Teachers' Perception On Turnover: Evidence From Senior High Schools

International Journal of Multidisciplinary Studies and Innovative Research
ISSN(print): 4132-2894, ISSN(online): 2413-3248

DOI: https://doi.org/10.21681/ IJMSIR00192020
Volume 01 Issue 01, October 2020 Journal Homepage: https://ijmsir.org
TEACHERS’ PERCEPTION ON TURNOVER: EVIDENCE FROM

SENIOR HIGH SCHOOLS
Amankwaa Thomas
St. Ambrose College of Education, Dormaa Akwam
thomasamankwa8@gmail.com.
Abstract: The purpose of the study is to observe the perception of senior high school teachers on turnover in the Asutifi
north and south districts in the Ahafo region of Ghana. The specific objectives of the study were; to identify the factors
that contribute to turnover among senior high school teachers in the districts, examine the perceived effects of turnover
on teaching and learning. The study adopted a quantitative approach and a descriptive survey design. A total sample of
213 respondents was selected from the four public senior high schools in the districts, using stratified and simple random
sampling techniques. A structured questionnaire was developed to collect data. The data were analyzed using descriptive
and inferential statistics. It is expected that the findings and the recommendations of this study would be of benefit to
human resource managers and administrators of schools and other stakeholders in education including governmental,
non-governmental, and private institutions, academicians, and general business persons. Information from this research
would be of use to policymakers and administrators in the education sector in Ghana and in particular Asutifi north and
south districts. In a way that will assist them to identify the causes of teacher turnover. Perceived effects of turnover on
teaching and learning in senior high schools, since the work has been done on the topic in the districts. It will also serve
as a source of reference for future researchers.
Keywords: turnover rate, attribution, learning, teaching, Permanent teachers
INTRODUCTION development of any country is through a well-trained and
knowledgeable education human resource. It is against
Workers’ turnover and attrition have gained great this background that the government of Ghana introduced
attention all over the world, in various organizations. the free senior high school education policy in Ghana in
Despite the several efforts by most organizations and the 2017/2018 academic year, which has increased
international bodies in addressing the phenomenon, students’ enrolment tremendously and the subsequent
teacher turnover continues to increase. Teacher turnover introduction of ‘green and yellow’ track system in the
and attrition is a global challenge and, by its very nature, various senior high schools in Ghana of which Asutifi
is an extremely complex phenomenon (Herbert & districts schools are no exemption.
Ramsay, 2004). Therefore, it has become greatly
imperative in debates in the teaching profession globally. Just like any other organization, the educational sector
Different scholars have defined the concept of turnover experiences employee turnover (Candle, 2010). Candle
differently. Price (2001), Thwala, Ajagbe, Long, Bilau, (2010) explains that the success of every academic
and Enegbuma (2012) defined turnover as the movement institution depends on how the school strives to attract and
of individuals across the boundaries of an organization. retain the best quality and right quantity of teachers.
Morrell, Loan‐Clarke, and Wilkinson (2001) defined Unfortunately, it is the teaching profession that loses
voluntary turnover as “voluntary cessation of membership thousands of dedicated members each year, putting most
of an organization by an employee of that organization.” vulnerable children and youth at risk of failing to realize
The contrary is conceptualized as “involuntary turnover opportunities offered to them through quality education
and it is defined as “movement across the membership (Benner, 2000). The National Commission on Teachings
boundary of an organization, which is not initiated by the and Americas Future (NCTAF) in 2003, for example,
employee” Children hold the candle for the future and revealed that almost a third of all new teachers leave the
development of any given state, and success in their classroom after three years and close to fifty percent (50%)
studies provides the backbone to this effect. However, this leave after five years. Henke, Zahn, and Carrol (2001)
can only be possible if they are availed of the appropriate found in the United States of America that about fifty
and sufficient resources such as textbooks, laboratory percent of teachers leave the classroom within five years
equipment, teaching staff, and other services. However, of and the best and brightest are often the first to leave. A
all these resources, human resources have come to be the turnover rate of 5% would be considered perfectly
most important resource. Maicibi (2003) agrees with this satisfactory by most firms. Institutional turnover can, for
by arguing that when the right quantity and quality of the example, result in better person-job matches and infusion
human resources are brought together, it can manipulate of new ideas in the organization (Abelson & Baysinger
other resources towards realizing the organizational goals (1984). Rebore (2004) supports these views by stressing
and objectives. The main engine of economic growth and some positive elements of labor turnover and attrition as
Paper ID : IJMSIR00192020 Website : https://ijmsir.org Email : editors.ijmsir.us@gmail.com

Amankwaa A. (2020). “Teachers’ Perception On Turnover: Evidence From Senior High Schools.” International
Journal of Multidisciplinary Studies and Innovative Research: ISSN: 2737-7180 (Print), ISSN 2737-7172 (Online),
Volume 1, Issue 01.
helping the organization to bring in fresh ideas, Theoretical Framework
enthusiasm, experience, creativity, new perspectives, new Economic Labor Market Theory
approaches to mention but a few. Some teacher attrition The first theory underlying the study is based on the
and turnover may be linked to the career progression of economic labor market theory of supply and demand put
the people involved (Boman & Dewling, 2008). In this forward by Strunk and Robinson (2006). In this case,
case, turnover could not be said to be bad. Much as various teachers are treated as sensible actors who make decisions
scholars agree to the positive dimension of labor turnover about their career choices, whether they become teachers
and attrition to some extent, many in a concerted effort or drop out of the current teaching position, to get better
also believe that a constant turnover of staff can only bring opportunities and rewards. This depends on whether the
about a disastrous effect on the organization. According to lesson is the most attractive profession compared to the
the Texas Centre for Educational Research (November alternatives available to them. Some factors that influence
2000), high teacher turnover is a burden of cost and teachers' career choices can span the life cycle and reflect
inefficiency to the Texas public school system and changing priorities, needs, interests, and options. First,
turnover may also affect student performance particularly external factors would be affected by the job decision of
in schools where the turnover rate is consistently high. employment. Examples of external factors are
The perception of teacher turnover is a persistent issue that institutional, social, and economic variables that can have
has significant implications for students’ achievement and an indirect impact on teachers' career choices by
school improvement. Acquiring and keeping quality influencing employment and personal factors.
teachers is paramount to every school. The employee is a Employment factors that can affect teacher turnover
bloodstream of any business (Elnaga & Imran, 2013), include qualifications, working conditions, rewards,
which makes teachers more important than the other employability, and engagement. Besides, teachers have
resources to the success of a school. The success or failure professional qualifications that influence their career
of an organization relies upon employee performance decisions, Knowledge, skills, educational background,
(Hameed &Waheed, 2011). Further, Sam, et al (2014) entry and certification status, previous work experience,
have posited that teachers are the bedrock for all human and initial commitment. Next, Billingsley (2014)
learning, and represent the hub around which individual highlights the personal factors that interact between
citizens are made to realize their full potential to serve demographic and family variables for understanding
their nations. Ariko and Simatwa (2011) maintain that the teacher fluctuation patterns. Motivation, personality,
art of teaching is a developmental process, and it involves interest, and expectations can influence teachers' career
a complex set of skills, many of which can only be well decisions through cognitive and affective variables.
polished on the uninterrupted job experience, hence the Besides, teachers' decisions to leave are influenced by
issue of teacher turnover influences negatively on teaching their value system. The researcher focused on how the
and learning. Currently, employee work recognition is fluctuation of teachers was influenced by independent
necessary because employees switch from one variables such as remuneration, career development,
organization to another when their works are not motivation, job satisfaction, working conditions, and
recognized and valued by their employers (Abdullah, teacher characteristics.
2016). Psychologically unfit teachers may be more likely Mobley’s Model
to quit the teaching profession, which burdens employers The employee turnover decision process by Mobley
with the cost of recruiting, selecting, and training (1977) has shaped the course of this study. Mobley (1977)
replacements. pioneered an extensive explanation for the psychological
approach in the turnover decision model that has often
The general objective of this study is to examine the
been cited. He proposed a model of employee turnover,
perception of senior high school teachers on turnover
which was based on several hypotheses that establish a
within Asutifi North and South Districts in the Ahafo
relationship between job satisfaction and quitting. A
region of Ghana with the view to reduce its rate. The
schematic representation of the turnover decision process
specific objectives that guided this research were the
is illustrated in figure 1... The model is referred to as a
following: To identify the factors that contribute to
sequence of cognitive actions that the employee begins by
turnover among senior high school teachers in the districts
evaluating his or her current job. This model will be used
and to examine the perceived effects of turnover on
to explain the sequence of cognitive actions that occur to
teaching and learning. Based on the above-named
teachers as they perform their duties. This stems from the
objectives, this paper attempted to find out some answers
fact that most individuals and in the specific case of
to the following questions: What factors influence
teachers perceive their job as one that is poorly paid as
turnover among senior high school teachers in the
often said in Ghana, ‘the reward of the teacher is in
districts? And What are the perceived effects of turnover
heaven’, a situation that often makes teachers compare
on teaching and learning?
their job to other jobs. According to the model, any
negative thoughts lead to job dissatisfaction and
Volume 1, Issue 01.
subsequent thoughts of quitting the job as in the specific his or her current job (teaching as in the case of teachers?
case of the teaching profession. Thus, in Ghana, when These ideas, in turn, will then inform the individual’s
teachers tag their profession as being poorly paid, as search intention; the next step would be behavioral
lacking prestige in modern times, these situations often intention to search for alternatives followed by an actual
lead to job dissatisfaction. This job dissatisfaction search and a comparison of the current job (teaching
according to Mobley (1982) often triggers a search for profession as in the case of teachers) vis-a-vis the found
alternative jobs but the individual will first have to job alternatives. In effect, the individual comes to a firm
evaluate the cost of quitting the job. Some of the issues conclusion of an intention to quit or stay which will lead
that will engage the mind of the individual and in the case to either actual turnover or retention. If the comparison
of teachers Include are there stable jobs, how much time, Favours the alternative, the behavioral intention to quit
energy and resources will the individual spend looking for will be stimulated, followed by the final decision to quit.
the job, can the individual find a more rewarding job than
Evaluation of Existing Job
Experienced job satisfaction /dissatisfaction
Thinking of Quitting
Evaluation of Expected unity of search and cost of

Quitting
Intention to search for Alternatives
Search for Alternatives
Evaluation of Alternatives
Comparison of Alternatives Vs. Present job
Intention to Quit / Stay
Quit / Stay
Figure 1: Mobley employee turnover Decision Process Model

Volume 1, Issue 01.
Herzberg’s Two Factor Theory High Schools, namely; Our Ladies of Apostles (OLA)
The study is guided by Hertzberg’s motivation-hygiene Girls’ Senior High School and Gyamfi Kumanin Senior
theory of job satisfaction. Frederick Hertzberg High School. The Asutifi south district also has two public
propounded Hertzberg’s motivation-hygiene theory of job Senior High Schools, Hwidiem Senior High School, and
satisfaction in 1966. Hertzberg believes that every worker Acherensua Senior High School. The total population of
has two sets of needs (motivational and hygiene needs). the permanent teachers of the SHSs was 456. This
He contends that employees in this respect, teachers will population was chosen because the study concerned
stay in their schools so long as their needs are satisfied and teachers in public senior high schools in the districts and
they are motivated. Failure to meet their needs would are directly concerned with the academic performance of
automatically call for departure hence teacher turnover. students.
This study is interested in establishing whether teacher
turnover is only driven by teachers’ desire to satisfy their Sample and Sampling Technique
needs or whether there are other reasons. Respondents for the study were sampled from the four
public senior high schools in the districts. The justification
Expectancy Theory for the sample size was largely based on the need to have
The study is further guided by the expectancy theory as a sufficient size to enable the generalization of the
advocated by Victor Vroom (1964). Vroom (1964) argues findings. To draw the sample size of the teachers, the
that employees (teachers) are likely to leave their schools Slovin (1960) formula was used. The Ghana Education
if their expectations are not met. This theory was preferred Service in the districts put the total number of permanent
by the researcher because it emphasizes what employees teachers at 456 within the period of the study that is
need or expected from an organization and failure to fulfill 2019/2020 academic year. Slovin (1960) formula for
those leads to low commitment, frustration, loss of morale
and eventually leaving their jobs. sample size determination is given as: n = .
MATERIALS AND METHODS In determining the sample size, this formula was used.
With a confidence level of 95% and a margin of error (a)
Research Approach and Design of 5%, the result for the sample size is as follows:
This study adopted a quantitative approach and sample n=
survey design. Quantitative research is carried out to
describe or explain phenomena numerically (Ary et al., Where; n = sample size; N = Sampling Frame; 1 =
2002) as cited in Kuranchie (2016). It deals with Constant; and a = Margin of error
questions of relationship, cause, and effect or status that 456 456 456
n= 2 n= n= =
researchers can answer by collecting and statistically 1+456(0.05) 1+ 1.14 2.14
analyzing numeric data (Ary et al., 2002). Besides, 213.08 ≈ 213
findings from quantitative research can be generalized
After the sample size was determined, the direct ratio
because data are collected from a large sample size,
method was used to select respondents from each school,
samples are statistically determined, randomly chosen and
based on the number of teachers in the schools. 60 teachers
the data are subjected to statistical analysis (Patton, 2002)
from OLA SHS, 40 teachers from Gyamfi Kumanin SHS,
as cited in Kuranchie (2016). The sample survey design is
70 teachers from Acherensua SHS, and 43 teachers from
a survey, which studies only a portion of the population
Hwidiem SHS.
(Ary et al, 2002). It is a study, which involves drawing
samples from the population to provide data (Opoku. Probability sampling techniques concerning simple
2005). The design intends to allow generalization of the random sampling and stratified sampling techniques were
findings of the study as suggested by (Babbie, 2010) as employed. Stratified sampling is the process of identifying
cited in Kuranchie (2016). The researcher used the sample and grouping members of a population into homogenous
survey design because it is a less expensive way of sub-groups so that each stratum will contain subjects with
gathering data from a large number of respondents who similar characteristics (Sarantakos, 2005) as cited in
will be involved in the study. Kuranchie (2016). The technique was employed to
Population represent all sub-groups in the sample (Sarantakos, 2005).
According to Ary, et al (2002), a population is all members The sample was made of both males and females. The
of a well-defined group of people, events, or objects researcher stratified the sample into males and females,
constitute population and the target population refers to such that each group would be represented in the study.
the group of people or objects from which the sample The researcher then used a simple random technique to
should be taken. The study’s target population was all select respondents from each group. The simple random
permanent teaching staff of public Senior High Schools in technique was chosen because it gives all the elements in
Asutifi North and South districts within the period of the the targeted population an equal chance of being selected.
study. The Asutifi North district has two public Senior The sampling technique provides each member of the

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sample an equal and independent opportunity to be part of To ensure that research ethics are adhered to, the
the study, which helps to eliminate selection bias researcher obtained a letter of introduction from the
(Sarantakos, 2005). Teachers’ records book was used as a Faculty of Education of the Catholic University College of
sampling frame to choose the respondents. Ghana, Fiapre, which authorized him to go for the data
collection. The headmasters and headmistresses of the
Data Collection Procedure schools were contacted by the researcher to seek their
After the approval of the proposal by the supervisors, the permission to use their schools and the teachers as subjects
researcher obtained a formal letter of introduction from the for the study. All respondents were briefed about the
Dean, Faculty of Education of the Catholic University nature of the research project, what was expected of them,
College of Ghana, Fiapre. This enabled the researcher to the objectives of the study, and how the outcomes of the
proceed to the field for the necessary data from the study would be of benefit to all stakeholders in education.
targeted population. Prior contacts were made with the Other ethical issues that were considered when collecting
headmasters and headmistresses of the schools, to obtain data for this research included the confidentiality of
their permission and approval to use their schools and the information. Collecting sensitive data from the staff and
teachers as subjects for the study. Besides, it afforded the management in the form of documents which when
researcher opportunity to explain the purpose of the study chanced upon by rival schools will cause great havoc to
to the respondents to ensure their willingness and full the institutions being researched were avoided, the
participation to have a high response rate of the institutions and their respondents were guaranteed that
questionnaire. A day was arranged after the selection of such vital information would be properly protected. On
the respondents, for the distribution of the questionnaires anonymity, respondents’ privacy was assured by making
to be answered. Some respondents, about 5% from each sure that their name, telephone numbers, and other
school was able to complete their questionnaires and identities are not indicated on the questionnaire
returned the same on the same day, those who were not
able to complete theirs asked for a week, they were those RESULTS/DISCUSSION
who were reluctant to participate. They were permitted to
Socio-Demographic Characteristics of Respondents
send them to their various homes and were expected to
This section discusses the socio-demographic
return them a week later, to be handed over to their
characteristics or the bio-data of the respondents. This bio-
respective staff secretaries for onward collection by the
data discussed here include the following: gender, age,
researcher.
marital status, religious affiliation, highest educational
qualification, ranks of respondents, duration of service,
Ethical Considerations
class average, teaching periods, and plan to leave or not.
Table 1. Gender Distribution of Respondents

Gender Frequencies Percentages
Males 153 71.8
Females 60 28.2
Total 213 100
Source: Field survey, 2020
Table 1. Above shows the gender distribution of the females’ teachers implied that there was a difference
respondents. The study revealed that 153 representing between the number of males and females’ teachers in the
71.8% of the respondents were males and 60(28.2%) were districts. This is an undesirable situation in that it does not
females. This shows that the participation rate of females cater to the equity and gender balance of teachers in the
was low. The percentage response rate of males and senior high schools in the districts.
Table 2. Age Distribution of Respondents

Age Frequencies Percentages
20 - 29 41 19.2
30 - 39 78 36.6
40 - 49 73 34.3
50+ 21 9.9
Total 213 100
Source: Field survey, 2020 N= 213

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Table 2. Above indicated the age distribution of followed by 40 – 49 age group, then 20 – 29 age group,
respondents. The results as shown on the table indicated and lastly 50 years and above group. The findings imply
that 41(19.2%) respondents were aged between 20 – 29 that senior high school teachers in the districts are
years. Respondents whose ages range between 30 – 39 relatively young. This will influence positively their
years constituted 78(36.6%). Additionally, respondents productivity, by been abreast of modern methods of
who were between the ages of 40 and 49 years were teaching and technology and their applications in
73(34.3), and finally, respondents who were 50 years and classroom teaching and learning, eventually enhance their
above represented 21(9.9%). The study revealed that more retention.
of the respondents were within the 30 -39 age group,
Table 3. Marital Status of Respondents.

Marital status Frequencies Percentages
Married 161 75.6
Single 38 17.8
Divorced 11 5.2
Widowed 3 1.4
Total 213 100
Table 3. Represents the marital status of the respondents officially or legally married before. The result indicated
of the study. The researcher categorized the marital status that a significant proportion of 16(75.6%) of the
in the districts as; married single, divorced, and widowed. respondents were married, 11(5.4%) were in the divorced
Teachers who were categorized as married were those who group, 38(17.8%) never married group, and 3(1.4%). The
were officially married in church by Priests, in the mosque implication of the finding is that, it will affect
by Imam, or legally in the law court. The divorce group accommodation since the majority of teachers in the
was those who were married but were legally separated. districts are married, hence the schools have to provide
Widowed were those who were married but their husbands places of abode to house their teachers and their
or wives are dead. The singles were those who were not households.
Table 4. Religious Affiliations of Respondents

Religions Frequencies Percentages
Islamic 78 36.6
Christianity 120 56.3
Traditional 15 7.1
Total 213 100
Table 4. Above shows the religious affiliations of among teachers in the districts, with teachers in the
respondents of the study. Seventy-eight 78(36.6%) Christian faith being the most. The different religions
respondents were Moslems, 120 (56.3%) were Christians imply that it will help schools to train students well and
with different denominations and 15 respondents were hence shape their moral character and to cater to students
Traditionalists, with the least percentage of 7.1%. It can be from all religious backgrounds.
deduced from the results that there is religious diversity
Table 5: Analysis of items on Social Factors
Social Factors Mean S.D
Low level of recognition for teachers in SHS by Government 4.090 1.105
The teaching profession has low social status than another 3.886 0.939
profession
The low collegial relationship among teachers 3.864 0.927
Disrespectful behavior on the part of students and parents 3.572 0.841
Teachers being blamed for students’ low academic performance 3.838 0.886
Grand Mean 3.850 0.939

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From table 4.2.4 above, it was shown that a low level of of respondents. Teachers being blamed for students’ poor
recognition for teachers in SHS by government officials academic performance was identified as the fourth
and other professionals was the first influential variable on variable on the factor. It obtained a mean score of 3.838,
the measured factor. It obtained a mean score of 4.090, indicated that respondents agreed to the variable. The
which translated as respondents’ agreement to the item on standard deviation score was 0.886 signified that
the factor. The standard deviation score recorded was respondents shared similar views. Disrespectful behavior
1.105, which revealed that respondents share similar on the part of students and parents was the last but not the
views on the variable. The teaching profession has low least item on the factor. It recorded a mean score of 3.572
social status than other professions was seen as the second and a standard deviation of 0.841, signified that
variable on the measured factor. Rating on the scale shown respondents agreed and their views homogeneous on the
that it obtained a mean score of 3.886, which means factor respectively. The factor obtained a grand mean of
respondents 3.850 and a standard deviation value of 0.93. These meant
that SHS teachers in the districts were not socially
Agreed on the item. The standard deviation score of 0.939 recognized, causing them to leave the schools. The
shown a minimal divergence of respondents’ views. The findings from this study are consistent with other findings
third item on the measured factor was the low collegial such as Tye and O’Brien (2012). Similarly, this finding of
relationship among teachers. It recorded a mean score of the study supports Jone's (2011) submission that the low
3.864, indicating that respondents agreed on the item. The social status of teachers caused turnover and attrition.
standard deviation score of 0.927 reflected similar views
Table 6 Analysis of items on Economic/Finance factors

Economic/Finance Mean S.D
GES policy to stop payment of responsibility allowance 4.215 1.236
No payment of vehicle maintenance/accommodation allowance 3.655 1.159
Mismatch of teachers’ income and market situation 3.701 1.179
Dissatisfaction with current salary levels 3.563 1.376
Ban on extra classes by GES 3.649 1.163
Meager, unattractive motivation of intervention allowances 3.272 1.602
Result as presented in table 4.2.5 indicated a mean score was 1,163, demonstrated the fact that respondents shared
of 4.125 and a standard deviation of 1.236 for G.E.S policy similar views. The fifth variable that influenced the factor
to stop payment of responsibility allowance as the most was dissatisfaction with the current salary level. It
influential variable on the factor. This means respondents obtained a mean score of 3.563, demonstrated the fact that
affirmed and have similar views on the variable. Mismatch respondents shared minimal divergence views. Meager,
of teachers’ income and the market situation was unattractive motivation or intervention allowance was the
identified as the second item on the factor. It obtained a least variable on the measured factor. It recorded a mean
mean score of 3.701, signifying that respondents agreed score of 3.272 and a standard deviation of 1.602. The
on the factor. A standard deviation score of 1.159 also rating on the scale is closer to 3 which depicted that the
obtained, meaning respondents shared similar views. The respondents were neutral. The standard deviation
third variable on the measured factor was identified as no connoted some minimal level of divergence of views
payment of vehicle maintenance and accommodation expressed by respondents on the factor. The factor
allowances with a mean score of 3.655, demonstrated the recorded a grand mean and standard deviation of 3.675
fact that respondents have agreed on the factor. The and 1.285 respectively. These explained that SHS teachers
standard deviation score of 1.159 recorded also in the district’s financial or economic situations were not
demonstrated the fact that respondents shown similar the best, which would cause them to leave teaching in the
views on the factor. The fourth item on the measured schools.
factor was the ban on extra classes by G.E.S. It recorded a
mean score value of 3.649, indicating that respondents This is consistent with Cobbold (2015) and other research
agreed to the item. The standard deviation score recorded findings. Cobbold (2015) posits that those teachers in

Volume 1, Issue 01.
Ghanaian public schools quit their posts because they are teachers. There are several instances that teachers have
not satisfied with their salaries. Leimann, Murdock, and embarked on strikes due to unpaid salaries and allowances,
Waller (2008), Sam, et al (2014) reported that the low which do not promote harmonious living and improved
salary of teachers is the key cause of attrition and living conditions, hence financial factors of teachers must
explained that low salaries compelled teachers to quit be addressed by authorities concern to reduce turnover.
teaching. Finance is an important factor in sustaining
Table 7 Psychological Factors

Psychological Factors Mean S.D
Heavy workload causes stress 4.114 1.100
I feel anxious teaching in this school 3.868 0.916
I feel a strong sense of belonging to this school 3.817 0.850
From Table 7, the results demonstrated that stress caused trigger turnover among SHS teachers in the districts using
by heavy workload was rated as the most influential item their grand means are; Psychological factors, which
on the measured factor. It obtained a mean score of 4.114. recorded a grand mean of (3.933), were regarded as the
This means the respondents agreed to the item. The most influential factor. When teachers are not appreciated
standard deviation score recorded was 1.100, which and valued irrespective of the presence of other factors
demonstrated commonalities in the views of respondents. would influence them to quit. The next factor that
The feeling of anxiety was the second item that influenced influenced turnover and attrition is working conditions,
the measured factor. It recorded a mean score of 3.868 and which recorded a grand mean of (3.925). Working
a standard deviation of 0.916. This means the respondent condition factors like access to the internet, proper
agreed on the item and share similar views. Last but not housing, etc. serve as a motivator, so their absence
the least variable on the factor was a feeling of a strong influence teachers to leave their schools. Social factors,
sense of belonging to the school. 3.817 And 0.850 were which obtained a grand mean of (3.850), were considered
recorded as mean and standard deviation respectively. by the study as the fourth influential factor. The low social
What this meant was that the respondents agreed to the status of teachers caused attrition and turnover. The study
item and share a minimal divergence view. The grand agreed that leadership/supervisors with a mean score of
mean and standard deviation scores of 3.933 and 0.955 (3.843). Maicibi (2003) postulated that when employees
respectively were recorded. These indicated that SHS work under poor management conditions, they tend to
teachers in the districts were psychologically not look for opportunities elsewhere, in such conditions, when
appreciated and valued in the schools, leading to their an opportunity opens they tend to leave. Job satisfaction
turnover and attrition. The findings supported other earlier had a grand mean of (3.722) as the fifth factor.
studies such as McKenzie et al (2015) that heavy workload Economic/financial factors with a grand mean of (3.675)
caused stress among secondary school teachers and thus as the last factor. It has been arguing that poor salaries
influenced them to leave their schools. Gevings (2007), demoralized staff, who might resort to seeking other
suggested that students' behavior was an increasing factor sources of income, hence cheating on the students teaching
for teachers’ stress, and Blasé, Blasé, and Du (2008) hours.
considered a lack of parental support and parental
disrespectful to teachers as a source of stress and thereby Correlation analysis of the factors influencing
leading to teachers’ turnover and attrition in the schools. turnover.
These psychological factors are critical in causing teacher Continuous factor variables, job satisfaction, working
turnover, because a teacher may, for instance, be well paid, conditions, leadership/supervisors, social factors.
work in a conducive environment, etc., but if Economic/finance and psychological factors were
psychologically the person felt not appreciated and valued computed by averaging the respondent’s Likert scale
he/she could quit the school. responses on items measuring the factors. Correlation
analysis was employed to relate all the factors to
Some respondents identified some factors not captured in respondents’ intended rating of their intention not to leave
the quantitative analysis, such as harassment from heads the senior high schools they are currently teaching on a
of schools, lack of regular flow of information and some scale of 1 to 5. Table 8 below shows descriptive statistics
teachers quit due to prolong illness leading to voluntary and a correlation matrix of factors relating to turnover and
retirement or being declared medically indispose. The attrition among teachers in the districts.
study found out that the most influencing factors that could
Volume 1, Issue 01.
Table 8 Correlation Matrix

Factors 1 2 3 4 5 6 7 Mean S.D
Social Factors -.358* 956* .026 .996* 1 3.850 0.939
Economic/Finance -.085 .014 .338 .021 .024 1 3.675 1.285
Psychological Factor -.095 .544 .001 .568* .579* .053 1 3.933 0.955
* Correlation Coefficient is significant at 5% significant level N = 213
Table 8. Summarizes correlation coefficients of factors Respondents were given a set of statements in which they
relating to the turnover of teachers. The result showed that were required to indicate their agreement or otherwise.
all factors related inversely to a turnover rating in the The statements were measured on a 3-points scale, where;
districts indicating that, improvement in such factors Yes=3, Neutral =2, and No= 1. For analysis purposes, the
would reduce teacher’s turnover rate in the districts. The mean with the standard deviation of the responses given
correlation coefficients with asterisks were considered as by respondents was computed. Mean scores greater than 2
significant. were interpreted as agreement, those closer to 2 and below
were interpreted as disagreement whereas those equal to
What are the Effects of Turnover on Teaching and or closer to 2 were neutral. The findings have been
Learning in SHS? summarized in table 9 below.
In this section, the study examined the effects of turnover
on teaching and learning of SHS in the districts.
Table 9: Effect of Turnover on Teaching and Learning

Items Mean S.D
Performance of additional responsibility aside normal duty on
The part of the remaining teachers 2.834 0.441
Teachers being regular in class 2.346 0.854
Increase in the workload of teachers putting undue pressure and
Stress on teacher 2.474 0.792
Teachers can complete their syllabus 2.065 0.913
Teachers give adequate exercises, home works, etc. 2.258 0.887
Teachers score the exercises, home works, etc. 2.291 0.905
Increase in the number of novices and inexperience teachers’ in The school 2.732 0.620
High academic performance of students 2.057 0.915
Increase the reputation of the school 1.882 0.911
Source: Field survey, 2020 N= 213 of 0.854 were obtained. Respondents were neutral on the
item teachers been able to complete syllabus, with mean
Table 9 above shows that there are effects of frequent and standard deviation marks of 2.065 and 0.913
turnover on senior high schools in the districts. Based on respectively. On the high performance of students,
the interpretations of the findings, it emerged that respondents were also neutral, with a mean score of 2.057
teachers performed additional responsibilities, to their and a standard deviation value of 0. 915. These
normal duties because of teacher turnover and attrition. A neutralities however leave much to be desired since they
mean score of 2.834 and a standard deviation of 0.441 neither agreed nor disagreed with the assertions.
recorded, indicated that respondents agreed and shared However, respondents disagreed that the reputation of the
common views on the item. Secondly, an increase in the school would increase. It recorded a mean value of 1.882
number of novices and inexperienced teachers, and a standard deviation of 0.911. A grand mean of 2.327,
respondents agreed and shared similar views with a mean indicated agreement of respondents that there were
score of 2.732 and a standard deviation of 0.620 obtained. effects on teaching and learning because of teachers’
Also, an increase in the workload of teacher put undue turnover and attrition. The findings of the study are
pressure and stress on teachers. It obtained a mean mark consistent with earlier studies such as Ingersoll (2011)
of 2.474 and a standard deviation of 0.792. This that turnover leads to poor students’ academic
suggested respondents’ agreement and shared views on performance, Ingersoll (2011). concluded that attrition
the item. A mean value of 2.346 and a standard deviation
Volume 1, Issue 01.
and turnover of teachers lead to an increase in the number work to study hard. Finally, I would like to express my
of less qualified teachers in schools as well as Fletcher, gratefulness to all my M. Phil classmates at the Catholic
Strong, and Villars (2015). Submitted that turnover leads University College of Ghana, Fiapre, especially Mr. Moro
to less qualified teachers and a decrease in students’ Mohammed and Ransford Owusu Agyei and co-tutors at
academic achievements. St. Ambrose College of Education, especially Mr. Frank
A. Kloh and Mr. Zacharia Mohammed, of Mampong
Some of the respondents identified other effects of Technical College of Education, whom I found
turnover in their schools, which were not captured in the understanding and committed to the unity of purpose.
quantitative analysis. They identified the following as
some of the effects; continuity of teaching and learning REFERENCE
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Wiley and sons.

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International Journal of Multidisciplinary Studies and Innovative Research

ISSN(print): 4132-2894, ISSN(online): 2413-3248

TEACHERS’ PERCEPTION ON TURNOVER: EVIDENCE FROM

Paper ID : IJMSIR00192020 Website : https://ijmsir.org Email : editors.ijmsir.us@gmail.com

Evaluation of Existing Job

Experienced job satisfaction /dissatisfaction

Evaluation of Expected unity of search and cost of

Intention to search for Alternatives

Search for Alternatives

Comparison of Alternatives Vs. Present job

Intention to Quit / Stay

Figure 1: Mobley employee turnover Decision Process Model

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Paper ID : IJMSIR00192020 Website : https://ijmsir.org Email : editors.ijmsir.us@gmail.com

Table 1. Gender Distribution of Respondents

Table 2. Age Distribution of Respondents

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Table 3. Marital Status of Respondents.

Table 4. Religious Affiliations of Respondents

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Table 6 Analysis of items on Economic/Finance factors

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Table 7 Psychological Factors

Table 8 Correlation Matrix

Table 9: Effect of Turnover on Teaching and Learning

Paper ID : IJMSIR00192020 Website : https://ijmsir.org Email : editors.ijmsir.us@gmail.com

Thwala, W. D., Ajagbe, A. M., Enegbuma, W. I., & Bilau,

Tye, B. B. & O'Brien. L. (2012). Why Are Experienced

Vroom, V.H (1964). Work and motivation. New York:

Paper ID : IJMSIR00192020 Website : https://ijmsir.org Email : editors.ijmsir.us@gmail.com

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