Teacher turnover and its relationship to student performance in Vision International School, Volta Region, Ghana

Abstract

Teacher turnover is a critical challenge across education systems globally, with reported negative correlation with student performance. Although, existing research has explored this phenomenon in Ghana's public schools, a significant gap still remains regarding its outcome especially within the private school sector, particularly in the Volta Region, Ghana. This study was conducted to identify the relationship between teacher turnover and student performance at Vision International School, Ho, in the Volta Region of Ghana. The specific objectives were to determine the rate and patterns of teacher turnover, identify the factors contributing to it, and assess its relationship to student performance. The study adopted a quantitative research approach and a descriptive survey design. The study collected data through questionnaires from a sample of 34 teaching and non-teaching staff, selected through convenience and stratified sampling techniques. Data collected were analysed using descriptive statistics, including frequencies, percentages, and mean scores. The findings revealed that teacher turnover at Vision International School is an ongoing concern, characterised by an occasional but increasing and unpredictable pattern. The primary factors contributing to turnover were low salary and a lack of motivation and incentives from the administration. The study conclusively found that teacher turnover has a predominantly negative correlation with student performance, particularly in student academic achievement, engagement in school activities, and the continuity of instruction, although its association with student attendance was neutral to positive. The study concludes that the high and unpredictable turnover of teachers at Vision International School, mainly driven by financial and motivational factors, is detrimentally affecting key aspects of student learning. These findings imply that for private schools like Vision International School to enhance educational quality and student outcomes, targeted interventions are urgently needed. School administrators and policymakers must prioritise improving teacher compensation packages, implementing robust incentive systems, and fostering a supportive professional environment to bolster teacher retention and, consequently, stabilise student performance.