Emergent Reforms and Neo-Policies in Education: Teacher Retention and Sustainability of Educational Leadership in the Nigerian Context

AbstractThe sustainability of education, and its ability to impact positively on peoples and communities rely heavily on sound policies. This study examined recent educational reforms and policies in Imo State of Nigeria,... [ view full abstract ]

Abstract

The sustainability of education, and its ability to impact positively on peoples and communities rely heavily on sound policies. This study examined recent educational reforms and policies in Imo State of Nigeria, involving government return of schools to voluntary agencies and how it affects sustainability in the area of teacher retention and attrition. The study reviewed relevant literature, and employed descriptive survey research design. Fifteen randomly selected secondary schools in Owerri, out of the 45 returned to voluntary agencies in Imo State were chosen. The sample size for the study was 120 teachers and principals. The data collected were analyzed using frequency counts, percentage and Pearson Product Moment Correlation Co-efficient. Three research questions were raised and answered in the study. Also, three null hypotheses were formulated and tested using inferential statistics of Chi-square (X²), Contingency Coefficient and Analysis of Variance (ANOVA) at 0.05 level of significance. The analysis yielded that: while the initial government take-over of schools in 1970 led to a huge rise in teacher attraction, it also resulted in steep decline in the fortunes of education and societal values despite huge outlay of investments by successive governments at all tiers, voluntary agencies and the private sector; thus, leading to a re-think from State government(s) to reverse the decision by relevant Acts of Law and a positive predisposition from the Federal government too. However, the study concludes that the policy of returning schools to voluntary agencies has led to high teacher attrition rates in the affected schools; thus, compromising sustainability and educational leadership. The study also found that funding is fundamental to achieving the particular and universal goals of education in Owerri/Nigeria, and concluded that neither government nor voluntary agencies can independently provide the best quality education needed to drive Nigeria forward without the other. Collaboration is therefore suggested based on historical antecedents found through literature review, and the findings of the study through data analysis. It is recommended that government should statutorily fund education and make policies, while voluntary agencies administer the day-to-day management chores under a joint supervisory mechanism. This will improve teacher retention rates in schools in public and private schools. The findings will benefit the larger stake-holding audience of education in Nigeria.

1. Key Words: Education, Retention, Attrition, Voluntary Agencies, Reforms, Policies