Literaturnachweis - Detailanzeige
Autor/inn/en | Opoku, Maxwell Peprah; Asare-Nuamah, Peter; Nketsia, William; Asibey, Benedict Osei; Arinaitwe, Gilbert |
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Titel | Exploring the Factors That Enhance Teacher Retention in Rural Schools in Ghana |
Quelle | In: Cambridge Journal of Education, 50 (2020) 2, S.201-217 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Opoku, Maxwell Peprah) ORCID (Nketsia, William) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-764X |
DOI | 10.1080/0305764X.2019.1661973 |
Schlagwörter | Foreign Countries; Teacher Persistence; Rural Schools; Social Capital; Developing Nations; Access to Education; Educational Quality; Teacher Motivation; Preschools; Elementary Schools; Secondary Schools; Teaching Conditions; Public Agencies; Teacher Distribution; Rewards; Collegiality; Age Differences; Incentives; Ghana Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Sozialkapital; Developing country; Developing countries; Entwicklungsland; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Elementary school; Grundschule; Volksschule; Sekundarschule; Lehrbedingungen; Unterrichtsbedingungen; Öffentliche Einrichtung; Reward; Belohnung; Kollegialität; Age; Difference; Age difference; Altersunterschied; Anreiz |
Abstract | Access to education for children living in rural communities is widely known to be hampered by inequitable teacher deployment to rural schools. While much is known about the barriers encountered by teachers in Ghana, little is known about the factors that enhance teacher retention in rural schools. In this study, the four-capital teacher retention model was adapted as the conceptual framework to examine the factors that promote teacher retention in rural schools in Ghana. The Teacher Retention Scale (TRS), consisting of 12 items and two sub-scales, was administered to 164 teachers recruited from 15 schools in 10 communities in a single district in Ghana. The results show that the participants were slightly positive on structural capital and social capital as well as high positive correlation between both sub-scales. The need for policymakers to consider both capitals in designing teacher retention strategies in rural schools is discussed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |