Please use this identifier to cite or link to this item: https://hdl.handle.net/10321/4309
Title: Examining the reasons behind teachers leaving the profession : a case study of Umlazi Education District
Authors: Ndende, Tandeka 
Keywords: Teachers;Attrition;Job satisfaction;Staff retention;Education;Motivation;uMlazi
Issue Date: 2021
Abstract: 
In the uMlazi Education District, there has been a surge of teachers leaving the
teaching profession for various reasons. Statistics have revealed that since 2012,the
uMlazi Education District has lost 1116 teachers and the number is still rising as
eachers are constantly not being replaced by the uMlazi Educational District. It is
against this backdrop that this study was conductedin order to analyse the causes of
teachers leaving the profession, specifically in the uMlazi Education District. A
qualitative study was conducted to probe the target audience’s inner emotions and
perceptions about the reasons propelling teachers to leave the profession. In this
regard, interviews were conducted with the teachers to ascertain their feelings and
emotions. The target population for this study was all the ex-teachers who have quit
or left the teaching profession in the uMLaziEducation District. A sample size of 10
former teachers was used. Data collected from the interviews were analysed using
thematic and content analyses.
The findings of this study show that the factors that cause teachers to abandon the
profession are multidimensional,namelyphysical, social and psychological factors. It
was also found that mentorship, professional development, good remuneration in the
form of salaries, a sizeable workload and recognition could be used to motivate
teachers and ensure job satisfaction and staff retention. In this regard, a staff
retention model for teachers was developed as a framework that will guide education
managers to address the problems confronting the uMlaziEducation District. Several
recommendations have been provided to assist the ministry of education, education
managers, scholars and policy-makers to improve the welfare of teachers, as well as
to appreciate the bottlenecks crippling the education sector.
Description: 
Dissertation submitted in fulfillment of the requirements for the Degree of Master of Management Sciences specialising in Public Management, Durban University of Technology Durban, South Africa, 2021.
URI: https://hdl.handle.net/10321/4309
DOI: https://doi.org/10.51415/10321/4309
Appears in Collections:Theses and dissertations (Management Sciences)

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