Abstract:
Teacher retention/attrition rates are difficult to estimate (Memku CIE, 2000, 50 P.). An
empirical data shows that intake into the University College of Education-Winneba
(UCEW) programme to upgrade certificate ‘A’ teachers has increased dramatically from
about 300 per year in the early 1990s to 2,300 in 1999. These teachers study full-time
and therefore create vacancies in the schools. Most of these teachers do not return to the
teaching service after completing their courses and those who come back quit after a
year or two to join other sectors therefore increase teacher attrition and decrease teacher
retention rate. This research investigates working conditions and factors leading to
decreasing retention rate of graduate teachers and how they might be better induced to
stay in the Ghana Education Service. Three hundred (300) graduates were respondents;
two hundred and fifty (250) being graduate teachers in active service and fifty (50) being
graduate teachers who have left the GES. Sampling techniques used were purposive and
non-purposive. Purposive because NAGRAT, GNAT and EDUCATION officers with
valid information were targeted and non-purposive because stratified sampling method
was chosen to cater for each stratum done by means of simple random sampling method
(Twumasi, 2001). Data was collected through questionnaires, interviews and
observations. The respondents indicated that high graduate teacher attrition/retention rate
is dependent on the lack of equitable conditions of service and inadequate motivation.
Recommendations which emerged from the research were that, there should be total
rewards system put in place to improve general working conditions of service including
salary increment of graduate teachers in order to be able to retain them.
