Leadership and Management Aspects of Teacher Recruitment and Retention - Case Study Example

Darling Hammond and cob (1995:10) have noted that the first years of the entering the teaching profession is very important for the new teachers development if the requires skill and attitude that will help in their retention in the schools. Clement (2000:329) adds that retention is one approach that can be used by the school leadership to ensure systematic orientation and support to the new teachers so that they are provided with support and the mentorship that they need at the critical point of the formation of their careers.

Retention is a major problem in the US in which 10% of the teachers leave the profession after just the first year, 20 percent quite teaching employment after three years and 30% of the teacher leave employment after five years of service. This causes major cost to the schools due to the loss of the trained personnel coupled with the new costs of recruiting and training their replacements.The research is aimed at demonstrating how leadership in Zoe school can actively involve teachers in the core work of the school using shared and distributive leadership, so that the teachers will collectively participate in the school and feel that their contributions are valued.

School leaders remain of crucial importance to continued improvement of education. Given this importance, this research sets out to determine how a number of implications of various explorations on teacher recruitment, professional development and retention may determine how the school might benefit conferring professional autonomy on teachers to enhance and improve the attractiveness of the teaching profession.Due to the high expectations of the education system in various countries places the great responsibility on the leaders of the schools.

As result, the development movement of the school system has placed great emphasis on the roles of the leaders in the school systems (OECD2001:48). According to Fullan (2002:15), having effective organizations, the leadership and management of the schools are therefore very critical for the performance of the schools and motivation of the teachers to perform their duties. According to Leithwood et al (2004: 32), that is a review of how effective leadership is practiced in 121 selected schools, it has been discovered that the factors that make for effective leadership in schools are many and determined by the management system applied.

 having effective organizations, the leadership and management of the schools are therefore very critical for the performance of the schools and motivation of the teachers to perform their duties. According to Leithwood et al (2004: 32), that is a review of how effective leadership is practiced in 121 selected schools, it has been discovered that the factors that make for effective leadership in schools are many and determined by the management system applied.