ASPECTS OF TEACHER TURNOVER (WITH SPECIAL REFERENCE TO TECHNICAL EDUCATION)

International Journal of Advanced Research in Management (IJARM), ISSN 0976 – 6324

(Print), ISSN 0976–6332 (Online), Volume 4, Issue 1, January- April 2013 © IAEME

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ASPECTS OF TEACHER TURNOVER

(WITH SPECIAL REFERENCE TO TECHNICAL EDUCATION)

Dr.Amarja Satish Nargunde

Faculty, Department of Management Studies at Bharati Vidyapeeth University, Institute of

Management & Rural Development Administration, Sangli 416416

ABSTRACT

The task of motivating and retaining teachers and that too talented and genuinely

interested teachers seems to be full of challenges as it was found in the research conducted.

The research was carried on keeping scope of the study to the region of Western Maharashtra

and to the 2 Districts in it i.e. Kolhapur & Sangli. The researcher has chosen Engineering,

Polytechnic, Technology and Management institutes. The research was conducted among

total number of 215 teachers working on different posts. Aspects like the number of job

switches, the reasons for job switching were studied. It was found that almost 52% of

teachers who have worked in different organizations before joining the current organization.

The more seriousness can be found in the fact that migration has taken from one organization

to other in teaching profession only. Almost 75% of teachers do not want to change their

current profession of teaching. However alarm bells are ringing for the institutions that

almost 40% which is quite a sizable in number; like to change their current institute of work.

It can only be on account of the poor experience they must be getting in their current

institution. Time and again in different questions, the factor of “Additional Activities apart

from Teaching” has found to be one of the significant factors affecting teachers negatively.

There are almost more than 50 activities mentioned by teachers in which they are spending

time apart from teaching. A teacher who has to take lectures and is also suppose to complete

administrative job, would they have enough of time for lecture preparation and more of for

research, is anybody’s guess.

Significantly large number of i.e. 31% teachers have to take their work home and 45%

of teachers stay back in the institute after working hour. Due to this, teachers get less time to

spend with their family. Most of the time, the teachers who are sincere in their work are given

the entire load relying on them that they will surely do the work. On aspects of working

conditions in which teachers are doing their work, almost 28% of teachers do not have any

separate place to sit after finishing their lecture. To add agony even further, almost 10% of

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teachers do not have fan facility. It certainly resembles a pathetic scenario on working

conditions for teachers. 42% of teachers do not have fresh and clean fresh rooms, general

parlance termed as toilets. 32% of teachers do not have fresh and hygienic drinking water.

45% of teachers do find relation between performance and reward; however 76% of teachers

do not find any incentive for good work. The reason for such contrasting picture may be the

reward is also given in non economic format e.g. Best Teacher Award. In the same research

conducted teachers have replied positively on payment satisfaction. So mere extra

compensation can not be the reason for the teacher turnover. Aspects like working conditions,

career opportunities, performance – reward relation should be improved by the management

of the institutes.

Key Words: Motivation, Retention, Working Conditions, Performance - Reward, career

opportunities

Aspects of Teacher Turnover (with Special Reference to Technical Education)

The researcher has confined the scope of her study to the region of Western

Maharashtra and to the 2 Districts in it i.e. Kolhapur & Sangli. The researcher has chosen

Engineering, Polytechnic, Technology and Management institutes. In sample of the institutes

also only known and those institutes which are performing for a considerable number of years

have been selected; exceptions being of couple of institutes.

Table 1.1 Classification of Institutes on the Basis of Disciplines

Type of

Institution

Classification of Institutes

Management Engineering Polytechnic Technology Total

Count Count Count Count Count

Total 9 10 6 1 26

(Source : Primary Data)

Table 1.2 Number of Teachers in Each Type of Discipline

Engineering Polytechnic Technology Management Total

122 27 04 62 215

(Source : Same as Table No. 1.1)



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The researcher has studied the opinions of teachers of 26 institutions which are

approved by AICTE in the districts of Sangli and Kolhapur. The institutes come under the

category of Engineering, Management, Polytechnic and Technology. The largest size i.e.

56.7% is grabbed by Engineering, followed by 28.4% of Management Institutes. Technology

institutes forms the least slice of 1.86%.

There is dominance of Engineering, Polytechnic institutes teachers in the sample as

on the ground too there are more number of Engineering, Polytechnic institutes than

Management institutes in the 2 districts.

Table 1.3 Classification on the Basis of Gender and Designation

Designation

Gender

Male Female Total

Count Count Count

Head of Department 10 4 14

Professor 2 0 2

Reader 2 0 2

Assistant Professor 18 4 22

Senior Lecturer 21 4 25

Lecturer 88 62 150

Total 141 74 215


Designation wise largest number of Sample is of Lecturers which is of 69.77%;

followed by that of Senior Lecturers i.e. 11.63% and Assistant Professor i.e. 10.23%. The

research has deliberately made distinction by keeping a separate designation of Head of



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Department. It is very likely that these Heads of Departments may be having post of Assistant

Professor or Professor. Deliberate attempt has been made to get the opinions of Head of

Departments as they do get to work many lecturers as well as Assistant Professors under

them.

Table 1.4 Type of Job Migrated From

Type of Job Migrated From

Industry Teaching Both No Response

No Previous

Job Total

32 68 16 2 97 215


Table 1.5 Total Number of Organizations Earlier Worked In

Total Number of Organizations Earlier Worked In

0 1 2 3 4 Total

97 62 33 20 3 215


There are 45% of teachers who have not worked in any organization before joining

the current organization. But there are almost 52% of teachers who have worked in different

organizations before joining the current organization. There seems to be less stability and less

loyalty to institutions as teachers have migrated on even more than one count. The more

seriousness can be found in the fact that migration has taken from one organization to other in

teaching profession only. There are only 14.88% of teachers who have come from the

Industry and 31.63% teachers who were earlier working in educational institutions only.

7.44% of teachers have done both industrial and academic jobs before being on current job.

So the figure percentage teachers migrated from academic profession comes to 38% as

against only 15% from industry. Retention and motivational policies in technical education

institutions need to be seriously looked at.



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On response to the reason of changing the job, most of the teachers who have replied

that it was done on account of better job prospects. The growth motive can also be traced in

these teachers. After seeing no growth opportunity in organization, teachers seem to have

changed their organization.

Table 1.6 Would you Like to Change In Profession?

Change In Profession

Yes No No Response Total

38 160 17 215


Almost 75% of teachers do not want to change their current profession of teaching. It

seems to be a good sign. It can only be on account of the experience they have so far and also

the like and love for the profession.

Table 1.7 Change In Current Institute of Work?

Change In Institute of Work

Yes No

No

Response Total

87 112 16 215


After the above good sign, next is this bad sign where alarm bells are ringing for the

institutions that almost 40% (87 in number and 7% of teachers have decided to keep silence

on the issue) which is quite a sizable in number; like to change their current institute of work.



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It can only be on account of the poor experience they must be getting in their current

institution. The management of these institutions has failed in their retention and motivational

policies.

Some of the other reasons can be traced into the following aspects:

Table 1.8 Do you have to looking After Too Many Activities Apart From Teaching?

Looking After Too Many Activities Apart From

Teaching

True False No Response Total

150 58 7 215


Table 1.9 Too much Clerical Work Involved in your Work?

Too Much Clerical Work


119 89 7 215


Time and again in different questions, the factor of “Additional Activities apart from

Teaching” has found to be one of the significant factors affecting teachers negatively. There

are almost more than 50 activities mentioned by teachers in which they are spending time

apart from teaching. Teachers find too much clerical work involved in their job. One of the

teachers has called it as “Donkey Work”. This include basically administrative duties,

preparation various reports for various bodies and reporting to seniors. Until and unless there

is reduction in these activities, teachers will not get enough time for lecture preparation and

research. A teacher should have teaching as well as research as his first priority. A teacher

who has to take lectures and is also suppose to complete administrative job, would they have

enough of time for lecture preparation and more of for research, is anybody’s guess.



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Table 1.10 Do you have to Take Institute Work Home?

Have to Take Institute Work Home


67 143 5 215


Table 1.11 Do you have to Stay Back After Working Hours?

Staying Back After Working Hours


97 112 6 215


These 2 factors affect the family life of teachers. Although majority of the teachers

have replied negatively on these 2 aspects but still significantly large number of i.e. 31%

teachers have to take their work home and 45% of teachers stay back in the institute after

working hour. Due to this, teachers get less time to spend with their family.

Organization Behavior calls for making balance between professional and personal

life. Any imbalance on family front can affect working life ultimately. It should also be seen

that there should be equitable distribution of workload. Most of the time, the teachers who are

sincere in their work are given the entire load relying on them that they will surely do the

work. And the teachers normally found to be lethargic in their work, continue to be the same

and it is the sincere teachers who face the brunt of heavy workload. So it affects the

motivation of sincere teachers who after a time, too start finding excuses for avoiding the

work.

It is also very interesting to see some of the aspects of teachers’ working conditions



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Table 1.12 Is there Separate Arrangement of Cabin or Cubical for you?

Arrangement of Separate cabin or cubical

Yes No Shared No Response Total

146 61 1 7 215


Table 1.13 Is there Availability of Fan at the place where you sit?

Availability of Fan

Yes No Shared No Response Total

186 21 1 7 215


The above some aspects enquire into the working conditions in which teachers are

doing their work. Almost 28% of teachers do not have any separate place to sit after finishing

their lecture. Obviously a teacher would like to keep his things on desktop according to his

convenience or work or prepare for lecture in alone or meet his students or have interaction

with them, even this little privacy the teachers are not getting. Libraries can not solution for

separate work area.

To add agony even further, almost 10% of teachers do not have fan facility. This is

the basic minimum facility. It certainly resembles a pathetic scenario on working conditions

for teachers.



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Table 1.14 Do you get Separate Clean Fresh Room?

Separate Clean Fresh Room


115 91 9 215


Table 1.15 Do you get Fresh Hygienic Drinking Water?

Fresh Hygienic Drinking Water


139 69 7 215


It’s even more appaulling picture on hygiene conditions. 42% of teachers do not have fresh

and clean fresh rooms, general parlance termed as toilets. 32% of teachers do not have fresh

and hygienic drinking water. Someone who is the basic necessity for running educational

institute, the teachers are really the neglected elements as far as the working conditions are

concerned. Even after facing such tough times on working conditions, teachers who doing

their work (whether qualitative or otherwise), one must salute them, one feels.

Table 1.16 Is there No Relation Between Performance and Reward?

No Relation Between Performance and

Reward


96 105 14 215




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Table 1.17 Are Incentives Provided For Good Performance?

Incentives Provided For Good Performance


30 164 21 215


45% of teachers do find relation between performance and reward; however 76% of teachers

do not find any incentive provided for good work. The reason for such contrasting picture

may by the reward is also given in non economic format e.g. appreciation by superiors, Best

Teacher Award, sending teacher for summer or winter schools etc. But the second question

was pertaining to economic aspect. There is no such economic reward which teachers are

getting for their good performance. 10% of teachers have preferred to keep mum on question

of incentive and good work. It’s only on one occasion teachers replied that they were getting

incentives in money if the result of the subject which they are teaching is 80% or more,

teachers were given Rs. 1000/- as incentive.

CONCLUSION

Retaining teachers and that too dedicated teachers has really become a challenging

task. The problem of teacher turnover has too be seriously looked into. In the same research

conducted teachers have replied positively on payment satisfaction. So mere extra

compensation can not be the reason for the teacher turnover. Aspects like working conditions,

career opportunities, performance – reward relation should be improved by the management

of the institutes. This frequent job hopping by teachers can not only hamper the overall

working of the institutes but also the learning process of the students and students can be

deprived of real good knowledge if a dedicated and genuinely good teacher decides to leave

the institute on account of frustration and complete apathy of management towards his good

performance.



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REFERENCES

1. E. Raj Kumar and K.Annamalai, “An Investigation on Faculty Development and Retention

in Technical Education” International Journal of Management (IJM), Volume 2, Issue 1,

2011, pp. 117 - 125, ISSN Print: 0976-6502, ISSN Online: 0976-6510.

2. Saket Jeswani and Dr. Sumita Dave, “Emotional Intelligence as an Antecedent of Turnover

Intention: An Empirical Analysis on Faculty Members” International Journal of Management

(IJM), Volume 3, Issue 2, 2012, pp. 387 - 400, ISSN Print: 0976-6502, ISSN Online: 0976-

6510.

3. Dr. C. Kavitha and S. Sushma Raj, “A New Paradigm in Management of Higher

Educational Institutes of Government Sector, India” International Journal of Management

(IJM), Volume 3, Issue 2, 2012, pp. 32 - 42, ISSN Print: 0976-6502, ISSN Online: 0976-

6510.

ASPECTS OF TEACHER TURNOVER (WITH SPECIAL REFERENCE TO TECHNICAL EDUCATION)

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