS.

4. I am a Science student ( ) an art student ( )

5. I left the public school in the year ( ) 2015 ( ) 2016 ( ) 2017 ( ) 2018 ( ) 2019

6. I left the public school in ( ) Fist Term ( ) Second Term ( ) Third Term

6. I have moved schools ( ) once ( ) twice ( ) trice ( ) over trice.

7. Please show the location of your school.

Rural ( ) Sub-urban ( ) Urban ( )

cxcviii

SECTION B: Students mobility factors in secondary schools in Delta and Bayelsa States.

SN REASONS FOR MOVING SA A D SD

1 High rate of teacher transfer.

2 No teachers for most of my subjects.

3 No teachers for more than four subjects that I offer.

4 No replacement for transferred teachers.

5 Delay in replacing transferred teachers

6 Unsuitable replacement of transferred teachers.

7 My school is rural with fewer teachers hence I moved.

8 My school is sub-urban with fewer teachers hence I moved.

9 My poor health condition makes me change school.

10 My teachers were mostly Youth Corpers hence I moved.

11 My teachers were mostly Community teachers hence I moved.

12 My teachers were mostly N- Power hence I moved

13 Lesson flows were frequently disrupted by transfers

14 The lessons I received were not qualitative hence I moved.

15 If I was to change schools, I would consider moving to a Public

Secondary school.

16 If I was to change schools, I would consider moving to a Private

Secondary school.

17 I moved because I am in certificate class

18 I was afraid I cannot pass my external examinations in my school

hence I moved.

19 I fear my teachers will not assist me to pass my examinations hence

I moved.

cxcix

APPENDIX 11

SAMPLE SIZES DETEMINATION FORMULA

COCHRAN’S FORMULA FOR DETERMINING SAMPLE SIZE FOR SMALL POPULATIONS

To calculate the sample size, the (Cochran, 1977) formula stated below was applied.

Where e is the desired level of precision (that is the error margin)

P is the estimated proportion of the population which has the attribute in question and

q is 1– p

The Z value is found in a Z table (1.96)

With p = 0.5 at 95% confidence level giving a Z value of 1.96 we get

((1.96)2 (0.5) (0.5)) / (0.05)2 = 385

Therefore a random sample of 385 should give us the confidence level we need.

Modifying the above for small sample size in smaller population, the following formula

recommended by Cochran, (1977) is applied

Here n0 is Cochran’s sample size recommendation 385, N is the population size, and n is

the new, adjusted sample size. By this formula, an N of 178 for Bayelsa State public Secondary

Schools, N 178 for the private secondary schools, N of 463 for Delta state public secondary

schools and an N of 913 for private secondary school will give the following sample sizes worked

below.

For 178 which is N for Bayelsa state public schools the sample (n) is as follows.

= 385/1 + 385-1/178

= 385/1+ 2.16

= 385/3.16

= 121.8 Approximately = 122

N for Bayelsa State public secondary school teachers is 3,744.The sample (n) is as follows.

For 3,744 which is N for Bayelsa State public secondary school teachers (n) will be

385/1+385/3,744

= 385/ 1+0.102

=385/1.10

= 350

SAMPLE PROPORTION DETERMINATION FOR BAYELSA STATE PRINCIPALS.

https://a8h2w5y7.rocketcdn.me/wp-content/uploads/2018/01/cochran-1.jpeg

cc

N for Bayelsa State Principals = 122. Bayelsa Central Senatorial District Secondary school

principals’ population = 77Bayelsa Central Senatorial District Secondary school principals’

population = 57.Bayelsa South Senatorial District Secondary school population = 44.

Bayelsa East Senatorial District =122÷178×77 = 52.77 = 53

Bayelsa Central Senatorial District = 122÷178×57 = 39.06.

Delta West Senatorial District = 122÷178×44 = 30.15 =30.

Therefore, 53+39+30 = 122

SAMPLE PROPORTION DETERMINATION FOR DELTA STATE PRINCIPALS.

N for Delta State Principals = 204. Delta North Senatorial District Secondary school population =

165 Delta Central Senatorial District Secondary school population = l83, Delta South Senatorial

District Secondary school population = 115..

The proportions are as follows

Delta Central Senatorial District = 204÷463×165 = 72.6 = 72

Delta North Senatorial District = 204÷463×183 = 72.6 = 80.6 = 81

Delta South Senatorial District = 204÷463×115 = 50.6 = 51

Therefore, 72+81+51 = 204

SAMPLE PROPORTION DETERMINATION FOR BAYELSA STATE TEACHERS

Total number of teachers = 3744 Sample size = 350

Bayelsa East Senatorial District = 962 proportion = 350 ÷ 3744 × 962 = 90

Bayelsa Central Senatorial District = 2042 proportion = 350 ÷ 3744 × 2042 = 191

Bayelsa West Senatorial District = 740 proportion = 350 ÷ 3744 × 740 = 69..

Therefore, 90 + 190 + 69 = 350

SAMPLE PROPORTION DETERMINATION FOR DELTA STATE TEACHERS

Total number of teachers = 11887 Sample size = 373

Delta Central Senatorial District = 5405 proportion = 373 ÷ 11887 × 5405 = 170

Delta Central Senatorial District = 4210 proportion = 373 ÷ 11887 × 4210 =132

Delta South Senatorial District = 2272 proportion = 373 ÷ 11887 × 2272= 71

Therefore, 170 + 132 +71 = 373

SAMPLE PROPORTION DETERMINATION FOR BAYELSA AND DELTA STATES PRIVATE

SECONDARY SCHOOLS

Cochran’s formula for sample size determination

cci

Total private secondary school N =1030

385/1+ 385-1 ÷ 1030

= 385÷1 + 38÷ 1 + 0.38

= 385 ÷ 1.39

= 277.

Total number of private secondary schools N = 1030

Bayelsa State private secondary schools = 91

The proportion sample for Bayelsa State = 277÷1030 ×91 = 24.

Proportion for Delta State = 277÷1030 ×939 = 253.

BAYELSA STATE PRIVATE SCHOOLS SAMPLE PROPORTIONS

Therefore sample proportion for Bayelsa Central senatorial district = 24 ÷ 91 × 80 = 21

Therefore sample proportion for Bayelsa East senatorial district = 24 ÷ 91 × 9 = 2

21 Therefore sample proportion for Bayelsa West senatorial district = 24 ÷ 91 × 2 = 0.52 = 1

253 + 21 + 2 +1 = 277.

SAMPLE PROPORTION DETERMINATION FOR DELTA STATE PRIVATE SCHOOLS

Total number of private secondary schools N = 1030

Delta State private secondary schools = 939

Sample proportions

The Delta State private secondary schools proportions by senatorial district are as follows

Delta Central Senatorial District = 253 ÷ 939 × 526 = 142

Delta North Senatorial District = 253 ÷ 939 × 276 = 74

Delta South Senatorial District = 253 ÷ 939 × 137 =37

Therefore, the samples per senatorial district are 141 + 73 +37 = 253.

DELTA STATE

N for Delta state public schools is 429.

For 429 which is N for Delta state public schools the sample (n) is as follows.

= 385/ 1+ (385- 1/429)

= 385/1+ 384/429

= 385/1+0.89

ccii

= 385/1.89

= 204

N for Delta State public secondary school teachers is 11,887.

For 11, 887 which is N for Delta State public secondary school teachers (n) will be

385/1+385/11,887

= 385/1+0.032

=385/1.032

= 373.02

= 373

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APPENDIX 111

INSTRUMENTS RELIABILITY DETERMINATION CRONBACH’S ALPHA DETAILS FOR THE

PRINCIPALS’ QUESTIONNAIRE

DATASET NAME DataSet1 WINDOW=FRONT.

RELIABILITY

/VARIABLES=VAR00001 VAR00002 VAR00003 VAR00004 VAR00005 VAR00006 VAR00007

VAR00008 VAR00009 VAR00010 VAR00011 VAR00012 VAR00013 VAR00014 VAR00015





VAR00048 VAR00049 VAR00050 VAR00051 VAR00052 VAR00053 VAR00054

/SCALE('ALL VARIABLES') ALL

/MODEL=ALPHA

Reliability

[DataSet1]

Scale: ALL VARIABLES

Case Processing Summary

N %

Cases Valid 30 100.0

Excludeda 0 .0

Total 30 100.0

a. Listwise deletion based on all variables in

the procedure.

Reliability Statistics

Cronbach's

Alpha

Cronbach's Alpha Based

on Standardized Items N of Items

.873 .886 54

Summary Item Statistics

cciv

Mean Minimum Maximum Range

Maximum /

Minimum Variance N of Items

Item Means 2.472 1.333 3.833 2.500 2.875 .162 54

Item Variances .749 .257 2.171 1.914 8.433 .176 54

Inter-Item

Covariances .084 -.876 1.568 2.444 -1.790 .047 54

DATASET NAME DataSet1 WINDOW=FRONT. RELIABILITY

TEACHERS’ QUESTIONNAIRE








VAR00056 VAR00057 VAR00058 VAR00059 VAR00060 VAR00061 VAR00062


/MODEL=ALPHA

/SUMMARY=MEANS.

Reliability

[DataSet1]



N %


Excludeda 0 .0

Total 30 100.0


the procedure.


ccv

Cronbach's

Alpha

Cronbach's

Alpha Based on

Standardized

Items N of Items

.729 .728 62



Maximum /


Item Means 2.768 2.100 3.467 1.367 1.651 .090 62

STUDENTS’ QUESTIONNAIRE

NEW FILE.

DATASET NAME DataSet1 WINDOW=FRONT.

RELIABILITY




VAR00024 VAR00025 VAR00026


/MODEL=ALPHA

/SUMMARY=MEANS VARIANCE COV.

Reliability

[DataSet1]



ccvi

N %


Excludeda 0 .0

Total 30 100.0


the procedure.


Cronbach's

Alpha

Cronbach's

Alpha Based on

Standardized

Items N of Items

.767 .785 26



Maximum /


Item Means 2.444 1.333 3.833 2.500 2.875 .215 26

Item Variances .726 .257 2.171 1.914 8.433 .189 26

Inter-Item

Covariances .082 -.660 .797 1.456 -1.207 .047 26

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APPENDIX 1V

TEACHERS EXIT AND TRANSFERS DATA FROM BAYELSA AND DELTA STATES SCHOOLS

MANAGEMENT BAORDS

BAYELSA STATE TEACHERS EXIT DATA

ccviii

ccix

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DELTA STATEEXTED TEACHERS DATA

ccxii

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APPENDIX V

BAYELSA STATE SAMPLED PRIVATE SECONDARY SCHOOLS.

BAYELSA CENTRAL SENATORIAL DISTRICT

1 EBINDU INTERNATIONAL SCHOOL, KAIAMA

2 JESSIVERA INTL SCHOOL, BIOGBOLO, YENEGOA

3 UNITEL ACADEMY, OPOLO, YENAGOA.

4 BIEDOMOPREMIER SCHOOL AZIKORO, YENEGOA

5 ZODAIC ACADEMY, EDEPIE, YENAGOA

6 VICTORIOUS BELIEVERS GROUP OF SCHLS, YENAGOA

7 GEORGE TORU INT SCHOOLS, AKENPAI, YENAGOA

8 AMOYE BRAINLAND INT. SCH. OGBOLOMA, YENAGOA

9 BLESSED TRINITY ACADEMY EKEKI, YENAGOA.

10 TREASURE JIREH INT. SCHOOL, IGBOGENE, YENAGOA

11 EBI-ZIE GROUP OF SCH., AGUDAMA-EPIE, YENAGOA

12 APEX ACADEMY, AMARATA, YENAGOA

13 POTTERS TOCH HIGH SCHOOL, IGBOGENE YENAGOA

14 B.B ACADEMY, EDEPIE, YENAGOA

15 REDEEMERS INTERNATIONAL SCHOOL YENAGOA

16 FORTUNATE GROUP OF SCHOOLS, AMASSOMA

17 EBISAM SCHOOLS AKENFA II, YENAGOA

18 PA DEIN EMI GROUP OF SCH., OKUTUKUTU, YENAGOA

19 GRACE INTERNATIONAL SCHOOL AZIKORO, YENAGOA

20 EXCELLENT GLORY INTL. SCHOOL, OKAKA, YENAGOA

21 GATE WAY SUCCESS GROUP OF SCHOOLS, YENAGOA

22 DE UNIQUE INTL. ACADEMY, YENAGOA

23 WATOL ACADEMY, OKUTUKUTU, YENAGOA

24 UNCLE SAMMY ACADEMY TWON, BRASS

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NAMES OF SAMPLED PRIVATE SCHOOLS IN BAYELSA EAST SENATORIAL DISTRICT

S/N NAMES OF PRIVATE SCHOOLS

1 SUNNY GOLY MEMERIAL SCHOOL, TWON BRASS

2 FIRST BAPTIST SCHOOL, NEMBE

3 CHRISTLIKE MISSION INTL., ACADEMY, IMIRINGI

4 CALVARY INTL SCHOOL, OGBIA

NAMES OF SAMPLED PRIVATE SCHOOLS IN BAYELSA WEST SENATORIAL DISTRICT

S/N NAMES OF PRIVATE SCHOOLS

1 FAITH VILLA SCHOOL, SAGBAMA

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BAYELSA WEST SENATORIAL DISTRICT SAMPLED PRINCIPALS

S/N NAMES OF SAMPLED PUBLIC SCHOOL PRINCIPALS SCHOOLS FROM

BAYELSA WEST SENATORIAL DISTRICT

1 CSS ADAGBABIRI

2 CSS ELEMEBIRI

3 CSS OFONI

4 CSS ANGALABIRI

5 CSS TORUFANI

6 CSS OKUNBIRI

7 CSS SAGBAMA

8 CSS ABUETO

9 GSS AMABULOU

10 GSS EKEREMOR

11 CCSS OGBOTOBO

12 CSS OSIAMA

13 GCSS TUNGBO

14 CSS OGOBIRI

15 CSS TORU-AGIAMA

16 AGS AGBIDIAMA

17 CSS AGGE

18 CSS ISAMPOU

19 CSS AGHORO

20 CSS TORU-ENDORO

21 CSS FOUTORUGBENE

22 GCSS TAMOGBENE

23 ICSS LETUGBENE

24 CSS AYAMASA

25 GSS AMABULOU

26 GSS EKEREMOR

27 CCSS OGBOTOBO

28 CSS AGOROGBENE

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29 MGS OGOBIRI

30 CSS KABEAMA

DELTA CENTRAL SENATORIAL DISTRICT

SAMPLED PRINCIPALS

S/N NAMES OF SAMPLED PUBLIC SCHOOL PRINCIPALS SCHOOLS FROM

DELTA CENTRAL SEN. DISTRICT

1 ALEGBON SEC. SCHOOL, EFFURUN

2 OGINIBO GRAMMAR SCHOOL OGINIBO

3 ARMY DAY SECONDARY SCHOOL II EFFURUN

4 OGBE SEC. SCHOOL EFFURUN

5 PETE SEC SCHOOL, OPETE

6 URHOBO MODEL COLLEGE, EFFURUN

7 ITEREGBI SEC SCHOOL ITEREGBI

8 UGBOMRO SEC SCHOOL UGBOMRO

9 EKPAN SEC SCHOOL EKPAN

10 OVWOR SECONDARY SCHOOL OVWOR

11 EKAKPAMRE GRAMMAR SCHOOL, EKAKPAMRE

12 EGBO SEC. SCHOOL EGBO-UHURHIE

13 GOVERNMENT SECONDARY SCHOOL, OGINIBO

14 OGBAVWENI GRAMMAR SCHOOL, USIEFFURUN

15 ORERE GRAMMAR SCHOOL, ORERE

16 OLOMU SECONDARY SCHOOL, OLOMU

17 OKPARE GRAMMAR SCHOOL OKPARE

18 UMOLO SECONDARY SCHOOL UMOLO-OLOMU

19 OTOKUTU SECONDARY SCHOOL OTOKUTU

20 AFIESERE SECONDARY SCHOOL, AFIESERE

21 IBRU COLLGE AGBARHA OTOR

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22 GIRLS MODEL SECONDARY SCHOOL, EVWRENI

23 OFUOMA SECONDARY SCHOOL OFUOMA

24 EDHEKOTA SECONDARY SCHOOL EDJEKOTA

25 OHARISI SECONDARY SCHOOL UGHELLI

26 EMERAGHA SECONDARY SCHOOL EMERAGHA

27 EBOR GRAMMAR SCHOOL EBOH-OROGUN

28 AGADAMA SECONDARYV SCHOOL, AGADAMA

29 GOVERNMENT MODEL COLLEGE UGHELLI

30 AFIESERE SECONDARY SCHOOL, AFIESERE

31 IBRU COLLGE AGBARHA OTOR

32 IDJERE SECONDARY SCHOOL, JESSE

33 OGHAREFE SECONDARY SCHOOL, OGHARA-JUNCTION

34 OVADE SECONDARY SCHOOL OVADE

35 IGHOYOTA SEC SCHOOL, OBAKPA-MOSOGAR

36 IDJERE SECONDARY SCHOOL, JESSE

37 OGHAREFE SECONDARY SCHOOL, OGHARA-JUNCTION

38 OVADE SECONDARY SCHOOL OVADE

39 IGHOYOTA SEC SCHOOL, OBAKPA-MOSOGAR

40 OVWIAN SEC SCHOOL, OVWIAN

41 OGHIOR SECONDARYSCHOOL, OGHIOR

42 OKPAKA SECONDARY SCHOOL, OKPAKA

43 EGINI GRAMMAR SCHOOL, EGINI

44 EKETE SECONDARY SCHOOL, EKETE

45 OWHRODE MIXED SECONDARY SCHOOL, OWHRODE.

46 UJEVWU SEC SCHOOL, UJEVWU

47 OLERI SECONDARY SCHOOL, OLERI

48 OTOR-UDU SECONDARY SCHOOL, UDU

49 UBOGO SECONDARY SCHOOL UBOGO

50 ADEJE SEC SCHOOL ADEJE

51 ERADAJAYE SEC. SCHOOL ADAGBRASA UGONO

52 OHA SECONDARY SCHOOL OHA

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53 OSUBI SECONDARY SCHOOL, OSUBI

54 OREROKPE SEC, SCHOOL OREROKPE

55 AGHALOKPE MIXED SEC SCHOOL

56 ARAGBA SEC SCHOOL ARHAGBA.

57 OKENE MIXED SEC. SCHOOL, OKENE

58 ORHUE SEC. SCHOOL MEREJE

59 OVIRI-OKPE SECONDARY SCHOOL OVIRI-OKPE

60 EGBUDU MIXED SEC SCHOOL, EGBUDU-AKAH

61 OKWEGUMA SECONDARY SCHOOL OKWEGUMA

62 OGIEDI MIXED SEC SCOOL, OGIEDI ELUME

63 ALADJA SECONDARY SCHOOL, ALADJA

64 ORHUHWORUN HIGH SCHOOL ORHUWHORUN

65 ORODHE GRAMMAR SCHOOL SAPELE

66 UDURHIE SECONDARY SCHOOL UDURHIE

67 UGBENU SECONDARY SCHOOL

68 UGBEVWE SEC. SCHOOL

69 UKAVBE SECONDARY SCHOOL UKEVBE

70 EJERA SECONDARY SCHOOL EJERA

71 OSOGUO SECONDARY SCHOOL OSOGWO

72 ORHUWHORUN HIGH SCH.

73 OTOR-UDU SEC. SCH.

74 OVWIAN SEC. SCH.

75 OWHRODE MIXED SEC. SCH.

76 OKPAKA SEC. SCH.

77 UBOGO SEC. SCH.

78 UJEVWU SEC. SCH.

70 UGHELLI MIXED SEC SCH.

80 ADAGWE SEC. SCH.

81 EDJEKOTA SECONDARY SCHOOL EDJEKOTA

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DELTA NORTH SENATORIAL DISTRICT

S/N NAMES OF SAMPLED PUBLIC SCHOOL PRINCIPALS SCHOOLS IN DELTA

NORTH SENATORIAL DISTRICT

1 ABAH-UNOR SEC. SCHOOL, ABAH-UNOR

2 ADAIGBO SEC. SCH. ADAIGBO

3 ADONTE MIXED SEC. SCHOOL, ADIONTE

4 AGULU SEC SCHOOL ASABA

5 COMPREHENSIVE SEC. SCH.

6 EGBUDU MIXED SEC. SCH.

7 ODIANI MIXED SEC. SCH.

8 OKALETE SEC. SCH.

9 OLONA MIXED SEC. SCH.

10 ONICHA-UGBO GIRLS GRAM. SCH.

11 PILGRIM BAPTIST GRAM. SCH.

12 UBULUBU SECONADRY SCH.

13 AKUMAZI SEC. SCH.

14 COMPREHENSIVE HIGH SCH.

15 EDE GRAM. SCH.

16 EKWUOMA SEC. SCH.

17 ELUGU SEC. SCH.

18 ERUMU SEC.SCH.

19 IDUMUESAH SEC.SCH.

20 MBIRI MIXED SEC. SCH.

21 OTOLOKPO MIXED SEC. SCH.

22 OWA SEC. SCH.

23 OWA-ALERO COMMERCIAL SEC. SCH.

24 NGWU MIXED SEC. SCH.

25 NSHIAGU COLLEGENSHIAGU

26 NSUKWA GRAM. SCHOOL NSUKWA

27 OKITI MIXED SEC. SCHOOLMOKITI

ccxxi

28 ST. ANTHONYS MODEL SEC. SCH.

29 UBULU-UNOR MIXED SEC. SCH.

30 OLLOH MIXED SEC. SCH.

31 OTULU MIXED SEC. SCH.

32 AZAGBA MIXED SEC SCHOOL.

33 ABOR MIXED SEC. SCHOOL

34 AKUMAZI SEC. SCHOOL

35 COMPREHENSIVE HIGH SCH. IGBODO

36 OWA-ALIZOMOR MIXED SEC. SCH.

37 OWA-NTA SEC. SCH.

38 OWERRE OLUBOR SEC. SCH.

39 UMUNEDE MIXED SEC. SCH.

40 UTE-OGBEJE SEC. SCH.

41 UTE-OKPU SEC. SCH.

42 OWA-OFIE SEC. SCH.

43 OWA MODEL SEC. SCH.

44 EFEIZOMOR SEC. SCH.

45 ABORODE SEC. SCH.

46 OLIOGO GRAM, SEC SCH.

47 EBENDO SEC. SCH. EMU-EBENDO

48 UTUE SEC. SCHOOL UTUE

49 EMU SEC SCH0OOL, EMU-UNO

50 IBUSA GIRLS GRAM

51 EBU GRAM. SCH

52 BASIC SEC. SCH

53 OKWE SEC. SCH

54 AGULU SEC SCH, AGULU

55 ASHAMA COMP SEC. SCH.

56 IFITE SEC. SCH.

57 NSUKWA GRAM. SEC. SCH.

58 OLIOGO GRAMMAR SCHOOL OLIOGO

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59 OWERRE OLUBOR SEC. SCHOOL OWERE OLUBOR

60 UTE-OKPU SEC. SCHOOL, UTE-UKPU

61 AGWA EWURU SEC SCHOOL EWURU-AGBOR

62 EMUHU SEC SCHOOL EMUHU

63 IME-OBI SEC. SCHOOL AGBOR

64 AZAGBAR MIXED SEC SCHOOL AZAGBA-OGWASHI

65 OMUMU SECONDARY SCHOOL OMUMU

66 ASE GRAMMAR SCHOOL ASE

67 OKPAI ABEZE SEC., SCHOOL, OKPAI-ABEZE

68 IBREDE SEC SCHOOL IBREDE

69 IGUMBOR-OTIKU SECONDARY SCH.,

70 ABALA SEC SCHOOL ABALA

71 UBULUBU SEC. SCHOOL, UBULUBU

72 EJEMR SEC SCHOOL EJEME-ANIOGOR

73 IDUMUJE UNOR SEC SCHOOL IDUMUJE-UNOR

S/N NAMES OF SAMPLED SCHOOLS IN DELTA SOUTH SENATORIAL

DISTRICT

1 BOYS MODEL PATATNI

2 GBARAUN GRAM SCH

3 TORUAGIAMA SEC SCHOOL, TORUAGIAMA

4 AGOGBORO SEC., AGOGBORO

5 OKWE SEC. SCH

6 OGBE-IJAW GRAM SCH

7 OWHE GRAMMAR SCHOOL NOTOR-OWHE

8 OPROZA GRAMMAR SCHOOL, PATANI

9 OLOMORO COMPREHENSIVE HIGH SCHOOL, OLOMORO

10 OVRODE GRAMMAR SCHOOLOVRODE

11 BURUTU GRAM SCH.

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12 OGBINBRI SEC., SCHOOL OGBINBRI

13 EMO-ENI GRAMMAR SCHOOL, ELLU.

14 GBARAUN GRAMMAR SCHOOL GBARAUN

15 OGIDIGBEN GRAM. SCH

16 EMEDE GRAMMAR SCHOOL EMEDE

17 OYEDE COMPREHENSIVE HIGH SCHOOL OYEDE

18 ENWHW COMPREHENSIVE HIGH SCHOOL, ENWHE

19 AYAKOROMO GRAM. SCH.

20 TUOMO GRAM. SEC. SCH.

21 ESENAEBE COLLEGE, BOMADI

22 GBEKEBO SEC. SCHOOL GBEKEBO

23 NAIFOR SECONDARY SCHOOL, NAIFOR ISLAND

24 OBOTEBE SECONDARY SCHOOL

25 OGIDIGBEN GRAMMAR SCHOOL, OGIDIGBEN

26 IRRIU GRAMMAR SCH., IRRI

27 AKIEWHE SEC. SCHOOL, AKIEWHE

28 OKERENKOKO GRAMMAR SCHOOL, OKERENKOKO

29 UZERE GRAMMAR SCHOOL, UZERE

30 OLODUWA SEC. SCHOOL, OPUAMA.

31 ENEKOROGHA SEC. SCH.

32 ODORUBU SEC. SCHOOL, ODORUBU

33 KOKODIAGENE GRAMMAR SCHOOL, KOKODIAGBENE

34 AGOGBORO GRAM SCH/. AGOBORO

35 OKOLOBA SEC SCHOOL, OKOLOBA

36 COLLEGE OF COMMERCE WARRI

37 OWHE GRAM SCH, OTOR-OWHE

38 OBODO COLLEGE, OBODO

39 ENEKOROGHA GRAMMAR SCHOOL, ENEKOROGHA

40 IYEDE SEC COM SEC. IYEDE

41 GBESA GRAMMAR SCHOOL, OJOBO

42 IDHEZE GRAMMAR SCHOOL, IDHEZE

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43 UDUOPHORI SEC SCHOOL UDUOPHORI

44 URO GRAMMAR SCHOOL URO

45 AGOLOMA SECONDARY SCHOOL AGOLOMA

46 IKPIDE GRAMMAR SCHOOL, IKPIDE

47 IWERE COLLEGE, KOKO

48 KPAKIAMA SECONDARY SCH., KPAKIAMA

49 ATEBO COMP. HIGH SCH. EKIUGBO-IYEDE

50 ABARU SEC SCH.

51 EMIYE GRAMMAR SCHOOL, OLEH

SAMPLED PRIVATE SECONDARY SCHOOLS FROM DELTA STATE

S/N NAMES OF SAMPLED PRIVATE SCHOOL FROM DELTA NORTH

SENATORIAL DISTRICT

1 CHOSEN STAR SEC SCHOOL, IBUSA

2 MATA SCHOOLOF ART AND SCIENCE, B B OWA

3 GREAT FAVOUR MONTESSORI S/S., ISELE-AZAGBA

4 ORIENT ACADEMY S/S., BB OWA

5 SUCCESS GROUP OF SCHOOLS, ABAVO

6 ST. PETER’S S/S., BB OWA

7 N’ OWARINMA ACADEMY, BB OWA

8 PHINA GREEN ACADEMY, OKPANAM

9 MADONNA COMP. COLLEGE, AKWUKWU-IGBO

10 SUCCESS INTL., EBEDEI

11 CEDIO CHRISTIAN, AKWUKWU IGBO

12 EKABA LUMINARY, UMUAJA

13 EDOM S/S., OKPANAM

14 ALL SAINTS N/P/S/SCHOOL, OKPANAM

15 PENIEL ACADEMY BB OWA

16 PRIME S/S., OKPANAM

17 BRAIN FIELD SEC SCHOOL, UGBOLU

18 GODS WILL S/S., AGBOR

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19 FOUNTAIN OF WISDOM S/S., BB OWA

20 JOSTINE EXCEL INTL. S/SOKPANAM

21 BAPTIST ACADEMY S/S, BBOWA

22 DIVINE ACADEMY

23 SPRING GAT INTL., UMUTU

24 SKY ACADEMY, OKPANAM

25 ST. PHILIPS ACADEMY KWALE

26 JOY SECONDARY SCHOOL, UMUNEDE

27 JOYCE INTL SEC SCHOOL, OKPANAM

28 HAPPY INTL. N/P/S., BB OWA

29 REV. MARTIN MEMMORIAL S/S, ISSELE-UKU

30 CENTRAL SECONDARY COMM SCHOOL,BB OWA

31 BRAIN TRUST S/S AGBOR

32 ROYAL CHAMPION S/S OKPANAM

33 SALVATION S/S ANI-NGENE

34 MERCY S/S IBUSA

35 GOODNEWS S/S., OKPANAM

36 MONYE MEMORIAL S/S., BB

37 CORDAL JESUS S/S., IBUSA.

38 OWAPARENTS PRIDE S/S., BB OWA

39 CORDAL JESUS S/S., IBUSA

40 GOOD CHILD S/S AGBOR

41 MARBAELL HILLS/S, OKPANAM

42 GATEWAY TO SUCCESS S/S., EBU

43 ST. MARTIN DE PORESS G/G/S,ONICHA-OLONA

44 KING SOLOMON COLLEGE, UTE-OGITI

45 SANTA MARIA S/S., IBUSA

46 PHINA GREEN SEC. SCHOOL, OKPANAM

47 LINKAGE STARNDARD SCHOOL, OWANTA

48 GOODNEWS SEC. SCHOOL, OKPANAM

49 EDOM S/S., OKPANAM

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50 EBENEZER GATE WAY ACADEMY, OWANTA

51 SANTA MARIAH SEC. SCHOOL, IBUSA

52 ST. STEPHENS M/S/S., ONICHA-UGBO

53 EKABA LUMINARY, UMUAJA

54 IDEAL S/S., AGBOR

55 OFFOR S/S EKUKU-AGBOR

56 STANDARD SCHOOL. KWALE

57 BENIVAL S/S., IBUSA

58 NOBLE ACCORD S/S., ILLAH

59 BLESSED ACADEMY, UMUNEDE

60 MARY AND MARTHA INTL COLLEGE, IGBODO

61 OBI-OBETI S/S OBI-OBETI

62 CALVARY S/S., BB OWA

63 ST. JOHN S/S, ALIHAGU

64 JORDAN NNATIONAL COLLEGE, IBUSA

65 HOPE COMPREHENSIVE S/S., EWURU AGBOR

66 ST. GEORGE GRAMMAR SCHOOL, OBINOBA

67 MADONNA COMPREHENSIVE COL. AKWUKWU-IGBO

68 DOMINICAN S/S AGBOR

69 MATA DEI GRAMMAS SCHOOL, ASHAKA

70 PRECIOUS ACADEMY, UMUTU

71 ST. PIUS CHRISTIAN S/S., ONICHA-UGBO

72 PHEM PRIVATE ACADEMY, AGBOR

73 STELLA MARIS SCHOOL ASHAKA

74 ONWARD SEC. SCHOOL, ILLAH

SAMPLED PRIVATE SECONDARY SCHOOLS FROM DELTA STATE

S/N NAMES OF SAMPLED PRIVATE SCHOOL FROM DELTA CENTRAL

SENATORIAL. DISTRICT

ccxxvii

1 GLORY LAND SEC. SCHOOL EFFURUN

2 PROMINENT SECONDARY SCHOOL,OVWIAN

3 SUPREME ACADEMY OSUBI

4 REAGENT SEC SCHOOL, JEDDO

5 PETERA ACADEMY, UGHELLI

6 HILLROCK GROUP OF SCHOOLS DSC

7 TECO SECONDARY SCHOOL, OSUBI

8 JONES SEC SCHOOL, UGHOTON

9 ST. AMBROSE COLLEGE USIEFFRUN

10 WEST VIEW S/S., ORHUWHORUN

11 PLAYPEN SEC. SCHOOL, OKUOKOKO

12 SHELTERING ARMS COLLEGE ORHUWHORUN

13 EMMANUEL COLLEGE OTOKUTU

14 DELIGHT ACADEMY, ORHUWHORUN

15 AMAZING GRACE SEC. SCHOOL ALADJA

16 ST. BENEDICT SCHOOL, ORHUWHORUN

17 RAPID GROWTH ACADEMU, UGHELLI

18 DEEPER LIFE HIGH SCHOOL OPETE

19 JET BOMBER ACADEMY, ORHUWHORUN

20 DOMINIUN MODEL SECONDARY SCHOOL, DSC

21 CLIMAX INTL S/S UGHELLI

22 SPRING TIDE SEC. SCHOOL OREROKPE

23 KEY TO LIFE SEC. SCHOOL, OYEDE.

24 CHRIST THE REDEEMER S/S., ALADJA

25 GRACEVILLE ACADEMY, OTOVWODO

26 HOSSANA COMPREHENSIVE S/S ALADJA

27 GREAT ACHIEVERS SCHOOL, UGHELLI

28 TOP GRACE SCHOOLS , UGHELLI

29 STEP FORWARD INTL. SCHOOL, ORHUWHORUN

30 VICTORY ACADEMY EMEVOR

31 LLYOD SEC. SCHOOL, OVWIAN

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32 REBITH INTL. SCHOOL, ALADJA

33 ST. MICHEAL’S SEC SCHOOL OVWIAN

34 DANIEL MODEL ACADEMY, UDU

35 KOGBODI SECONDARY SCHOOL, UGHELLI

36 AENOES SEC SCHOOL ORHUWHORUN

37 BUSY BRAIN MODEL SCHOOLS, AGBARHO

38 VICTORY INTL SCHOOL, OSUBI

39 FOUNDATION SEC SCHOOL, OVWIA

40 NDIDI SEC SCHOOL, ALADJA

41 GOPET GROUP OF SCHOOL, UGHELLI

42 HALLMARK SCHOOLS, AGBARHO

43 GOLDEN STAR S/S OKUOKOKO

44 EZIBECK SEC. SCHOOL, OVWIAN

45 CRADLE BRIDGE S/S IZOMO ROAD,

46 DE BRIDE MODEL SCHOOL ORHUWHORUN

47 FOUNTAIN OF GRACE SCHOOLS, AGBARHO

48 DAVID STANDARD SCHOOL, EWU

49 LIGHT HOUSE DEMONSTRATION SCHOOL, OTOKUTU

50 AKPOROTOR S/S., OTUJERMI

51 BRIGHT SUCCESS SCHOOL OVWIAN

52 MOVE AHESD INTL S/S., OTOKUTU

53 ANNOINTING GROUP OF SCH., UGHELLI

54 EMMANUEL COLLEGE, EWU URHOBO

55 ST VICENT COLLEGE, OKWAGBE

56 TRIUMPH SEC. SCHOOL, OVWIAN

57 MANDATE SEC SCHOOL OTOKUTU

58 EXCELL S/S., EDJOPHE

59 AFRICAN UNITED GRAMMAR SCHOOL, OWHELOGBO

60 BAPTIST MODEL SEC. SCHOOL, OREROKPE

61 RENAISANCE S/S., OVWIAN

62 AFRICAN G/SCHOOL, EKAKPAMRE

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63 ST. VICENTS COLLEGE

64 ZENITH MODEL COLLEGE, USIEFFRUN

65 KPORHOTOR SEC. SCHOOL

66 EMMANUEL COLLEGE

67 JEREMI MODEL SECONDARY SCHOOL

68 ST. AMBROSE COLLGE

69 NEW DAWN COLLGE

70 FRIENDS OF CHRIST COLLEGE EKAKPAMRE

71 BATTLE AXE OF GOD SCHOOL ,UDU

72 ROYAL SEC. SCHOOL KOTOKOTO, OVWIA

73 THE LISH INTL. SCHOOL,ORHUWHORUN

74 SPRING OF WISDOM S/S., OVWIAN

75 VICTORY CONTINENTAL S/S., ORHUWHORUN

76 RHEME SEC. SCHOOL EKETE WATERSIDE

77 GOSHEN INTL. SCHOOL, OVIRI AGBARHO

78 VICTORY INTL NSCHOOL, OSUBI

70 ST THOMAS SEC. SCHOOL OREROKPE

80 GOLDEN STAR SEC. SCHOOL OKUOKOKO

81 BRAIN INTELLECTUAL S/S., ADEJE

82 GUIDIAN SEC. SCHOOL, ORHUWHORUN

83 GODSWILL N/P/S/S, UGHELLI

84 UPP STAFF SEC SCH, USIEFRUN

85 NEW DAWN COLLEGE, EYARA

86 HIS GLORY S/S OVWIA

87 OUR LADY OF MERCY S/S., OREROKPE

88 NEHEMIAH SEC SCHL, OKUOKOKO

89 RIM MISSION SEMINARY SCHOOL, AGBARHO

90 HEROES DYNAMIC SECONDARY SCH, OZORO

91 HIGH STANDARD S/S., UGHELLI

92 OPUTE MEMERIAL SECONDARY SCHOOL, OZORO

93 GOD’S FAVOUR S/S., UBOGO

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94 HARVARD SUPREME SEC. SCHOOL, ALADJA

95 GREAT MINDS S/S., OVWIAN

96 OBUKOWHO DEMONSTRATION SCHOOL, UGHELLI

97 GREATER DAYS SEC. SCHOOL ORHUWHORUN

98 CRANEFIELD SEC. SCHOOL, JEDDO

99 NOBLE CREST SCHOOLS, UGHELLI

100 KHIS, UGHELLI

101 GOLDEN CHILD SEC. SCHOOL, UDU ROAD, OVWIAN

102 HOLY LAND INTL. SCHOOL KOTOKO

103 BETTISAM SCHOOLS, UGHELLI

104 KHS/S., EKETE

105 HOLY TRINITY GROUP OF SCHOOL (S/S), ALADJA

106 LULU INTL SCHOOL, UGHELLI

107 AFRICAN GRAMMAR SCH., EKAKPAMRE

108 PEAK ACADEMY ERKREDJEBOR

109 CHAMPIONS MODEL SEC. ACADEMY, DSC STEEL TOWN

110 DYNAMIC SEC SCHOOL OVWIA

111 PEARVIEW INTL. SCHOOL, AGBARHO

112 GODSWILL MEGA ACADEMY, ORHUWHORUN

113 KEYAMO GROP OF SCHOOL, EKIUGBO

114 ADVANCE KIDIES S/S JEDDO

115 ZENITH FOUNDATION SCHOOLS, AGBARHO

116 KOGBODI INTL. SCHOOL, UGHELLI

117 ATMOSPHERE INTL SCHOOL UGHELLI

118 FAITH ACADEMY ORHUWHORUN

119 HOLYLAND INTL. SCHOOL, KOTOKO

120 PRIDE ROCK BRILLIANT SCHOOLS, AGBARHO

121 WEST VIEW S/S. ORHUWHORUN

122 ONWARD CHRISTIAN ACADEMY, AGBARHO

123 ST THERESA;S SEC. SCHL, OSUBI

124 SCHOLARS ACADEMY, OKODIETE

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125 HEROES OF FAITH INTL, UGHELLI

126 GATEWAY S/S EKETE

127 FUTURE HOPE SEC SCH. OVWIAN

128 FAITH ACADEMY SEC. SCHOOL, ORHUWHORUN

129 PEARLS OF WISDOM S/S, JEDDO

130 BRIGHT SUCCESS S/S ALADJA

131 GLORYLAND S/S., OKUOKOKO

132 KINGS AND QUEENS COLLEGE, UGHELLI

133 JOAN ACADEMY ORHUWHORUN

134 HIS GLORY SEC. SCHOOL OVWIAN

135 FIELD CREST INTL. SCHOOL EPETE WATER SIDE

136 MAJESTY INTL SCHOOL, KOTOKOTO

137 TECO SEC. SCHL, OSUBI

138 CWC AMAZING GRACE COLLGE

139 FOUNDATION SEC. SCHOOL, OVWIAN

140 EXCELLENT PILLARS INTL. SCHOOL,, ORHUWHORUN

141 LEGEND INTL. S/S OTOKUTU

142 JEREMI MODEL S/S JEREMI

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S/N NAMES OF SAMPLED PRIVATE SCHOOL FROM DELTA SOUTH

SENATORIAL. DISTRICT

1 GOLDEN CREST S/S, EMEDE

2 YIAT FC, UGBORODE

3 AMBASSADOR OF CHRIST, OGBE-IJAW

4 GENESIS INTL SCHOOL WARRI

5 WORD OF FAITH SECONDARY SCHOOL, OJOBO

6 CHRIST THE KING SEC SCHOOL, TORUGBENE

7 HEROES DYNAMIC SECONDARY SCH, OZORO

8 HILLTOP COLLEGE, WARRI

9 CHRIST THE KING S/S TORUGBENE

10 ST. PAUL SECONDARY SCHOOL OZORO

11 GREATNESS COMPREHENSIVE SEC SCHOOL, WARRI

12 CHRIST THE KING COLLGE, WARRI.

13 DE-WIS STANDARD ACADEMY, OZORO

14 GODWIN INTL. SCHOOL, WARRI

15 IMMACULATE SEC. SCHOOL, WARRI.

16 CHARITY SEC SCHOOL, WARRI

17 VICTORY ACADEMY EMEVOR

18 ST. JOHN ACADEMY, OLEH

19 WORD OF FAITH S/S., OGULAGHA

20 HOLY CREST COLLEGE, WARRI

21 CHARITY SEC SCHOOL. WARRI

22 BETHESDA N/P/S/S, IRRI

23 SOLUTION SCHOOL, OLEH

24 HOLY CREST COLLEGE, WARRI

25 BRIGHT HOPE ACADEMY SECONDARY SCHOOL, WARRI

26 AGGS, OZORO

27 DIVINE INTL SCHOOL, OFAGBE

28 LIGHT HEIGHT INTL SCHOOL, WARRI

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29 CHRITIAN DAY SECONDARY SCHOOL, UGBORI

30 CLASSICAL INTL. S/S WARRI

31 DEVINE FAVOUR INTL SCHOOL., OLEH

32 ST, CLETUS GROUP OF SCHOOLS OGBE-IJAW

33 ROYAL FOUNDATION S/S., OZORO

34 JAMES WELCH GRAMMAR SCHOOL EMEVOR

35 AUNTY MED COLLEGE, WARRI

36 OGBOLUBIRI S/S OGBEIGBENE

37 CAMBRIDGE SECONDARY SCHOOL, WARRI

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