Exploring the Changing Context of Initial Primary Teacher Education in Malawi: Towards Pre-service Teacher Retention from a Recruitment and Mentoring Perspective



Salagi, E
(2018) Exploring the Changing Context of Initial Primary Teacher Education in Malawi: Towards Pre-service Teacher Retention from a Recruitment and Mentoring Perspective. Doctor of Education thesis, University of Liverpool.

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Abstract

The provision of quality education in schools is an endeavour that requires qualified teachers. However, in Malawi attrition impacts negatively on pre-service teacher retention according to the available literature. Also, due to limited research, a knowledge gap exists regarding how to retain pre-service teachers. Given these circumstances, this study examines the influence of age, gender, recruitment and mentoring on pre-service teachers’ retention. Human capital theory (HCT) underpins this study and has helped to analyse the retention phenomenon. This theory suggests that education as an investment equips individuals with relevant knowledge and practical skills that increase their productivity, hence the theory supports an analysis of individuals’ occupational choice. Accordingly, the research participants have included pre-service teachers, teacher-trainers, teaching practice coordinators and mentors who were chosen using a non-probability sampling method. Questionnaires and interviews were used to collect data. The use of SPSS software facilitated quantitative data analysis while qualitative data were analysed thematically. The findings indicate that pre-service teachers in Malawi choose the profession because of: their passion for teaching children; teachers’ influence over them; and the availability of further education opportunities that facilitate future career advancement. However, neither their parents nor the lack of alternative jobs influences their choice of profession. Additionally, age, gender, interest, induction, location, resource availability and other factors significantly impact on pre-service teachers’ retention. Given these findings, this study suggests that taking account of key retention factors in teacher education curricula, candidates’ assessment and enrolment have the potential to enhance pre-service teachers’ retention while also improving professional practice in Malawi.

Item Type: Thesis (Doctor of Education)
Divisions: Fac of Humanities & Social Sci > School of Education
Depositing User: Symplectic Admin
Date Deposited: 21 Nov 2018 16:00
Last Modified: 09 Jan 2021 05:18
DOI: 10.17638/03024472
Supervisors:
URI: https://livrepository.liverpool.ac.uk/id/eprint/3024472