TITLE:
Assessing the Effectiveness of the Remoteness and Hardship Allowance on Teacher Retention in Oshana Region in Namibia Rural Schools: Teachers Views
AUTHORS:
Moses Chirimbana, Emma Kashweka, Stephanus Amunime
KEYWORDS:
Quality Education, Distance, Hardship Allowance, Retaining, Cost-Effective
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.11 No.8,
August
25,
2023
ABSTRACT: This qualitative study aims to analyze the impact of the remoteness and hardship
allowance on teacher retention in the rural schools located within the Oshana
Region, based on the perceptions of eight teachers who were purposely picked
from two different schools. In-depth, face-to-face interviews were used to
collect data, and then the data were analysed using a thematic approach so that
we could discover and examine emergent themes. The results of the study
uncovered numerous important issues, which shed light on the efficiency of the
remoteness and hardship allowance as well as its influence on the rate at which
teachers remain employed in rural schools. Among the recommendations are the
strengthening of existing infrastructure, the enhancement
of working conditions, the provision of comprehensive assistance, the
promotion of chances for professional growth, the resolving of concerns regarding fairness and adequateness, and the
establishment of efficient monitoring and evaluation mechanisms. It is
possible for educational authorities and school management to establish an
atmosphere in rural schools that encourages the retention of teachers,
increases well-being, and raises the overall quality of education by putting
these recommendations into practise.