Effects of remoteness and hardship allowance in retaining teachers in rural schools in the Oshana region in Namibia

Thumbnail Image
Journal Title
Journal ISSN
Volume Title
University of Namibia
Learners in Namibian rural schools lack quality education because of the geographic locations of their schools which cause teachers to be reluctant to teach at these schools. The government of the Republic of Namibia introduced the remoteness and hardship allowance with a bid to retain teachers in rural schools. This study was thus aimed at investigating the effects of the remoteness and hardship allowance in retaining teachers in rural schools in Oshana region because despite them being given this allowance; teachers still transfer from rural to urban schools. This is why it was important to find the impact and cost- effectiveness of the allowance. The study employed a qualitative research approach by using the survey design. Purposive random sampling was used to draw a sample from all schools in the region where teachers receive the remoteness and hardship allowance as well as to choose urban schools where teachers transferred to, from rural schools. In-depth face to face interviews were conducted with the participants of the study. Three teachers teaching at a remote rural school and three teachers who transferred to urban schools took part in the study. Six teachers in total formed part of the study. The tape recorded data was transcribed and the transcribed data was analyzed by means of content analysis. Themes and patterns were grouped and categorized according how they emanated from the data. The study has found that the movement of teachers from rural to urban schools was due to many factors such as lack of accommodation, poor transport networks, poor leadership and management styles, to mention a few. The study also found that money is not a motivating factor as it can lead to job dissatisfaction. The study recommended that the provision of accommodation facilities with reliable electricity, improved of infrastructural networks, opportunities for professional development from the Ministry of Education, Arts and Culture and from the different institutions training teachers can recommend a module that should focus on the preparation of student teachers for postings to rural schools.
A thesis submitted in partial fulfillment of the requirement of the Degree of Master of Education (Leadership, Management & Policy Studies)
Remoteness, Hardship