Influence of Strategic Talent Management Practices on Teacher Retention in Rural Public Secondary Schools in Mkuranga District, Tanzania

Abstract

One of the most significant developments in people management over the past years has been the focus on effectively managing the individuals who are most important to the strategic success of companies, both domestic and international. This focus has taken the general labels of “talent management.” This study attempted to investigate the influence of strategic talent management practices on teacher retention in rural public secondary schools Mkuranga District. Specifically, the objectives established whether career development, succession planning, working conditions and reward management practices influence teacher retention in rural public secondary schools. The researcher used descriptive research design to carry out this study. The target population comprised 280 teachers of rural public secondary schools in Mkuranga District. Purposive and random sampling techniques were employed to select teachers from the listed public secondary schools in Mkuranga District. The sample size was 280 teachers from rural public secondary schools in Mkuranga District. Structured questionnaire and review of relevant reports and journals were employed as instruments for data collection. Inferential statistics were applied to analyze numerical data which were gathered using closed ended questions. Data collected from the field were analyzed using Statistical Package for the Social Sciences (SPSS 23.0). A multiple linear regression model was used to test the significance of the influence of the independent variables on the dependent variable. The study findings indicate that strategic talent management practices had a positive significant influence on teacher retention. Results showed that there was a positive significant influence of career development, succession planning, working conditions and reward management on teacher retention in rural public secondary schools in Mkuranga District. The study concluded that, there is a positive and significant influence of independent variables on dependent variable and therefore the entire null hypotheses were rejected and it was concluded that all the explanatory variables had positive significant influence on teacher retention in rural public secondary schools in Mkuranga District. It was recommended that schools’ management and governing boards should provide modest offices and residential houses to teachers in rural schools and ensure general improvement of working conditions.