PERCEIVED RETENTION OF ISLAMIC STUDIES TEACHERS IN SENIOR SECONDARYSCHOOLS IN KWARA STATE, NIGERIA

Abstract

This paper investigated the perceived retention of Islamic Studies teachers in senior secondary schools in
Kwara State, Nigeria. In the course of this study, secondary data used for this work were sourced from
journals, textbooks, articles, newspapers and other relevant materials that are germane to this study. The
simple random sampling technique was used to select 60 senior secondary school teachers of Islamic
studies, Kwara State, Nigeria. A researchers-designed questionnaire was used to gather data from the
respondents. The instrument used was validated by three experts in Test and Measurement and found it
appropriate for this study. The reliability of the instrument was determined using test re-test reliability
technique within a two week interval. The scores of the two tests were correlated using the Pearson’s
Product Moment Correlation (PPMC). The value of the correlation coefficient obtained was 0.87. Two
research questions were raised and answered using the percentages. The findings of the study revealed that
lack of motivation, poor leadership style, lack of staff development, poor salary structure and lack of
interest to work in rural areas are factors that contribute to Islamic studies teachers’ retention in senior
secondary schools in Kwara state, Nigeria. Also, the study revealed that improved salary structure,
investing more in staff development, training of effective leaders, creating a mentoring programme and
improved welfare package for teachers’ working in rural areas are solutions to Islamic studies teachers’
retention in senior secondary schools in Kwara state, Nigeria. The study concluded that adequate attention
should be channeled to the factors that may prompt teachers of Islamic studies retention to enhance
effective teaching and learning of Islamic studies in senior secondary schools in Kwara State. Also, the
study recommended that government, school heads and other relevant stakeholders should ensure that
senior secondary school teachers’ welfare are adequately taken care of to enhance effective teaching and
stability of academic activities in schools.