Author(s)

Moses Chirimbana¹, Emma Kashweka², Stephanus Amunime¹

¹Department of Mechanical and Metallurgical Engineering, University of Namibia JEDS Campus, Ongwediva, Namibia.
²Early Childhood Education and Care Department, University of Namibia, Hifikepunye Pohamba Campus, Ongwediva, Namibia.

This qualitative study aims to analyze the impact of the remoteness and hardship allowance on teacher retention in the rural schools located within the Oshana Region, based on the perceptions of eight teachers who were purposely picked from two different schools. In-depth, face-to-face interviews were used to collect data, and then the data were analysed using a thematic approach so that we could discover and examine emergent themes. The results of the study uncovered numerous important issues, which shed light on the efficiency of the remoteness and hardship allowance as well as its influence on the rate at which teachers remain employed in rural schools. Among the recommendations are the strengthening of existing infrastructure, the enhancement of working conditions, the provision of comprehensive assistance, the promotion of chances for professional growth, the resolving of concerns regarding fairness and adequateness, and the establishment of efficient monitoring and evaluation mechanisms. It is possible for educational authorities and school management to establish an atmosphere in rural schools that encourages the retention of teachers, increases well-being, and raises the overall quality of education by putting these recommendations into practise.

Quality Education, Distance, Hardship Allowance, Retaining, Cost-Effective

Chirimbana, M. , Kashweka, E. and Amunime, S. (2023) Assessing the Effectiveness of the Remoteness and Hardship Allowance on Teacher Retention in Oshana Region in Namibia Rural Schools: Teachers Views. Open Journal of Social Sciences, 11, 383-397. doi: 10.4236/jss.2023.118027.