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The Impact of Working Conditions on Teachers Attrition.

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 International Journal of Education and Research Vol. 5 No. 6 June 2017

The Impact of Working Conditions on Teachers Attrition in Secondary Schools

in the South West Region of Cameroon

Bahtilla Marinette (M.Ed.)

Faculty of Education, University of Buea
[email protected]
Tel + 237678178254

The purpose of the study was to examine the relationship between working conditions and teachers
attrition in secondary schools in the South West Region of Cameroon. The cross sectional survey
research design was used for this study, adopting both the quantitative and qualitative approaches.
The population of the study was made up of all the secondary school teachers in the South West
Region. The sample population was made up of 370 teachers. The Simple random sampling
technique was used. Questionnaire and an interview guide were used as instruments for data
collection. The statistical tools for analysis were percentages, mean scores, standard deviations and
the Pearson Product Moment Correlation Coefficient. The findings revealed that, low salary, poor
working environment, lack of job satisfaction and bad principal leadership style contribute greatly
to teacher attrition. The study found out, that in some cases, only one of these factors causes the
attrition while in many cases, a number of factors collectively compel teachers to leave their jobs
and these factors give the impression that the teaching profession is not respected as other
professions in the study area.
Key words: Working Conditions, Teachers Attrition.

Introduction
From observations it is believed that of all the educational problems Cameroon is facing today,
none is as persistence or as compelling as the one relating to the training and retention of competent
teachers. Law No 98/004 of 14 April 1998 section 37(1) states that, “the teacher shall be the
principal guarantor of quality education” which means that, for the education sector to be able to
contribute to the achievement of national development of Cameroon by 2035, qualified and
experienced teachers need to be attracted and retained in the teaching profession. It is also important
to note that, for Cameroon to be able to achieve national development by 2035 the educational,
agricultural, industrial, and family sectors need to interact, since all the sectors have a part to play as
far as Cameroon development by 2035 is concern. It is good to note that, the educational sector has
a greater part to play because it is the only sector that provides input for itself and other sectors,
which means that the agricultural, industrial, and economic sectors receive input in the form of
personnel from the education sector. This shows that education is the back bone of every economy.

Background of the Study

Teachers’ attrition (teachers leaving their profession to other professions or travelling abroad for
greener pastures) is a problematic issue in Cameroon educational sector. Many schools in
Cameroon focus on teacher recruitment when the real problem is teacher attrition. Most schools are
experiencing teacher shortages. Internationally, it is widely recognised that teachers are central to
student success. To a larger extent, they play an important role in transmitting cultural and social
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values, such as tolerance, dialogue and gender equality. In addition, they are at the center of the
debate on education quality and students’ learning outcomes. Yet many of them are leaving their
schools and the profession every year.
The importance of the teaching profession cannot be debated as teachers constitute one of the key
instruments for solving every nation’s developmental problem. Every nation depends on its teachers
for its technological and social advancement as well as its man power requirements. This is because
out of teaching all other professions are born. This means that teaching is one of the most important
profession in the world. Levine and Ornstein (1989) strengthened the importance of the teaching
profession in the following words, “We are faced with pressing social and economic problems.
Whether we allow them engulf us or whether we can cope with our new environment will depend
on a large extent on what kinds of skills are taught in our schools to our present day students”.
Sadker and Sadker (1991) also believed that teaching is a noble profession and in their words:
wrote, “Teaching has been imbued with a nobility and dedication of purpose by philosophers’ poets
and political leaders since ancient times. What other occupation has inspired such comments as
these?”
Supporting these trends of importance, Cicero in Sadker and sadker (1991) questioned, “What noble
employment is more valuable to the state than that of a man who instructs the rising generation?”
From the views of the above authors, it shows that teaching is a profession of high repute. Teachers
lay the essential foundation for a person’s education. The best professors at the most prestigious
Universities are indebted to teachers who took time and efforts to train and cultivate their desires for
education, knowledge and understanding. All policy makers in the public and private sectors have
been taught by a teacher at some point in their lives.
Given that teaching is a noble profession, one could think that those who find themselves in this
profession should count themselves lucky, but surprisingly, teachers are leaving the profession for
other professions. One would have thought that many students upon leaving school would
immediately and voluntarily like to become teachers. Most students upon completion of secondary
school instead prefer other professions to teaching. They only turn to it as a last resort, and when all
other things must have failed them. This explains why the rate of teacher attrition is high today.
Teachers, who entered the profession because their first and second choices failed, need to be
motivated or else they will leave the profession when another door opens.

Statement of the Problem

It has been noted that some teachers abandon their duties for other professions while others seek
self-exile abroad in search of greener pastures. With reference to Law No 98/004 of 14 April 1998,
Laying down guidelines for Cameroon schools, section 37 (1), states that, “the teacher shall be the
principal guarantor of quality education”,
The problem now is, if teachers continue to leave the teaching profession to other more lucrative
jobs, will the educational sector be able to contribute to the achievement of Cameroon development
by 2035? It is based on this that the researcher in question decided to carry out an investigation on
the, “Impact of Working Conditions on Teachers’ Attrition in Secondary Schools in the South West
Region of Cameroon”.

Objectives of the Study

The main objective of the study was to examine the relationship between working conditions and
teachers attrition in secondary schools in the South West Region of Cameroon

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Specific Objectives of the Study

The specific objectives of the study included:
1. To examine the relationship between teachers’ salaries and teachers attrition.

2. To examine the relationship between working environment and teachers attrition.

3. To examine the relationship between job satisfaction and teachers attrition.

4. To examine the relationship between principals’ leadership styles and

teachers’ attrition

5. To determine the impact of teachers attrition on the quality of education.

Hypotheses of the Study

Ho1: There is no significant relationship between teachers’ attrition and the quality of education.
Ha1: There is a significant relationship between teachers’ attrition and the quality of education.

Method and procedure

Research Design
The cross sectional survey research design was used for this study, adopting both the quantitative
and qualitative approaches.

Population of the Study

The population of the study was made up of all the secondary school teachers in the South West
Region of Cameroon.
The target population of this study was made up of 5250 general secondary school teachers in Fako,
Meme and Ndian divisions of the south west region of Cameroon.
The accessible population of this study constituted 1557 teachers. In Fako division, the accessible
population constituted teachers from 5 public, 4 confessional and 8 lay private schools. In Meme
division the accessible population constituted teachers from 3 public, 2 confessional and 2 lay
private schools. In Ndian division the accessible population constituted teachers from 4 public, 1
confessional and 1 lay private schools which were randomly drawn.

Sample and Sampling Technique

The sample population was made up of 370 teachers. This sample was chosen proportionately to the
total population as recommended by Krejcie and Morgan in 1970. The sample of this study was
made up of representative teachers from the 30 accessible secondary schools in the South West
Region. The simple random sampling technique was use for this study.

Instrumentation
The questionnaire was used as an instrument for data collection, accompanied by an interview guide
for principals. 370 questionnaire copies were administered. The questionnaire contain closed-ended
items where the researcher provided alternative response options in a likert scale of Strongly Agree
(SA), Agree(A), Disagree (D) and Strongly Disagree (SD).

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Administration of the Instrument

The researcher employed the services of three research assistants; the assistants were train for 2
days. A daily plan of activities was drawn and the researcher and the assistants visited at least five
schools a day. The researcher and the assistants guided the teachers and personally administered the
questionnaire to them face to face.

Procedure for Data Analysis

Descriptive and inferential statistics were used for data analysis. The statistical tools used for
analysis were percentage, mean scores, standard deviations and the Pearson Product Correlation
Moment.

Results
Table one and two below gives information about research question one which was stated thus: To
what extent do teachers’ salaries influence their attrition?
Decision level: x 4  3  2  1  10  2.5
= 4 4
Respondents accept or agree with the opinion expressed in the item if the mean score is 2.5 and
above. Otherwise, they reject or disagree.

Table 1: Relationship Between Teachers’ Salaries and their Attrition

SN Opinion Statement SA A D SD Total x s Dec.
1 The teachers’ salary corresponds to 1 7 77 277 456 1.26 .4982 R
their level of education.
2 The salary situation of a teacher 8 29 45 280 489 1.35 .7225 R
makes him/her to concentrate and
effectively teach in one school.
3 Teachers’ salaries are good in 0 5 85 172 357 1.36 .5199 R
Cameroon
4 Teachers’ salaries attract young 2 5 112 243 490 1.35 .5387 R
graduate to join teaching than other
professions.
5 There are some additional finances 1 26 162 173 579 1.59 .6336 R
to my salary

6 The salary of a teacher depends on 4 4 105 249 487 1.35 .5616 R

his/her input on the job.
Total / Average 16 76 586 1394 2858 1.38 .5791 R

x = Mean score, s = Standard deviation, Dec. = Decision

Table 1 shows a mean of 1.38 which means that, all the items were rejected.

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Table 2: Correlation Between Teachers’ Salaries and their Attrition

TEACHERS’ SALARIES TEACHER ATTRITION

TEACHERS’ Pearson Correlation 1 -.223*

SALARIES Sig. (2-tailed) .671
Sum of Squares and 25655.333 -24859.000
Cross-products
Covariance 5131.067 -4971.800
N 6 6
*
TEACHER Pearson Correlation -.223 1
ATTRITION Sig. (2-tailed) .671
Sum of Squares and -24859.000 501758.000
Cross-products
Covariance -4971.800 71679.714
N 6 8
*. Correlation is significant at the 0.05 level (2-tailed).
Table 2 shows a Pearson Correlation coefficient, r = -0.223 which indicates that there is an inverse
significant relationship between teachers’ salaries and their attrition.
Table three and four below gives information about research question two which was stated thus:
To what extent does teachers’ working environment influence their attrition

Table 3: Relationship Between Working Environment and Teacher Attrition.

SN Opinion Statement SA A D SD Total s Dec.
x
7 There is support for 1 17 125 219 524 1.45 .59894 R
teachers’ professional
development in the school
where I teach.
8 The school environment 5 70 215 72 732 2.02 .66952 R
where I teach is conducive
enough for teaching and
learning.
9 There are sufficient teaching 4 44 218 96 680 1.89 .64600 R
resources in my teaching
school.
10 Teachers’ workload in my 247 94 16 5 1307 3.61 .64046 A
school is high
11 There are appropriate 0 48 248 66 706 1.95 .55974 R
learning resources in my
school.
12 The school environment 4 12 173 64 788 2.18 .72296 R
where I teach is clean 1
Total / Average 261 39 995 522 4737 2.18 0.6396 R
4

In table 3, Item 7 with a mean of 1.45 indicates that, there is no support for teachers’ professional
development in our schools. Item 8 with a mean of 2.02 reveals that, school environments are not

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conducive enough for teaching and learning. Item 9 with a mean of 1.89 reveals that, there are no
sufficient teaching resources in our schools. Item 10 with a mean of 3.61 shows that, teachers’
workload is high. Item 11 with a mean of 1.95 indicates that there are no appropriate learning
resources in our schools. Item 12 with a mean of 2.18 indicate that, our school environments are not
clean.

Table 4: A Correlation Showing Teachers’ Working Environment and their Attrition

TEACHER
WORKING ENVIRONMENT ATTRITION
WORKING ENVIRONMENT Pearson Correlation 1 -.911*
Sig. (2-tailed) .012
Sum of Squares and Cross-products 360567.500 -380619.000
Covariance 72113.500 -76123.800
N 6 6
TEACHER ATTRITION Pearson Correlation -.911* 1
Sig. (2-tailed) .012
Sum of Squares and Cross-products -380619.000 501758.000
Covariance -76123.800 71679.714
N 6 8

*. Correlation is significant at the 0.05 level (2-tailed).

Table 4 shows a Pearson Correlation coefficient, r = -0.911 which indicates that there is an inverse
strong significant relationship between teachers’ working environment and their attrition.
Table five and six below gives information about research question three which was stated thus: To
what extent do job satisfaction influence teachers’ attrition?

Table 5: Relationship Between Job Satisfaction of Teachers and their Attrition

SN Opinion Statement SA A D SD Total x S Dec.

13 I am satisfied being a teacher. 11 83 189 79 750 2.07 .75197 R

14 I enjoy the friendly and social 12 65 165 120 693 1.91 .79880 R
relationship with other teachers.
15 I like teaching in this school 6 54 152 150 640 1.77 .75999 R
16 Teachers are provided with 0 8 79 275 457 1.26 .48828 R
many opportunities for
promotion
17 I will encourage my siblings to 5 9 112 236 507 1.40 .61134 R
be teachers
18 I am psychologically satisfied 5 35 132 190 579 1.59 .71957 R
with my teaching job.
Total / Average 39 254 829 1050 3626 1.67 .6883 R

Table 5 with a mean of 1.67 indicates that, all the items were rejected.

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Table 6: A Correlation of Job Satisfaction and Teachers’ Attrition

JOB TEACHER
SATISFACTION ATTRITION
JOB Pearson Correlation 1 .715*
SATISFACTION Sig. (2-tailed) .111
Sum of Squares and Cross- 62175.333 123979.000
products
Covariance 12435.067 24795.800
N 6 6
TEACHER Pearson Correlation .715* 1
ATTRITION Sig. (2-tailed) .111
Sum of Squares and Cross- 123979.000 501758.000
products
Covariance 24795.800 71679.714
N 6 8
*. Correlation is significant at the 0.05 level (2-tailed).

Table 6 shows a Pearson Correlation coefficient, r = 0.715 which indicates that there is a strong linear
relationship between job satisfaction and teacher attrition.
Table seven and eight below gives information about research question four which was stated thus: To what
extent do principals’ leadership styles influence teachers’ attrition?

Table 7: Relationship Between Principal Leadership Styles and Teachers’ Attrition

SN Opinion Statement SA A D SD Total x S Dec.

19 The principal of my school 0 92 178 92 724 2.00 .71393 R

usually involves teachers in
decision making.
20 The principal has good working 5 56 162 139 641 1.77 .71774 R
relationship with teachers.
21 The principal ensures that 3 61 153 145 646 1.78 .74654 R
teachers are provided with
instructional materials in order
to improve on their teaching.

22 The principal provide emotional 4 21 156 181 572 1.58 .65352 R

support for teachers
23 The principal usually provide 3 67 164 128 669 1.85 .74179 R
relevant and timely feedback on
teachers’ performance.
24 The principal praise and 8 57 134 163 634 1.75 .79755 R
encourage teachers to work
harder.
Total / Average 23 354 947 848 388 1.79 .7285 R
Table 7 with a mean of 1.79 reveals that all the items were rejected.
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Table 8: Correlation Between Principals’ Leadership Styles and Teachers’ Attrition

PRINCIPAL
LEADERSHIP
STYLE TEACHER ATTRITION
PRINCIPAL Pearson Correlation 1 .675*
LEADERSHIP Sig. (2-tailed) .141
STYLE
Sum of Squares and Cross-products 12241.333 51952.000
Covariance 2448.267 10390.400
N 6 6
*
TEACHER Pearson Correlation .675 1
ATTRITION Sig. (2-tailed) .141
Sum of Squares and Cross-products 51952.000 501758.000
Covariance 10390.400 71679.714
N 6 8
*. Correlation is significant at the 0.05 level (2-tailed).
Table 8 shows a Pearson Correlation coefficient, r = 0.675 which indicates that there is a strong
linear relationship between principals’ leadership styles and teacher attrition. This implies that
principals’ leadership styles are responsible for 45.56% (r2 = 0.455625) of teacher attrition.
Table nine and ten below gives information about research question five which was stated thus: To
what extent does teachers’ attrition influence the quality of education?

Table 9: Relationship Between Teachers’ Attrition and the Quality of Education

SN Opinion Statement SA A D SD Total x s Dec
.
25 The quality of education 137 202 17 6 1194 3.29 .63547 A
depends on the number of
professional and experienced
teachers.
26 Teachers play an important 115 180 66 1 1133 3.13 .70396 A
role in the moral development
of students.
27 Students are demotivated 109 176 65 12 1106 3.06 .78224 A
when teachers leave the
teaching profession.
28 Frequent departure of teachers 115 180 64 3 1131 3.12 .71665 A
can affect the development of
creativity in students.
29 Teacher quality is the single 102 216 41 3 141 3.15 .63735 A
most important variable in
determining students
achievement
30 Teachers’ departure can affect 107 187 68 0 1125 3.11 .68784 A
the intellectual development
of students.

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31 Teachers departing from the 140 188 31 3 1189 3.28 .65249 A

teaching profession can lead
to a fall in the standard of
education
32 Teachers leaving the teaching 149 133 78 2 1153 3.19 .78525 A
profession disrupt the smooth
functioning of the school.
Total / Average 974 1462 430 30 9172 3.17 .70016 A

Table 9 with a mean of 3.17 indicates that all the items were accepted.

Table 10: A Correlation Between Teachers’ Attrition and the Quality Of Education
QUALITY OF EDUCATION TEACHER ATTRITION

QUALITY OF Pearson Correlation 1 .199*

EDUCATION Sig. (2-tailed) .816
Sum of Squares and Cross- 6660.000 5713.000
products
Covariance 951.429 816.143
N 8 8
*
TEACHER ATTRITION Pearson Correlation .199 1
Sig. (2-tailed) .816
Sum of Squares and Cross- 5713.000 501758.000
products
Covariance 816.143 71679.714
N 8 8
*. Correlation is significant at the 0.05 level (2-tailed).
Table 10 shows a Pearson Correlation Coefficient, r = .199 which indicates that there is a linear
significant relationship between teacher attrition and quality of education. This implies that teacher
attrition is responsible for 3.96% (r2 = 0.039601) of the quality of education.
Analysis of Responses from the Interview
Table 11: Teachers Complain on Small Salaries Compared to Work Load
Responses Frequency Percentage
Yes 18 90
No 2 10

Total 20 100

Table 11, shows that, 90 % of respondents said that teachers usually complain that their salaries are
not enough compared to their workload while 10 % indicated that, they are no complains.

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Table 12: Reaction of Teachers when Salaries are not enough Compared to the Work Load.
Reactions Frequency Percentage (%)
Abandoned teaching 15 75

Stay away from classes 18 90

Frawn at the administration 17 85

Table 12, shows that, 75% of the respondents said that, when teachers’ salaries do not correspond to
their work load, they abandoned teaching, 90% said that, they stay away from classes and 85% said
that, they frawn at the administration.

Table 13: Teachers Teaching in More Than One School and Reason
Responses Frequency Percentage (%)
Yes 20 100

No 0 0
Total 20 100

Table 13, shows that, all the respondents said that, some of their teachers teach in more than one
school. The only reason the respondents gave was that, teachers want to meet up with their needs.

Table 14: Adequate Teaching and Learning Materials in Schools

Responses Frequency Percentage (%)

Yes 4 20
No 16 80
Total 20 100

20% of the respondents as shown on table 14 confirmed that, they have adequate teaching and
learning materials, while 80% said, there are no adequate teaching and learning materials in their
schools.

Table 15: Consequences of Inadequate Teaching and Learning Materials.

Consequences Frequency Percentage (%)

Difficulty in explaining certain concepts 20 100

Low performance 19 95

Teachers using their personal money to buy text books 15 75

All the respondents as shown on table 15 said that lack of adequate teaching and learning materials
lead to difficulty in explaining certain concepts, 95% said that this leads to low performance and

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75% said, as a result of inadequate teaching and learning materials some teachers use their personal
money to buy text books.

Table 16: Avenues for Teachers Professional Development in their Schools

Responses Frequency Percentage (%)
Yes 5 25
No 15 75
Total 20 100

75% of the respondents as shown on table 16 said that there are no avenues for teachers’
professional development in their institutions while 25% said that, there are avenues for teachers’
professional development in their schools.

Table 17: Teachers Sometimes Quarrel Among Themselves

Responses Frequency Percentage
Yes 17 85
No 3 15
20 100
Total

Table 17 shows that 85% of the respondents agree that, teachers usually quarrel among themselves
while 15% said that, teachers do not quarrel.

Table 18: Teachers and Provision of Opportunities for Promotion

Responses Frequency Percentage (%)
Yes 1 5
No 19 95
Total 20 100

Table 18 shows that 95% of the respondents said that, all the teachers are not provided with
opportunities for promotion, while 5% of the respondent accepted that, all the teachers are provided
with opportunities for promotion.

Table 19: Teachers Involvement in Decision Making

Responses Frequency Percentage (%)
Yes 4 20
No 16 80
Total 20 100

Table 19 shows that 20% of principals accepted that, they always like to involved teachers in
decision making while 80% said that, they do not always like to involved teachers in decision

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making, reason being that, teachers always influence decisions that will favour them first before the
school no matter the consequences.

Table 20: Confidence and Trust in Subordinate.

Responses Frequency Percentage (%)
Yes 5 25
No 15 75
Total 20 100

25% of the respondents as shown on table 20 said that, they have confidence and trust in their
subordinates while 75% said that, they do not trust their subordinates. The reason they gave for not
trusting their teachers was that, teachers always think about themselves first rather that the growth
of the school.

Table 21: Teachers Improving the Quality of Education

Responses Frequency Percentage (%)
Yes 18 90
No 2 10
Total 20 100

90% of the respondents on table 21 agree that teachers have a greater part to play in improving the
quality of secondary schools, while 10% said that, teachers do not have a greater part to play in
improving the quality of secondary schools.

Table 22: Opinions Concerning the Effects of Teachers’ Attrition on Students’ Academic
Achievement
Opinions Frequency Percentage (%)
Students performance at internal and external 20 100
examinations drop
Creates a vacuum in the subject taught 19 95
Indiscipline is promoted in class 19 95
Syllabus coverage is affected 18 90

All the principals interviewed as shown on table 22 said that, students’ performance drops, 95%
said that a vacuum is created in the subject taught and that indiscipline in the class room increases.
80% said that syllabus coverage is affected.

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Table 23: Number of Teachers that have Abandoned Service Ever Since they Become
Principal
Number of principals Longevity as principal Teachers who have
abandoned
6 7 21
5 6 19
4 5 16
3 4 14
2 2 10

Table 23 shows that 6 principals who have each served for 7 years registered 21 abandonments. 5
principals who have each served for 6 years registered 19 abandonments. 4 principals who have
each served for 5 years registered 16 abandonments. 3 principals who have each served for 4 years
registered 14 abandonments and 2 principals who have each served for 2 years registered 10
abandonments.

Table 24: Causes of Teachers Attrition

Opinions Frequency Percentage (%)
Poor salaries 19 95
Lack of job satisfaction 18 90
Departure to greener pastures 17 85
Poor working environment 16 80
Departure for further studies 5 25

Most of the respondents gave almost the same reasons for teachers’ attrition. These ranged from
poor salaries with a response rate of 95% as shown on table 24, lack of job satisfaction with a
response rate of 90%, departure to greener pastures with a response rate of 85%, poor working
environment with a response rate of 80% and departure for further studies with a response rate of
25%

Table 25: How to Curb Teacher Attrition

Opinions Frequency Percentage (%)
Increase salaries 20 100
Ensure conducive and friendly environment 18 90
Promotion should be on merit 16 80
Teachers should be send to desirable locations 15 75

All the respondents on table 25 were of the opinion that teachers’ salaries should be increased. 90%
recommended conducive and friendly environment. 80% saw the need for promotion to be on
merits and 75% said that, teachers should be send to their desirable locate.

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Discussion of Findings
As revealed in this study, working conditions greatly influences teachers’ attrition. The study
revealed that teacher’s low salaries influence their attrition to a high extent. In Cameroon and other
parts of the world, statistics have shown that teachers receive low salaries and experience poor
working conditions compared to their counterparts in different professions (Tambo, 2003).This is
supported by Aslami (2013) who found out that, low salary is one of the major factors that causes
teachers to leave their teaching profession to other professions. Candle (2010) found out that, better
pay in other professions increases the rate of teacher attrition. Low pay for teachers has a
devastating effect on the whole process of education by demoralizing teachers, devaluing their work
and loosing teachers to better paying professions (Gemeda and Tynjala, 2015).
The interview conducted in this study revealed that, the only reason teachers teach in more than one
school is to meet up with their needs. This shows that their salaries are not enough, from Maslow
hierarchy of needs, teachers as human beings have needs and wants which need to be satisfied. In
the case where the teacher faces some challenges and these needs cannot be satisfied, they start
drifting toward a different profession where they believe they can easily have their needs achieved.
Teachers join schools to satisfy their human needs and reach their goals (Harper and Ross, 2011).
Over the year’s low salaries have been the most harmful factor that affects the education sector.
Akiba, et.al. (2011) revealed that low teacher salary often leads to teacher dissatisfaction and higher
attrition rates.
Furthermore, the study revealed that, poor working environment to a high extent influences
teachers’ attrition. Working environment is an important factor in the decision making process of
individual teachers to stay or leave the profession. When teachers’ working environments are not
conducive they might not have the interest to stay in that work place. This is also supported by
Acom (2010) who found out that, there is a very strong positive relationship between teacher
working environment and teacher retention.
Results from the interview conducted in this study revealed that there are no adequate teaching and
learning materials in our schools. Tapper (1995) found out that, most teachers do not have enough
text books and instructional materials to facilitate teaching. They use their money to photocopy
school materials. Aubry (2010) found out that, an influential factor that would lead to highly
effective teachers’ willingness to remain in teaching is school facilities and resources.

Ingersoll and Smith (2003) found out that, 50 percent of teachers leave their profession within the
first five years. This is due to the poor working environment associated with teaching. Hess (2006)
supported this fact by saying that inadequate resources limit effectiveness and affect teachers’
decision on teaching. Most secondary school in Cameroon have uncondusive learning environment,
the basic amenities are not there and this has a lot of effect in demoralizing the strength of so
many teachers. According to Ndongko and Tambo (2000) Lack of school resources, lack of
didactic materials and overcrowded classes are some of the challenges affecting teachers in
Cameroon. Improving the working environment of teachers might attract the top college graduates
to teaching and also slow the rate of teacher attrition (Ingersoll, 2003). Many teachers quit because
of poor working environment. Hasty (2007) found out that, higher stress levels are associated with
stronger intentions of teachers to leave their profession.
According to Tambo (2003) teachers’ at all levels in Cameroon are not satisfied with their working
environments which are below expectation when compared with their counterparts in different
occupations. This is in conformity with the two factor theory stipulated by Herzberg (1959).
According to this theory, motivational factors are called satisfiers. These factors motivate the
employees for a superior performance. Looking at the case of Cameroon, teachers are dissatisfied
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because a majority of Herzberg’s satisfiers are commonly absent in their working environment,
causing teachers to leave the teaching profession to other professions. Ingersoll and Smith (2003)
found out that, the root of the teachers’ shortage largely reside in the working environment within
schools. Boyd (2009) revealed that, teachers considered working environment as one of the main
factors in staying or leaving the profession.
In addition, the study indicates that job satisfaction to a high extent influences teachers’ attrition.
This shows that when teachers are satisfied with the way in which schools are managed, they will
remain in the teaching profession. This is supported by Ingersoll (2003) who revealed that Job
satisfaction of teachers determines teacher attrition. Research carried out by McShane and Glinow
(2003) revealed that, people who are dissatisfied with their jobs often quit and pursue other careers,
thereby increasing the rate of attrition. Giacometti (2005) found out that, the best predictor in
choosing to leave or stay in the teaching profession was emotional.
Teachers complain bitterly about job dissatisfaction and this has given rise to this new phenomenon
of teacher attrition (Tambo, 2003). Griffin (1990) found out that satisfied employees are likely to
remain within the organization, why dissatisfied employees are more likely to look for
alternative job opportunities (high attrition).This is in conformity with the hierarchy of needs
theory stipulated by Maslow (1943). According to the theory, if teachers’ needs are not satisfied it
might lead to job dissatisfaction, which will in turn make teachers to put on irresponsible
behaviours in their work place. When the basic needs of teachers are not met; achieving job
satisfaction, retention and professionalism may be difficult in some situations and unattainable in
others (Lynch, 2012; Waltman, 2012).
Sergent (2003) found out that, teachers who feel that their work is important and recognized
are more likely to remain vital dynamic and contributing members of the school community. This
shows that, recognition of teachers’ achievement by the school administration is very important as it
leads to job satisfaction. Tickle (2008) found out that, perceived administrative support and
teachers’ satisfaction with their salary were identified as significant predictors of teachers’ job
satisfaction and intent to stay in teaching.
Results from the interview conducted in this study shows that 85% of the respondents agree that,
teachers usually quarrel among themselves. When teachers quarrel among themselves it affects their
satisfaction with the teaching profession. According to McClelland (1962) people with a high need
for affiliation desire positive relationships with others, teachers find it discouraging to be in the
company of colleagues who are unsupportive or inconsistent in their attitudes and behaviour
(Buchanan, et.al: 2013). Some teachers feel isolated in their classrooms; they cannot react cordially
with their colleagues thereby not fulfilling their social needs. Such teachers will always want to
leave. This confirms the fact that lack of job satisfaction can actually influences teachers’ attrition.
The study also revealed that, principals’ leadership styles to a high extent influences teachers’
attrition. This is supported by Greiner and Smith (2009) who identified lack of administrative
support as a key factor in attrition. Leadership style of a school principal has an effect on teacher’s
decision of either to remain in teaching or not. Bad leadership of the principal can discourage
teachers from the profession.

Results from the interview conducted in this study shows that 80% of principals do not always like
to involved teachers in decision making, 75% of principals said that, they do not trust their
subordinates. According to Williams (2003), a lack of administrative support damages a teacher’s
self-esteem, causes teachers to become frustrated, and leaves the teacher with nowhere to look for
advice, and ultimately causes teachers to leave. Teachers are more likely to leave teaching or
indicate intent to leave without adequate support from administrators. Ismail (2012) revealed that,
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teachers generally, expect principals to know about all aspects of their school, while still giving
them autonomy and freedom to make good decisions in classrooms.
Ingersoll and Smith (2003) identified good administrative leadership as the primary contributor to
retention. Charlotte advocates for education (2004) found out that, teacher’s decision to stay at a
school largely depends upon the principal and his or her leadership style in the school. Similarly,
Moore and Birkeland (2003) interviewed new teachers who move to different schools and reported
that, the voluntary movers in the sample cited dissatisfaction with school administration as their
main reason for leaving. They complained that, their principals were too authoritative and never
consult them in decision making. In the light of the above information the researcher is of the
opinion that principals who display democratic leadership style will encourage teachers to remain in
the profession.
Principals have a great role to play being leaders in the school setting, they are the custodians of the
entire school so whatever goes wrong in the school they are bound to be liable. Looking at the
importance of their position, it is important for them to handle their teachers diplomatically so as to
achieve the school goals and objectives.
Moreover, the findings revealed that, teachers’ attrition has a negative impact on the quality of
education. The quality of education in any given country is reflected and related to the men and
women who serve as teachers in the school system. Schools with high attrition rate are more likely
to get inexperienced teachers or unqualified teachers who are likely to be less effective. This is
supported by Darling – Hammand (2000) who found out that, high attrition has damaging impact on
the quality of schooling.
Patall and Birkeland (2003) revealed that, “losing a good teacher whether to another profession or
to the school across town means losing that teacher’s familiarity with school practices, experience
with the school curriculum and involvement with students, parents and colleagues”. This is also
supported by Sykes and Dibner (2009) who found out that, high attrition rate does not only have an
impact on the financial resources of schools but also the quality of teaching. Teacher attrition has a
negative effect on students learning and hinders students to achieve their objectives. Attrition also
affects full coverage of syllabi which contribute to falling educational standard which is dangerous
for Cameroon as we are striving towards emergence by 2035. According to Ingersoll (2002)
attrition influences the performance and effectiveness of the school since the school as an
organization has production processes requiring extensive interaction among educators and it is
therefore prone to suffer when subjected to high rates of attrition.

According to the system theory teachers form part of the school system charged with many
responsibilities. Teachers are at the center of curriculum implementation if teachers continue to
leave the teaching profession to other professions; the education sector will be negatively affected.
When one part of the organization is absent the organization faces problems. Consequently, attrition
disrupts the quality of school cohesion and performance. It is important to note that teacher attrition
does not affect only teachers. Everyone associated with the school system is affected by teacher
attrition.

Luckens and Kattryn (2004) found out that, teachers who change school or leave the teaching
profession create difficulties for school administrators. They revealed that teacher quality is the
single most important variable in determining students’ success. Teacher quality being the single
most important variable in determining academic success means that, for the educational sector, to
be able to contribute to Cameroon becoming an emerged nation by 2035, qualified teachers must be
recruited and retained in the teaching profession. The quality of teachers is likely to assume even
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greater importance in the future as changing needs place greater pressures on teachers. For example,
to promote professionalism and technical education that is needed for emergence by 2035, qualified
teachers need to be recruited and retained in the teaching profession.

According to the results from the interview conducted, 90% of the respondents agree that teachers
have a greater part to play in improving the quality of secondary schools. This indicates that when
teachers abandon their jobs the resulting effects are poor academic achievement by students. In line
with these results, teachers who are guarantors of quality education are not satisfied at all with their
salaries (Tambo, 2003, p.104). Consequently, most teachers quit the profession after a few years of
working and this affects the quality of education.

Conclusion
The findings also revealed that teacher’s attrition has an impact on the quality of education. This
shows that, in order to effectively implement the educational sector strategy to facilitate the
attainment of Cameroon development by 2035, there is a need to retained experience and qualified
teachers in the teaching profession since teachers are guarantors of quality education.

Recommendations
From the findings the following recommendations were made:
 The government should raise the salary of teachers to admirable levels, provide attractive
incentives, make provision for the payment of teachers’ salaries immediately they are
posted, increase the financial support accorded to schools, Provide good staff rooms
equipped with facilities to ease lesson preparation.
 Seminars /workshops should be organized by the Ministry of Secondary Education to
sensitize and educate teachers to change their mentality and provide them other benefits to
attract and keep them in the profession.
 There is also a need for the Ministry of secondary Education to organize periodic workshops
to train and sensitize principals on the purpose of teachers as a crucial resource and for that
matter, how trying to retain them is obviously significant because the whole education
system largely depends on them.
 There is a need for school administrators to regularly organize sessions in which open
discussions can take place between teachers and the school heads to allow teachers air out
their grievances instead of opting for grapevine.

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