Factors Related to the Decisions of Secondary School Teachers in Somalia to Continue in or Leave the Teaching Profession
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1987.
The primary purpose of this study was to identify the major reasons which were related to the decisions of the secondary school teachers in Somalia to continue in or leave the teaching profession.
A random sample of 150 teachers were interviewed. The responses to the interview questions were content analyzed to identify the reasons why teachers continue in teaching and why they might consider leaving. Chi-square tests of association and correlation coefficient were used to measure the relationship between the intention to stay in or leave the teaching job (turnover intention) and variables in the study. Finally, discriminant analysis was performed on the data to identify those linear combinations of variables which maximally separated teachers who were planning to continue in teaching from those who were not.
Teachers stayed in the job primarily because they were locked in by outside environmental reasons. Teachers wanted to leave the job because of dissatisfaction with pay, promotions, status of the teaching job in the community, student attitudes and discipline, standard of education and the physical conditions of the workplace. Financial reward was the most important factor that was forcing teachers to consider leaving the teaching profession. Family support and private teaching were the two principal sources of extra income.
There was no significant relationship between turnover intention and any of the personal background characteristics. However, there was a significant relationship between behavioral and attitudinal variables and turnover intention. It would appear that those teachers who intended to stay were not significantly different, in their personal background characteristics, from those who intended to leave. However, the two groups differed in their perceptions of certain aspects of their work situation.